Investigated personality factors associated with self-actualization among first time entering students at a predominately trade-technical community college. The Ss were 529 students enrolled in liberal arts and trade-technical programs. The Ss were administered the Personal Orientation Inventory (POI) and the results formed the basis of two analyses. I. A 2x2x2 (eight cells) factorial analysis included length of attendance, vocational choice, and age, applied to each of the 12 POI scales. It was found that: (1) POI measures did not differentiate between persisters and drop-outs over a one semester period; (2) that liberal arts students received better POI scores than did technical vocational students on the scales of Inner-Directed Control, Existentiality, Self-Regard, Synergy, and Capacity for Intimate Contact; and (3) that older students received better scores than younger students on the Time Competence, Inner-Directed Control, Self-Actualizing Values, Synergy, and Self-Regard scales. II. A lx8 analysis for each of the 12 POI scales indicated differences between the eight major ethnic groups represented in the study. The scales of Time Competence, Inner Directed Control, and Existentiality were significant at the .01 level, and the scales of Synergy, Self-Actualizing Values, Nature of Man, Self-Acceptance, and Capacity for Intimate Contact were significant at the . 05 level. A subsequent Newman-Keuls analysis revealed greatest differences between Filipinos. Chinese and Portuguese versus other groups studied. Caucasians received higher scores on all scales and Filipinos scored consistently low on all scales. A comparison of the Tc and I scales for the ethnic groups indicated a relationship between these scales and degree of acculturation.

Students who use mobility aids add to the diversity of postsecondary institutions. They provide a unique and important lens on postsecondary campuses. When students who use mobility aids arrive on campus, they need to ensure they have access to classes, services, and resources on campus. Because of their varied needs and varied access from campus-to-campus, students who use mobility aids must advocate for themselves so their needs are met. This phenomenological study examined the role of self-advocacy for postsecondary students who use mobility aids. Five postsecondary students who use wheelchairs were interviewed using a semi-structured interview process that asked questions about self-advocacy and experiences within the postsecondary environment as students who use mobility aids. Data analysis included bracketing of researcher influences on the data, writing descriptions of participant experiences, and horizontalization. The following themes emerged from the data analysis process: Effects of disability on education, Effective and ineffective access, Uses of self-advocacy, and Knowledge for self and others. Findings revealed that the educational pursuits of the study participants were often affected by their disability because of campus access and attitudes of faculty and peers, which made self-advocacy a necessary skill to use while pursuing their education.

The purpose of this causal-comparative study was to determine if a relationship exists between implementing Gardner's theory of multiple intelligences and fifth graders' attitudes toward school. The focus population consisted of fifth grade students within a 300-mile radius of Kingsport, Tennessee. Surveys were administered to students at 15 elementary schools. Data were collected from five schools identified as implementing multiple intelligences theory, five schools identified as partially implementing multiple intelligences theory, and five schools identified as not implementing multiple intelligences theory in educational planning. Data collected primarily focused on students' attitudes toward school; however, information concerning gender was also solicited. The study employed quantitative data, and descriptive analysis was performed. Findings indicated that there was no significant difference in students' attitudes toward school among fifth graders attending schools implementing multiple intelligences theory, fifth graders attending schools partially implementing multiple intelligences theory, and fifth graders attending schools not implementing multiple intelligences theory. There were no gender related differences found. All 15 schools participating in the study could be characterized as institutions having good academic records, community support, and a dedicated faculty. The major conclusion was that these factors and others identified in the review of literature could affect students' attitudes toward school and possibly contribute to the closeness of the means among the three implementation groups.

