The number of college freshmen enrolled in developmental courses is an indicator that many American high school graduates are not adequately prepared for college. Research has indicated that from 30% to 69% of high school graduates who entered college are required to take at least one developmental course. The purpose of this study was to examine the high school experiences of freshmen college students, specifically, the roles their high school teachers, high school guidance counselors, the parents, and they themselves played in preparing them for college. Data were analyzed to explore differences by race (majority v. minority), gender and type of English class (regular v. developmental). The participants were freshmen students enrolled in college developmental English and general English courses at one community college and one four year college. In order to answer the research questions presented in this study, participants completed a 60-item questionnaire. Fifteen items addressed areas that the research questions investigated (i.e. role of high school teachers, guidance counselors, parents, self). The research questions were examined through a series of analysis of variance tests. Results revealed significant differences by race, gender, type of class and interactions between the effects. The data provide the basis for making recommendations to high school administrators and local school boards which, when implemented will better prepare high school students for the academic rigors of college courses. / Ed. D.

The purpose of this qualitative study was to explore the lived experiences of former McNair Program participants at a regional postsecondary institution in northeast Tennessee. More specifically, the study examined how past participants of a McNair Program perceived their program experiences related to their post-undergraduate educational endeavors and career pursuits. Although research has been conducted on McNair Programs, no research has been conducted on the lived experiences of individuals who participated in a McNair Program in northeast Tennessee within the last two decades, and little to no research has been conducted to identify the program components that former participants believe benefitted them in their post-undergraduate academic and career pursuits. This research involved interviews with ten former participants of a McNair Program at a university in northeast Tennessee. Participants described their experiences as they related to three key phases in their lives: their undergraduate years, their post-undergraduate academic experiences, and their post-undergraduate professional experiences. They shared how participating in the McNair Program provided them with opportunities to develop their academic skills, connect with students from similar backgrounds, and learn more about graduate school. Participants spoke positively about the summer trip offered to them at the end of the pre-research internship as well as the support they received from program facilitators and mentors that encouraged them to persist. They described the rigorous pacing and increased pressure to succeed as disadvantages of the program. Participants also commented on the program components they found most beneficial as they pursued graduate education and went on to their chosen career fields. Several findings emerged related to existing literature, including help overcoming barriers, support and persistence, developing academic skills and preparing for graduate school, confidence and development as a scholar, ability to adapt to graduate school, and educational and career success. Recommendations for further research include examining how attending or not attending the site-selected institution during the academic year-long internship impacts participant experiences and replicating the study at other McNair Programs to better understand the lived experiences of program participants nationally.

We the Peopleâ ¦The Citizen and the Constitution is a course of study that enhances the civic knowledge, skills, and dispositions that lead to responsible citizenship. The curriculum, published by the Center for Civic Education, is intended for students in grades 5, 8, and high school. Students prepare for a mock congressional hearing in which they testify in response to questions about the philosophy and application of the U.S. Constitution and Bill of Rights. This project includes a history of civic education, a matrix showing a comparison of civic participation theories, and an examination of certain practices in 102 high school classes that participate in the Center's nation-wide competition, as well as comments from teachers who use the curriculum in other contexts. I compare classes that usually win their state's competition and go on to the national meet, or "Championship programs" to competitive classes that are historically less successful. Results of my comparison indicate that there are few important differences between the more successful groups and the less successful groups, and that those differences primarily center on the experience and academic strengths of the teacher. My interpretation of this outcome is that there is little to prevent any teacher from improving his/her skills to more effectively teach citizenship in this outstanding program. / Master of Arts

With increasing numbers of first-generation college students enrolling in colleges and universities across the US, so too is the need to begin preparing such underrepresented students for graduate school and a career in academia. As a phenomenological case study of student transformation, this dissertation examines the experience of nine first-generation college students in the summer research portion of the Ronald E. McNair Achievement Program (McNair) at University of Arizona. The qualitative data collected includes in-depth interviewing, observing the students' in-class presentations on the progress of their summer research, and reviewing the students' written work. Drawing on Adult Transformational Learning Theory (Mezirow, 1991) and Gee's writings on student identity (2000) and Discourse (2005), this study primarily addresses the following questions: 1) How do UA McNair students take on and use the Discourse of research during the 10 week summer program? And 2) as they engage in the Discourse of research (in classes, with mentors, with peers, in written work), what academic identity transformations are observed (in the classroom, in interviews, and in written work)? Narrative inquiry (Clandinin & Connelly, 2000) was utilized to organize and examine the data, and research texts consist of academic biographies written for each student. Findings reveal that student transformation is the noticeable difference in the students' utilization and integration of a language system used to describe their summer research and to define their research interests. Defined as the Discourse of research, this becomes the basis for students enacting the identity of undergraduate researcher. As a cohort of nine McNair Scholars, students share the experience of undergraduate research and engage in conversations which address the insecurities they have as first-generation college students. Through this formation of an affinity group (Gee, 2005) and their utilization of the Discourse of research, students engage in critical reflection, reevaluate their academic identities, and begin preparing themselves for their transition from undergraduate students to first-year doctoral students.

