Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 20, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Franklin Lewis, William Tolone. Includes bibliographical references (leaves 105-110) and abstract. Also available in print.

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

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

Thesis (M.S.)--Springfield College, 2006. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph.D. in Educational Leadership) -- University of Dayton. / Title from PDF t.p. (viewed 10/06/09). Advisor: Carolyn Ridenour. Includes bibliographical references (p. 184-200).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: vii, 135 p. : ill. (some col.) ; 5 Mb. UMI publication number: AAT 3355632. Includes bibliographical references. Also available in microfilm and microfiche formats.

An approach to enhancing the success of nursing students is found in understanding the learning process and in the academic and sociologic variables placing students at risk for failure and attrition. Utilizing Bloom's Mastery Model, nurse educators may reduce failure and attrition by enhancing alterable variables. This Ex Post Facto investigation utilized Bloom's learning theory to examine a causal relationship of learner entry characteristics, learner reading and writing skills and the impact on program exit grade point average. The study sample was comprised of 143 nursing students entering an upper division urban multicultural baccalaureate nursing program. Data were collected by use of a demographic questionnaire, assessment of reading and writing skills of junior students in the nursing program, and obtainment of the program exit grade point average. A recursive path analysis was utilized for data analysis. Findings revealed older male students who transferred to the program from a university with high entry grade point averages excelled in reading assessment scores. University transfer students with a high entry grade point average excelled in writing also. Students for who French, specifically Creole, was a first language had lower writing scores and program exit grade point averages. Spanish as a first language was also associated with lower exit grade point averages. Higher reading and writing scores and entry grade point averages were associated with higher program exit grade point averages. Finally entry grade point average and university transfer were the only entry characteristics mediated by both reading and writing scores.

The aim of this study was to predict the Physics grades of North Vancouver Senior Secondary Physics 91 students in Physics 101 courses at the grade XIII and the university level, and in Physics 200, and Physics 155 and 156 at the university level. The prediction variables used were the intelligence quotient rated by Otis Self-Administering Tests of Mental Ability, Higher Examination: Form C, together with the grades in Physics 91 and Mathematics 91. These variables were used to predict the grades for Physics 100, 200 and Physics 155 and 156. The intelligence quotient and the grades in Physics 101, and Mathematics 101 were used to predict the grades for Physics 200 and Physics 155 and 156. The study was undertaken to determine whether the intelligence quotient and the standard of achievement in prerequisite courses provide a basis for prediction of success in the advanced physics courses. Such a prediction would be of value in offering academic guidance. Because of the multivariate nature of the predictors, the predicted grade was equated to the prediction variables by a multiple regression equation. When the coefficient of correlation was significant beyond the one per cent level, the null hypothesis was rejected and the prediction equation which resulted was assumed to be significantly predictive within the statistical limits stated. The accuracy of these predictions was tested by calculating the correlations between sets of actual grades in Physics 101, Physics 200, and Physics 155 and 156 for students who graduated from 1957 to 1961 from North Vancouver Senior Secondary School, and the corresponding sets of predicted grades for students who graduated from 1947 to 1957. Physics 101 grades as given by the Department of Education or the University of British Columbia showed correlation coefficients that were significant with both final course grade predictors as given by the classroom teacher and university entrance examination grade predictors. Physics 101 grades yielded higher correlation coefficients with university entrance grade predictors than with letter grade predictors. Physics 155 and 156 grades showed correlation coefficients that were significant with both letter grade predictors assigned by the high school teachers, with the Physics 101 grades and Mathematics 101 grades assigned by the University of British Columbia, and with the grades assigned by the Department of Education. Physics 200 grades showed correlation coefficients that were significant with both letter grade predictors assigned by the high school teachers and with the Physics 101 grades and Mathematics 101 grades assigned by the University of British Columbia and the grades assigned by the Department of Education. Physics 155 and 156 and Physics 200 grades had higher multiple correlation coefficients with University grade predictors than with letter grade predictors. Actual grades for Grade XIII Physics 101 and University Physics 101 correlated significantly with corresponding predicted grades. Actual grades for Physics 155 and 156 and Physics 200 correlated with predicted grades. The coefficients of correlation using University grade predictors to predict Physics 155 and 156 and Physics 200 grades, were both significant. The coefficient of correlation, using letter grade predictors to predict Physics 155 and 156, was significant. The results of the study Indicated that it is possible to predict Physics 101 grades for North Vancouver Senior Secondary Physics 91 students. University entrance grade predictors give equations with higher coefficients of correlation than letter grade predictors. The results also indicated that it is possible to predict the grades of Physics 155 and 156 and Physics 200 with letter grade predictors and University grade predictors. These results, made available to the counsellor, would enable him to advise students as to their probability of success, if they were to enroll in Physics 101, Physics 155 and 156 and Physics 200. / Education, Faculty of / Graduate

Presently the Douglas College General Nursing Program screens its applicants with the Nelson-Denny Reading Test and the Stanford Diagnostic Math Test in the belief that those tests set appropiate standards for admission to the program. No research had been performed to validate this belief. This descriptive, exploratory study examined the available data to determine the influence of the screening tests on academic achievement. Since the literature documents the influence of demographic variables on academic achievement in nursing programs, the students' ages were also included in this study. The students' scores on the screening tests, and the students' ages, were correlated with their scores on six nursing academic scores in the first two semesters in the program. Canonical correlation analysis was performed on the same data to see if insight could be obtained about the interrelationships of the screening tests, the students ages, and academic achievement. The Pearson r correlations indicate that the influence of the screening tests was small to moderate on academic achievement in the individual courses, and that students' ages demonstrated the weakest correlation. Sub-test 3 of the Stanford Diagnostic Math test consistently correlated the highest with the academic course scores with only two exceptions, and in those cases it was the second highest correlate. The canonical correlation analysis demonstrates that there are two underlying linkages or dimensions between the two data sets. The first dimension demonstrates the dominance of the Stanford Diagnostic Math sub-tests in correlating with academic achievement. The second dimension is too weak to make assumptions about the relationship between the two data sets, but it does suggest that the students' ages influence academic achievement. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

For many years students have been placed in algebra and mathematics courses in the junior high schools of Santa Rosa on the basis of teacher judgment. intelligence test scores, achievement test scores, and prognostic test scores. Counselors have placed these students in the courses on the basis of their judgment of the above factors. Very little experimental evidence has been presented to weigh the relative importance of the factors which are of prime consideration in the placement of pupils.