The purpose of this study was to compare reading and math academic achievement scores of a cohort of students who had experienced mixed-age (two-grade span) and multiage (three-grade span) configurations, in a selected nongraded elementary school located in East Tennessee. Student attitude toward school, gender and socioeconomic status were also analyzed. The causal-comparative quantitative approach, along with convenience sampling, was the foundation for this study. Academic achievement normal curve equivalency (NCE) scores from the TerraNova Comprehensive Test of Basic Skills for the 1997-2000 academic years and survey results from the Attitude Toward School Inventory (Meier, 1973) given in the concluding year (2000) were analyzed using ANOVA, ANCOVA and t-tests to determine which configuration produced better results for students. Statistically significant results (p=. 05) were found indicating that the multiage students performed better in reading achievement during the 1997 and 1998 years (ANOVA). ANCOVA results indicated multiage configuration to be statistically significant in 2000 when controlling for prior reading achievement. ANOVA results proved to be statistically significant in math for the multiage configuration in 1998. NCE mean scores in reading and math were higher, some significantly higher, for all four years 1997, 1998, 1999, and 2000 for those students in the multiage (three-grade span) configuration. No statistically significant differences were found in configurations regarding attitude toward school, however in all subtest areas the multiage (three-grade span) students mean scores were higher than the mixed-age (two-grade span) students scores. Findings include a stronger case for multiage (three-grade span) configuration when planning a nongraded developmentally appropriate elementary program.

The purpose of this study was to examine the use of computers for instruction in the K-4 elementary schools of the Maryville City School System. A survey was distributed to every regular education classroom teacher in each of the four elementary schools of the system. Respondents were asked to provide: (a) demographic data in regard to age, gender, years of teaching experience, grade level taught, level of education, home computer ownership, and technology committee membership; (b) an implementation score based on teacher response to grade-level student performance indicators provided by the International Society for Technology in Education (ISTE); and (c) responses to statements pertaining to possible barriers to computer implementation including vision, planning, training, time, and support. The sample consisted of 83 regular education, K-4 teachers in the Maryville City School system. Data analyses were constructed to analyze three research questions. All testing was conducted at the .05 level of significance. T-tests were used to describe the relationships between the implementation scores provided by respondents and the demographic variables of gender, home computer ownership, technology committee membership, and grade level taught (K-2 or 3-4). A one-way Analysis of Variance was used to describe the relationship between the implementation scores provided by respondents and the demographic variable of level of education. Pearson product-moment correlation tests were used to describe the relationships between the implementation scores provided by respondents and the demographic variables of age and experience as well as respondent scoring as to the presence of the possible barriers of vision, planning, training, time, and support. The results of the data analyses indicate a statistically significant difference in the perceived implementation scores of K-2 and 3-4 teachers. There were also statistically significant correlations between implementation scores and the possible barriers of vision, planning, training, time, and support. Information gained from this study will be helpful in the design of future technology programs, professional development activities, and ultimately the proper implementation of computers into the K-4 classrooms of the Maryville City School System and those similar to it.

The purpose of this study was to examine the relationship of positive adult-to-child physical interactions and negative toddler behaviors in the classroom. Twenty-one licensed childcare centers participated in this study. One center was used to field-test the researcher-created tally instruments. The 20 centers remaining were observed to identify the number of positive adult-to-child physical interactions. They were then ranked from the classroom having the highest amount of adult-to-child interactions to that having the lowest. Three classrooms were then randomly selected from both the top and bottom thirds, providing six classrooms for the final study. Negative toddler behaviors were then observed in each of the six classrooms. No significant relationship was found between the amount of positive adult-to-child interactions and the amount of negative toddler behaviors. Results included the identification of high positive adult-to-child interactions occurring in the manipulative and the gross motor areas and involved touching and holding.

As a growing population ventures forth into the 21st century, people are living longer than ever before. Recent statistics indicate an ever-increasing adult population. With a larger and older population, communities will find themselves striving to ensure a high quality of life for these persons. Individuals, as well, will find themselves seeking out activities that will keep them actively involved and engaged in their post-retirement years. The purpose of this biographical study was to explore the motivations for lifelong learning and engagement in the life of Evelyn McQueen Cook, a seventy-five year-old resident of Johnson County, Tennessee. Her life is presented in the context of an educational narrative and analyzed within the contextual and theoretical framework of lifelong learning. Data were collected through a series of interviews with the subject. Interviews were recorded and tapes of the interviews were transcribed. Using interpretative analysis, data were examined to determine themes. Further information was collected through photographs, postcards, letters, and certificates. Findings were presented thematically within a chronological context. The importance of family, formal educational opportunities, the influence of teachers, the opportunity to travel extensively, self-directed learning, cultural experiences, career choices, and involvement in community all emerged as strong motivations for pursuit and engagement in learning opportunities over the span of her life. Financial concerns, lack of confidence, ability, or interest, long-held beliefs or feelings, loneliness and a sense of isolation, gender and being an only child, and age all emerged as distracters or barriers to learning. Recommendations included the need to provide adults more opportunities that allowed them to reflect upon their educational experiences, both formal and informal. Specific recommendations were noted for predominately rural communities. A need for further educational biographies was also suggested.