Objectif de l’étude. La compréhension des émotions est un sujet qui intéresse les chercheurs puisqu’elle contribue à la régulation des émotions, l’intégration et la réussite scolaire. Dans la présente étude, on cherche à évaluer la contribution de l’attachement et du langage réceptif à 5 ans sur le développement de la compréhension des émotions à 6 ans et ce en contrôlant pour l’âge de l’enfant et le risque familial (immigration des parents, revenu familial, statut familial, éducation de la mère). Ensuite, on cherche à évaluer le rôle modérateur du sexe de l’enfant sur les liens étudiés. Méthode. Les participants proviennent de l’étude longitudinale 3D transition pour un échantillon de 196 enfants. Les mères ont complété l’échelle du Attachment Insecurity Screening Inventory (AISI). L’échelle de vocabulaire en image de Peabody (EVIP) et le test de compréhension des émotions (TEC) ont été mesurés directement auprès de l’enfant. Résultats et conclusion. Les analyses de régression linéaires démontrent la présence d’un lien significatif entre le langage réceptif à 5 ans et la compréhension des émotions à 6 ans. Également, à 6 ans les filles ont un niveau plus élevé de compréhension des émotions que les garçons. En ce qui concerne l’attachement, les résultats n’indiquent pas de lien avec la compréhension des émotions. Les résultats soulignent l’importance d’intervenir dès un jeune âge sur le langage réceptif qui peut avoir une influence sur le développement des compétences socioémotionnelles de l’enfant et ce particulièrement auprès des garçons. / Study aims. Emotion understanding is a topic of interest to researchers as it contributes to the regulation of emotions, integration and academic success. In the present study, we seek to assess the contribution of attachment and receptive language at age 5 on the development of emotional understanding at age of 6, controlling for child age and family risk (parents' immigration status, family income, family structure, mothers’ education). Then, we tested the moderating role of child sex on the links studied. Method. The participants came from the longitudinal 3D transition study with a sample of 196 children. Mothers completed the Attachment Insecurity Screening Inventory (AISI) scale. The Peabody Picture Vocabulary Scale (EVIP) and the Test of Emotion Understanding (TEC) were administered directly to the child. Results and conclusion. Linear regression analyses show a significant association between receptive language at age 5 and emotion understanding at age 6. Also, at 6 years, girls have a higher level of emotion understanding than boys. Regarding attachment, the results do not show any connection with emotion understanding. The results underline the importance of intervening from an early age on receptive language which can influence the emotional development of children, especially for boys.

A child's early years are vital for development. The first few years of life is a period of rapid physical, mental, emotional, social and moral growth and development. This is a time when young children acquire concepts, skills and attitudes that lay the foundation for lifelong learning. During this time, parents are the primary influence on a child’s development and learning. The more parents are involved with their children, the more positive learning and general life outcomes occur. Different factors have been linked to children’s readiness to learn as they enter school. These include family characteristics such as the income level of the child’s household, parent education, and family structure. Other experiences in the home and community also linked to children’s readiness to learn include the quality of their relationships with parents, educational activities at home, and opportunities to participate in recreational or educational activities. Research has shown that poverty in early childhood can prove to be a handicap for life. Studies have revealed that many children under the age of five, living in poverty, annually fail to reach their full cognitive and social potential and do not have the necessary knowledge, skills and attitude to engage effectively in formal schooling once entering Grade 1. In the light of this, parents are in a key position to establish a suitable environment and to provide experiences during the early childhood years, whereby their young children can grow and develop to reach their fullest potential. This study is aimed to determine the way parents from disadvantaged backgrounds perceive their role, in their children’s early development and preparation for school. A selected group of parents of preschool children from disadvantaged communities in an area northeast of Tshwane participated in focus group discussions. Through the information obtained from the study, crucial limitations and needs regarding parenting and school preparation were identified. Based on these findings, the necessity for an effective and helpful parental guidance and intervention programme for these disadvantaged communities were recognized. If parents become more knowledgeable about early childhood development and school readiness, by expanding and improving their parenting skills, they might largely improve the development and learning abilities of their preschool children. It is therefore recommended that this study forms the foundation in the development of an intervention programme, which addresses the needs of these parents and provides support to equip them in their roles, in preparing their preschool children for school. / Early Childhood Education and Development

A child's early years are vital for development. The first few years of life is a period of rapid physical, mental, emotional, social and moral growth and development. This is a time when young children acquire concepts, skills and attitudes that lay the foundation for lifelong learning. During this time, parents are the primary influence on a child’s development and learning. The more parents are involved with their children, the more positive learning and general life outcomes occur. Different factors have been linked to children’s readiness to learn as they enter school. These include family characteristics such as the income level of the child’s household, parent education, and family structure. Other experiences in the home and community also linked to children’s readiness to learn include the quality of their relationships with parents, educational activities at home, and opportunities to participate in recreational or educational activities. Research has shown that poverty in early childhood can prove to be a handicap for life. Studies have revealed that many children under the age of five, living in poverty, annually fail to reach their full cognitive and social potential and do not have the necessary knowledge, skills and attitude to engage effectively in formal schooling once entering Grade 1. In the light of this, parents are in a key position to establish a suitable environment and to provide experiences during the early childhood years, whereby their young children can grow and develop to reach their fullest potential. This study is aimed to determine the way parents from disadvantaged backgrounds perceive their role, in their children’s early development and preparation for school. A selected group of parents of preschool children from disadvantaged communities in an area northeast of Tshwane participated in focus group discussions. Through the information obtained from the study, crucial limitations and needs regarding parenting and school preparation were identified. Based on these findings, the necessity for an effective and helpful parental guidance and intervention programme for these disadvantaged communities were recognized. If parents become more knowledgeable about early childhood development and school readiness, by expanding and improving their parenting skills, they might largely improve the development and learning abilities of their preschool children. It is therefore recommended that this study forms the foundation in the development of an intervention programme, which addresses the needs of these parents and provides support to equip them in their roles, in preparing their preschool children for school. / Early Childhood Education and Development / M. Ed. (Specialisation in Guidance and Counselling)