Thesis (Ph. D.)--Texas State University-San Marcos, 2005. / Vita. Appendices: leaves 261-287. Includes bibliographical references (leaves 288-300).

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Martha N. Ovando. Vita. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Texas State University-San Marcos, 2005. / Vita. Appendices: leaves 261-287. Includes bibliographical references (leaves 288-300).

M.Ed. / Please refer to full text to view abstract

Persistence and withdrawal have been issues throughout the 368 years of higher education in the United States. As higher education shifted from a privilege of the elite to an expectation of the masses, conversations surrounding persistence and withdrawal have become more prevalent (Trow, 1979 as cited in Somers, 1995). Approximately 60% of entering college students leave higher education without obtaining a degree, and most do so during the first two years of college (Porter, 1990 as cited in Hickman, Bartholomae, & McKenry, 2000). Research illustrates that reasons leading to withdrawal in the early stages of the college experience are very different from those that influence withdrawal in the later years (Daubman, Williams, Johnson, & Crump; 1985; Pickering, Calliotte, & McAuliffe, 1992; St. John, 1990; Tinto, 1987). Models have emerged to explain attrition (Hossler & Galligher, 1987; Bean, 1980; 1985; Tinto, 1975; 1982; 1987; 1993). These models examine the relationship between persistence and background characteristics (Milville & Sedlacek, 1992; Pascarella, Terenzini, & Wolfle, 1986; Pickering et. al 1992), high school profile (Pickering et. al 1992; Richardson & Sullivan, 1994), and the college decision process (Brower, 1997). These factors, however, have been studied in isolation. The purpose of this study was to examine factors influencing Year 1 to Year 2 (Y1Y2) retention among students. Specific factors included demographic characteristics, high school profile, and the college decision process. Sex, ethnicity, parents' educational level, and concern regarding financial capability were included in demographic characteristics. High school profile encompassed high school GPA, standardized test scores, and time spent during senior year in selected activities. Reasons to attend college and reasons to attend the particular institution at which the study was conducted defined the college decision process factor. The sample consisted of students at a large public, land-grant institution in the mid-Atlantic region of the United States. Data from 2,214 first-year students who completed the Annual Freshman Survey (AFS) sponsored by the Cooperative Institutional Research Program (CIRP) were analyzed. All participants completed the AFS in the summer of 2003 at the institution's orientation program. The participants were assigned to one of two groups: those who returned for their second year of college in the fall of 2004 and those who did not. Results revealed statistically significant differences on 15 out of 51 total chi-square tests conducted on responses to 10 items on the AFS. Those who did not return were more likely to be males and students with B or C averages in high school. In addition, Non-Returners were more likely to have some or major concern regarding their ability to finance their education and felt that low tuition was a very important factor in deciding to attend a particular institution. Non-Returners were more likely to spend five or fewer hours per week studying; six or less, or more than 15 hours per week socializing; and less than an hour or more than 15 hours per week on household and childcare duties during their senior year of high school. Non-Returners were more likely to feel that gaining a general education and preparing for graduate or professional school were not important reasons to attend higher education. This group felt that graduates getting good jobs, being admitted through early action/decision, and a visit to campus were also not important reasons to attend a particular institution. / Master of Arts

As a national initiative to support retention of engineering students, engineering programs have undergone a surge of revisions to their coursework in recent years, most notably in relation to first-year programs. These program modifications are generally intended to enhance student success in engineering, including both students' achievement and students' motivation to persist in an engineering degree. This study examines motivational constructs as it compares two versions (standard and revised) of an introductory engineering course taught in a general first year engineering program. The purpose of this dissertation is to examine students' course perceptions, students' Expectancy-Value beliefs, and the relationship between perceptions and beliefs in the two versions of an introductory engineering course. Students' perceptions of the class were measured at the course level using the MUSIC model of Academic Motivation, and students' Expectancy-Value beliefs were measured within the engineering domain level using Expectancy-value theory. The dissertation is divided into three stages: In the first stage I provide a quantitative comparison of students' perceptions of the course, from students enrolled in each of the two versions of the course. In the second stage, I describe comparisons of Expectancy-Value engineering-related beliefs between students in each of the two versions of the introductory course, as well as within students in one of the courses. In the third stage, I develop structural models to test the relationship between students' perceptions of the introductory engineering courses and their Expectancy-Value engineering-related beliefs. This study suggests three main outcomes: First, students' perceptions of success and caring are statistically and significantly different between the two versions of the course. Second, students' Expectancy-Value beliefs are discovered to have declined significantly in the standard version of the course, whereas in the revised version of the course, there are no statistically significant differences. Third, the fit indices of the models suggest a good model data-fit providing strong support for the hypothesis that students' perceptions of introductory engineering courses have effect on students' broader motivational beliefs. These outcomes have practical implications for students, instructors, and researchers in first year engineering education. / PHD / The purpose of this dissertation study is to analyze students’ course perceptions and students’ motivation to persist in engineering. Several engineering programs in U.S have recently revised their coursework within first-year programs. One of the goals of these programs is to support students’ engineering-related motivation. In this study, two groups of students were compared in relation to their academic motivation and perceptions of two versions of an introductory engineering course: standard and revised version. This dissertation work also includes an analysis about how students’ perceptions of the courses were related to their engineering-related motivation. Students’ perceptions of the courses were measured using an inventory based on the MUSIC Model of Academic Motivation and students’ engineering-related motivation was measured through a survey based on the Expectancy-Value Theory. The dissertation study was divided into three stages: In the first stage I provide a quantitative comparison of students’ perceptions of the course from students enrolled in each of the two versions of the course. In the second stage, I describe comparisons of engineering-related students’ motivation between students in each of the two versions of the introductory course, as well as within students in each of the courses. In the third stage, I develop statistical models to test the relationship between students’ perceptions of the introductory engineering courses and their engineering-related motivation. This study suggests three main outcomes: First, I found that students’ perceptions of success and caring components are different between the two versions of the course. I also found that students’ engineering-related motivation declined significantly in the standard version of the course, whereas in the revised version of the course, students’ motivation did not change from the beginning to the end of the semester. Finally, I present evidence for the hypothesis that students’ perceptions of introductory engineering courses have effect on students’ engineering-related motivation. In other words, students’ motivation to persist in engineering might be affected by their perceptions of introductory engineering classes.

The purpose of this study is to (1) identify some of the major problems confronting first-year secondary science teachers; (2) list supportive practices supplied by the school-based administration and district-wide programs for first-year secondary science teachers; and (3) describe problems of socialization confronting first-year secondary science teachers. The study analyzes perceptions of eight first-year secondary science teachers under contract at the start of the 1996-1997 school year. The study viewed these teachers as novice by definition and perceptions of specific support activities which assisted them in moving from initially licensed to career tenure status. The literature review examines research on teacher based on self-reporting data. Although several of the cited research studies consider first-year teachers in general, few qualitative studies contain specific information on first-year secondary science teachers, e. g., what is involved in the new environment or what developmental skills are needed to survive the year. The research procedure used in this study is the individual case study method. Data were collected primarily through ethnographic interviews and surveys of eight first-year secondary science teachers and six administrators responsible for evaluation of these teachers.(Two administrators did not respond to the survey.) A thematic conceptual matrix was used to display the problems and issues faced by and support offered to these teachers. The findings clearly reveal the top two problems of first-year secondary science teachers to be discipline and classroom/time management exacerbated by a perceived lack of administrative support and assistance. / Ed. D.

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