The aims of this study are to explore the implementation status of the New Student Counseling System ¡V The Experimental Integrated Project of Instruction, Discipline and Counseling in elementary schools in Tainan city to understand the teaching professionals¡¦ perception, attitudes developed through the involvement and recognition of the effectiveness of the project; to analyze the predictive function of the teaching professionals¡¦ perception and attitudes developed through the involvement on the effectiveness of the project; to compare the differences of the teaching professionals¡¦ backgrounds as a variable in the three aspects ¡V perception, attitudes and effectiveness. This study applies questionnaires titled ¡§Current Implementation Status Investigation on the Integrated Project of Instruction, Discipline, and Counseling¡¨ as a tool to do the survey. All of the 864 teaching professionals who have participated in this project, including principles, school division directors and teachers, are sampled. The following conclusions are made after the statistical analysis is applied. 1.Participants¡¦ perception, attitudes and recognition of implementation have reached levels of over-average to high. 2.The perception in the aspect of adjusting the structure and administrative effectiveness of the discipline and counseling organization can be increased. 3.The perception, attitudes and recognition of the implementation results of school principles and division directors are significantly higher than those of teachers. 4.Participants of the project with working experience over 21 years have better performance in the aspects of perception, attitudes, and recognition of the implementation results. Their professionalism should be acclaimed and is worth recognition and encouragement from educational bureaus. 5. Participants¡¦ perception, attitudes and recognition of implementation results possess a predictive function. The study has offered suggestions to educational bureaus, school administrations and future studies, according to the conclusions.

Departure among student affairs administrators in higher education has been an issue for decades (Evans, 1988; Lorden, 1998; Tull, 2006). Rates of departure from student affairs within the first five years of experience are estimated at 50% to 60% (Holmes, Verrier, & Chisholm, 1983; Lorden, 1998; Tull, 2006). However, there is very little research that examines the reasons that student affairs professionals leave the field. I conducted a qualitative study, using purposeful sampling, to determine what factors were most salient in new student affairs professionals' departure. The conceptual framework was a modified version of Daly and Dee's (2006) model that described how psychological, structural, and environmental variables affect intent to stay with an organization. Participants included 24 former student affairs professionals who earned a master's degree in student affairs administration or a related field between 2004 and 2010 and who left the field between 2009 and 2011. Data were analyzed using a constant comparative method. Findings suggest that new professionals depart student affairs for both Institutional and Individual reasons. Institutionally, professionals want to believe they are valued and supported, particularly by those in management positions. They want stable and supportive supervisors. They also seek stable organizational environments. Many feel they work too many hours for too little money and find few opportunities to advance. Individually, professionals seek a personal connection to their institution and job and leave the profession if those expectations are unmet. Additionally, some professionals find it difficult to obtain work/life balance. When they are left feeling unfulfilled in their jobs, they seek satisfaction outside of the field, pursuing other positions that more fully meet their wants and needs more. Future research could explore whether the rate of new student affairs professional departure is unusual when compared to other professions (e.g., teachers, social workers, nurses) or whether it is endemic to the student affairs profession. / Ph. D.

Despite a long history of providing open-door access to students who might not otherwise have an opportunity to attend college, community colleges have not been as effective in fostering student success. To counter this trend, early intervention programs have been developed to facilitate academic and social integration for first semester students to improve student success. However, there is much that is not known about the influence of orientation programs at community colleges as an intervention strategy. Therefore, this study examines the influence of one new student orientation on first semester student success. Grounded in frameworks developed by Astin (1984, 1993, 1999), Tinto (1975, 1993), and Bean and Metzner (1985), this study examines the ability of a new student orientation to academically and socially integrate students into the culture of the institution. The following research questions are posed: • Does new student orientation influence student retention; • Does new student orientation influence student success; • Does new student orientation influence student persistence; • Does new student orientation facilitate a student’s social integration into the institution? • Does new student orientation facilitate a student’s academic integration into the institution? The focus of this case study is a publicly supported, two-year, comprehensive community college that is part of a multiple college district located in a suburban area outside of a major city in Texas. Participants are students who attended a new student orientation session. Employing a mixed methods research approach, data is gathered on student success, retention, persistence, and through interviews. Findings demonstrate that there was no significant difference in first semester retention for students who participated in a new student orientation and for those who did not. However, students who participated in orientation were more likely to be successful in their first semester in college and much more likely to re-enroll for their second semester at the institution. New student orientation also facilitated students’ social and academic integration into the institution. This study concludes with recommendations for program improvement, recommendations for further research, and a discussion of implications for community college policy and practice in developing new student orientation programs. / text

