Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 151-156).

Ph.D. (Education) / This case study investigated the conceptualisation and implementation of social learning spaces (SLS) in a University of Johannesburg student residence. The literature base I drew on included ideas, concepts and constructs associated with learning communities [where the terms ‘SLS’ and ‘learning communities’ (LCs) are often used interchangeably], Wenger’s communities of practice, the First Year Experience (FYE), university student residence life and transformation in higher education. Cultural historical activity theory (CHAT) as provided by Engeström and critical theory served as theoretical frameworks to guide the study. I used CHAT as a theoretical lens and as a tool of analysis. In addition, I used content analysis to analyse the data. The main findings of this study show that, despite numerous efforts to get them to articulate their concerns, students found voice only in the SLS groups. Their sociocultural and historical backgrounds shaped how they interacted with residence management and prevented them from becoming more active in their own learning. Residence management and students’ lack of addressing matters of concern prevented the optimal development of SLS establishment. The established hegemonic practices of residence management further prevented them from recognising the need for new learning tools, spaces and practices. Major constraints to the development of SLS included the hierarchical and power-laden setting in the university environment, coupled with clearly established roles and responsibilities, and students’ as well as residence advisors’ lack of agency. Specific intervention and conscious creation was needed in establishing SLS. Some students found the conceptualisation and implementation of SLS vague at first and somewhat problematic, but over time, managed to apply what they had learned in these SLS spaces ...

Thesis (Ed.D.)--Boston University.

No description available.

Thesis (Ed.M.)--Boston University

This thesis has been an investigation of the relationship between type of college student residence and the study habits of college students. In this survey, the study habits of college freshmen were measured twice with the Brown-Holtzman Survey of Study Habits and Attitudes. Students were tested on the SSHA before entering college and after seven months of college attendance. The findings have outlined differences in study habits and attitudes among several residential aggregates of students. The research also demonstrated the type and amount of change in measures of study habits by residential groupings during the first year of college attendance.This research has traced the phenomenon of a decline in freshman study habits and attitudes largely to changes in scores on the SSHA indexes of Teacher Approval and Educated Acceptance. Changes in these scores reflected a decline in student approval of teacher’s behavior and methods and of educational objectives, practices, and requirements.In addition, this research demonstrated that a number of differences in study habits and attitudes were associated with family income, sex, academic reference group, extracurricular activity, hometown size, and student’s attitude about his residential location.

There is no abstract available for this dissertation.

Thesis--Hamburg, 1972. / Cover title. Vita. Includes bibliographical references (p. 165-172).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 297).

Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 108-115).