Today, teachers are expected to play a major role in the socialization of their students. Crafting strong classroom communities that incorporate celebration is one technique some teachers have developed to enhance a sense of belonging in their classroom. The purpose of this study was to determine the perceptions of teachers regarding what the practice of celebration accomplishes for the teacher, student, and class in reference to building and maintaining a classroom learning community. This study also examined approaches that teachers found to be the most successful in creating celebrations. A multiple-site study design was used to gather qualitative data at 10 public elementary schools in East Tennessee. Data sources were standardized with open-ended interviews based on an interview guide. For the purposes of this study, celebration included group events and activities used to recognize, demonstrate, or promote significant classroom values, experiences, or occasions. Many commonalities in teachers' perceptions about classroom celebrations emerged such as the enhancement of group solidarity, sense of belonging, and teachers' ability to find joy and meaning in teaching. Further qualitative and quantitative research should be conducted to determine how to best plan and implement celebrations for diverse classroom populations. In addition, a survey to capture ideas more broadly related to successful celebrations for a variety of age groups might be useful to practitioners. A study pertaining to the experience of classroom celebration from the perspective of the student was also recommended as a future area for research.

The purpose of this study was to determine the motivations and characteristics of returning female students ages 23-50 and to investigate the implications for the community college. Participants in the study were 30 female students ages 23-50, selected from required classes in math and English in a community college in Northeast Tennessee. The participants volunteered to participate in this study. Responses were grouped in three major categories: motivation, characteristics, and implications for the community college. The responses were then analyzed and compared with the information from the literature review. Findings suggested that job-related reasons motivated students to return to college, and these reasons were those that were most acceptable to family and peers. Self-improvement, however, was also a strong motivation. Job satisfaction seemed more important than high salaries. Many single parents wanted more for their children and further education was the only way they could get a better-paying job. These students were highly motivated, determined to reach their goals. Almost all of them had experienced some academic successes in their past, but most of them had families who were indifferent to higher education, and often, in the same family, attitudes toward the student’s attempt to obtain more education were ambivalent. Students did not express many problems in the areas of scheduling, transportation, or child care, even though the community college could be classified as a "commuter college." Their attitudes were positive toward the school, and toward their educational experiences. Most of them were enrolled in a business or medical curriculum. Students viewed general education courses positively. They saw such courses as expanding their outlook on life and opening up new worlds for them. All of the students said they would recommend returning to school to other women in their age group.

Adult women enter or reenter college for a variety of reasons, one of which is because of the loss of a job and the need to retrain for reentry into the workforce. The purpose of this phenomenological study was to investigate the actual experiences of female displaced workers entering community college, as compared with their initial expectations as adult learners. Data were collected through interviews with 23 displaced workers age 25 or older who were either enrolled in or had graduated from an associate of applied science degree program at Northeast State Technical Community. Interview transcripts were analyzed using Glaser and Strauss’s (1967) constant comparative method. Achieving particular grades, obtaining a degree, and being able to get a job were the primary ways in which the participants initially defined success. In addition, they attributed the success they achieved to the encouragement and support of their teachers, their families, and their peers as well as to their faith and personal dedication and determination. The barriers they encountered included dispositional, situational, and institutional barriers. Furthermore, they found their initial fears of not "fitting in" and of being too old to learn to be without merit. While they had underestimated the amount and level of difficulty of the work that would be involved, they had also underestimated their own abilities. Recommendations for future practice included conducting annual orientation sessions for faculty; semester reviews of course offerings and instructional delivery formats; and a series of 10, one-hour workshops, provided at the beginning of each semester, to help alleviate the fears that were consistently expressed. Additional qualitative and quantitative research was also recommended.