Orientador: José Roberto Montes Heloani / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T22:53:29Z (GMT). No. of bitstreams: 1 Silva_PriscilaPereira_M.pdf: 2730760 bytes, checksum: f1dae9c2cd95f7965b6d72c23a80b8de (MD5) Previous issue date: 2014 / Resumo: A pesquisa que deu origem ao presente trabalho teve como objetivo identificar o perfil do novo aluno do Ensino Superior diante de um contexto neoliberal. A investigação foi desenvolvida a partir de uma análise bibliográfica, disponibilizada nos capítulos iniciais, fundamentando o trabalho de campo, que é apresentado no capítulo IV. A metodologia utilizada foi a abordagem qualitativa-quantitativa, possibilitando que a análise fosse realizada a partir de informações objetivas e de dados qualitativos. Quanto às informações objetivas, foram utilizados os elementos disponíveis no banco de dados da mantenedora das instituições pesquisadas e o resultado do questionário aplicado, e, sobre os dados qualitativos, foram obtidos através da análise documental e de entrevistas, realizadas a partir da Técnica de Grupos Focais. Nos capítulos I e II do trabalho, é apresentada uma revisão da literatura sobre o Ensino Superior, momento em que foi contextualizado o seu desenvolvimento no país, e o papel assumido pelo Estado nesse processo. Nesse histórico, aborda-se a expansão ocorrida no Ensino Superior desde o período colonial até a primeira década dos anos 2000, e enfatiza-se o crescimento que se deu a partir dos anos 90 (período marcado pelo cenário neoliberal) e a ocorrência de sua elitização no país, ficando demonstrado o caráter excludente de nossa sociedade. No capítulo III, discute-se o processo de elitização e exclusão no acesso ao Ensino Superior, com destaque para as dificuldades enfrentadas pelos jovens oriundos de famílias que possuem um baixo poder aquisitivo. Nesse contexto neoliberal, buscou-se delinear o perfil desse novo aluno, que é diferente das características dos estudantes que historicamente frequentam o Ensino Superior. Para o trabalho de campo, cujos resultados estão reunidos no capítulo IV, foram escolhidas 03 (três) unidades educacionais de uma das maiores mantenedoras de Instituições de Ensino Superior do país. Quanto aos estudantes, foram selecionados os alunos matriculados no Curso de Tecnologia em Gestão de Recursos Humanos que ingressaram nas instituições através de Financiamento Estudantil (Fies), e/ou do Programa Universidade para Todos (ProUni). Neste capítulo, além de um breve histórico das instituições, apresenta-se e discute-se o resultado que se obteve através do banco de dados da mantenedora, de documentos institucionais, da aplicação dos questionários e realização das entrevistas, possibilitando apresentar as características que compõem o perfil do novo aluno do Ensino Superior, situado em um contexto neoliberal, bem como indicar as instituições e os cursos que frequenta. Nas Considerações Finais, retoma-se a contextualização do cenário que dificultou o acesso dos jovens de baixo poder aquisitivo ao Ensino Superior, e comprova-se que a ampliação desse acesso provocou novas desigualdades entre as diferentes classes sociais, através da adoção de mecanismos que mantém as características de uma sociedade capitalista / Abstract: The research that led to this study aimed to identify the profile of the new student of Higher Education before a neoliberal context. The research was developed from a literature review , released in the early chapters , supporting the field work , which is presented in Chapter IV . The methodology was qualitative - quantitative approach , enabling the analysis was performed based on objective information and qualitative data . As for objective information elements available were used in the database of the sponsor of the institutions surveyed and the results of the questionnaire , and the qualitative data were obtained through document analysis and interviews, conducted from the Technical Focus Group . Chapters I and II of the study, a literature review on Higher Education , when it was contextualized their development in the country , and the role of the State in this process is presented . In this history , discusses the expansion occurred in higher education from the colonial period until the first decade of the 2000s , and emphasizes the growth that occurred from the '90s ( a period marked by neoliberal scenario) and the occurrence of its elitism in the country, being shown the exclusionary character of our society . Chapter III discusses the process of elitism and exclusion in access to higher education , highlighting the difficulties faced by young people from families that have a low income. In this neoliberal context, we sought to delineate the profile of this new student , which is different from the characteristics of students who attend historically higher education . For field work , whose results are shown in Chapter IV , 03 were chosen (three) educational units of one of the largest sponsors of Higher Education Institutions in the country . As students , we selected students enrolled in the College of Technology in Human Resource Management in the institutions that entered through Financial Aid ( FIES ) , and / or the University for All Program ( Prouni ) . In this chapter , including a brief history of institutions , presents and discusses the results to be obtained through the database of the sponsor , institutional documents , the questionnaires and interviews, enabling characteristic that comprise the profile of the new student of higher education , located in a neoliberal context , as well as state institutions and the courses they attend . Final Thoughts on resumes to contextualize the scenario that hindered the access of young people from low income to higher education , and proves that the expansion of such access brought new inequalities between different social classes , by adopting mechanisms that maintains the characteristics of a capitalist society / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestra em Educação

Submitted by Lucienne Costa (lucienneferreira@ufcg.edu.br) on 2018-08-29T17:04:56Z No. of bitstreams: 1 LÊNIO ASSIS DE BARROS – DISSERTAÇÃO (PPGED) 2018.pdf: 1500500 bytes, checksum: 448ff01dff2e1c8a2382a9153eaa7dc3 (MD5) / Made available in DSpace on 2018-08-29T17:04:56Z (GMT). No. of bitstreams: 1 LÊNIO ASSIS DE BARROS – DISSERTAÇÃO (PPGED) 2018.pdf: 1500500 bytes, checksum: 448ff01dff2e1c8a2382a9153eaa7dc3 (MD5) Previous issue date: 2018-04-23 / A universidade brasileira foi, historicamente, um espaço de exclusão das classes populares. Apenas a partir da década de 1990, com o crescimento do setor de educação superior, aliado, nas décadas seguintes, a uma política de democratização do acesso, ocorreu a entrada de um novo alunado nas universidades. O presente estudo tem por objetivo analisar o novo aluno universitário sob a ótica dos professores da UFCG, tendo por base a Teoria das Representações Sociais. Do universo de 681 professores, 37 de cada uma das áreas de exatas, humanas e saúde foram selecionados para compor a amostra, totalizando 111 participantes. Trata-se de um estudo qualitativo, com análise de conteúdo, e quantitativo, descritivo e transversal, com utilização de livre associação de palavras (ALP), além de um questionário estruturado, com dez questões objetivas estruturadas em escala likert e três questões discursivas, como instrumentos de coleta de dados. Os resultados indicaram a representação social fundamentalmente negativa de um alunado jovem, imaturo e despreparado, por professores de todas as áreas, mas com indicações importantes de mudança na área de humanas, onde o alunado é também visto como promissor. / The Brazilian university was, historically, a space of exclusion of the popular classes. Only in the 1990s, with the growth of the higher education, allied in the following decades to a policy of democratization of access, occurred the entry of a new student into universities. The present study aims to analyze the new university student from the perspective of UFCG teachers, based on the Theory of Social Representations. From the universe of 681 professors, 37 from each of the areas of technology, human and health were selected to compose the sample, totaling 111 participants. It is a qualitative study, with quantitative, descriptive and transversal analysis, using free association of words (ALP), in addition to a structured questionnaire, with ten objective questions designed on a likert scale and three discursive questions, as research instruments. The results indicated a fundamentally negative social representation of a young, immature and unprepared student, by professors of all areas, but important indications of change observed in the human area, where the student is also seen as promising.

Some students do not possess the learning management system (LMS) and basic computer skills needed for success in first-year experience (FYE) courses. The purpose of this quantitative study, based on the Integrative Learning Design Framework and theory of transactional distance, was to identify what basic computer skills and LMS skills are needed for first-year students to be successful in FYE courses. A survey was offered to 368 first-year students and 47 first-year instructors at a large Midwestern community college to compare instructors' perceptions of the computer literacy skill levels necessary for FYE student success with FYE students' self-reported current computer skill levels. An independent-samples t test was used to compare the means of the 2 groups (FYE instructors and FYE students) to evaluate whether the groups were significantly different from each other regarding needed basic computer skills. Analyses revealed significant differences between the groups in adding borders and highlighting in word processing software, posting initial threads and replies in discussion boards, submitting assignments, locating the online course calendar and syllabus, and forwarding e-mails. The findings of this study prompted a recommendation to change the student entrance policy to include student computer literacy workshops and placement exams. This study impacted positive social change by providing information to educators at the study site as to the computer literacy and LMS skills that are needed in a FYE course, therefore aiding FYE students in the future.

No description available.

This quantitative study examined relationships of attending a new student orientation program related to student retention and academic success. A research group of 464 students of Tarrant County College Northwest, a community college campus in Fort Worth, Texas, who voluntarily attended a 2-hour pre-semester new student orientation program was compared to a group of 464 students on the same campus who did not attend the program. Comparisons were made with regard to retention and GPA. Ethnic ratios of both groups are 4% Black, 26% Hispanic, 66% White, and 4% other ethnicities. Chi square data analysis was utilized to determine if statistically significant differences relating to student retention existed between the groups. The independent t-test was used to compare means of calculated GPAs between groups. A one-way ANOVA was used to compare the means of GPAs for ethnic sub-groups. The total group and the Black sub-group showed statistically significant higher levels of second-semester retention (total group p = .018; Black sub-group p = .008) and higher calculated GPAs (total group p = .016; Black sub-group p = .019). No statistically significant results were found among Hispanic students.