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Compared to the heterosexual students, LGB college students appear to experience a different process of career decision-making. It is crucial to know the influence of both personal and environmental factors on the career decision-making process of LGB individuals when considering factors that affect LGB individuals’ career development. However, there has been limited effort to investigate the mechanisms interacting between individual and environmental factors in developing career decision-making among LGB college students. The current study examined the effects of lesbian, gay, and bisexual (LGB) identity on career decision-making self-efficacy. For this purpose, this study utilized a mediation model that incorporates a personal (self-compassion) and an environmental (social support) factor as key model variables. This study applied structural equation modeling (SEM) to identify mediating factors that contribute to career decision-making self-efficacy for LGB college students. 252 LGB college students completed the online-survey that included questionnaires to provide the data for this study: (a) demographic questionnaire, (b) the Lesbian, Gay, and Bisexual Identity Scale (Mohr & Kendra, 2011), the Self-Compassion Scale (Neff, 2003a), the Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988), and Career Decision-Making Self-Efficacy-Short Form (Betz, Klien, & Taylor, 1996). Structural equation modeling results supported the mediating effects of perceived social support and self-compassion. More specifically, three-path mediated effects (Taylor, MacKinnon, & Tein, 2007) showed that LGB identity development was associated with perceived social support, which in turn was linked with increased self-compassion, resulting in greater self-efficacy in career decision-making. In addition, a two-path mediated effect showed that perceived social support mediated the relationship between LGB identity development and career decision-making self-efficacy in a positive direction. These results indicate that after initiated by LGB identity development, a personal (i.e., self-compassion) and an environmental (i.e., social support) factor are meaningful antecedents when developing LGB individuals’ self-efficacy in career decision-making. The primary implications for college and career counselors include: 1) considering both individual and social contextual factors in planning intervention for LGB college students’ career decision-making, and 2) conducting a holistic assessment practices to explore LGB clients’ personal and social contextual factors, and 3) how those factors interact in career decision-making processes. Implications for counselor educators include increasing sexual minorities’ career related issues into curricula, and providing specific career models that share pragmatic tools. Areas for future research are also discussed.

archives@tulane.edu / Black boys and girls are disproportionately excluded from classrooms, leading to worse school and justice system outcomes than children of other races. Minimal qualitative research has been conducted on gender specific analysis of disciplinary data, though there has be an increased interest in conducting both qualitative and quantitative research taking gender into account. This study seeks to identify gender specific patterns in office discipline referrals by teachers to better understand how teachers describe discipline worthy behaviors by student gender. A phenomenological qualitative analysis was conducted using one year of office discipline referral data from a U.S. southern urban K-4 public charter elementary school. The data were analyzed separately by gender, using both deductive and inductive coding. Findings suggest teachers perceive male and female students as intentionally behaving in ways which teachers have difficulty managing and which are perceived as disruptive to the classroom environment or disrespectful to the teacher. Girls were found to be referred more for disrespect and boys more for disrupting the class and leaving class without permission. Recommendations include more detailed reporting on all types of exclusionary discipline, including in-school suspensions, operationalization of discipline worthy behaviors and consequences and gaining student perspective on discipline practices. / 1 / Haley Peele

The purpose of this study was to determine whether the type of activity or type of role played within an activity influenced expectations of leader behavior. One-hundred forty-five adult leaders, student leaders, and student group members of high school basketball teams, bands, journalism staffs, and student government associations were surveyed regarding their expectations of ideal adult leaders, student leaders, and leaders in general across eight leadership constructs. Multivariate analysis of variance results suggest that the type of activity influences group expectations of adult activity leaders. Results also suggest that women expect more consideration from student leaders and leaders in general than do males. Further analyses determined that students expect more initiation of structure, networking, and expertise from adult leaders than student leaders.

The purpose of this research was to examine the influence of co-curricular involvement on the need for cognition. Using multiple regression, I analyzed the relationship between co-curricular involvement and the need for cognition while controlling for sex, race, pretest, precollege academic motivation, SES, precollege academic ability, high school involvement, institutional type, work, residence, major, non-classroom interactions with faculty, and the kind of instruction. I also analyzed whether race, sex, or the type of institution students' attend further influenced the effect of involvement on the need for cognition The main effects model found the impact of involvement on the need for cognition to be statistically non-significant. While looking at conditional effects, I found being involved had a small, but positive, statistically significant impact on the need for cognition for non-white students. Also during this exploration I found sex and institutional type did not significantly impact the effects of involvement on the need for cognition. The suggestions for future research include replicating the current study and examining the impact of specific co-curricular involvement opportunities; following-up this study with a qualitative study to discover what students are gaining from co-curricular involvement; looking for additional conditional effects; and exploring what other college experiences impact the need for cognition.

This qualitative study examined student engagement in seminaries of The Churchcof Jesus Christ of Latter-day Saints (LDS). This study sought to answer the following question: "What are seminary teachers, who have been identified by content experts as having high levels of student engagement, doing to generate high levels of student engagement in their classrooms?" Ten LDS Seminary teachers were selected as participants for this study. The findings from this study were organized around the concepts of: competence, school membership, clarity of purpose, fairness, personal support, caring, authentic work, extrinsic reward, intrinsic interests, sense of ownership, connection to real-world application, and fun. The findings from this study suggest that there are 48 strategies that the 10 participants used to generate student engagement in their classrooms.

The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfounded test of sex differences. Students and teachers completed a questionnaire which included the QT1, an attitude to class scale based on the Test of Science Related Attitudes (TOSRA), a cognitive achievement measure based on items from the Test of Enquiry Skills (TOES) and a five-item cultural background survey. The study follows the current trend in the field of classroom environment research of combining qualitative and quantitative methods. The qualitative component of the study involved about 100 interviews. This study is unique in that it provides a very large database of teacher-student interaction data in science classrooms and provides new insights into the relationships between teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The study found that there were associations between teacher student interpersonal behaviour and student sex and that there were differences in the way that students from different cultural backgrounds perceived their learning environments. Student achievement and student attitude to class were also found to be positively associated with teacher-student interpersonal behaviour. As a practical outcome of this study, the 48-item QT1 has been shown to be useful to Australian lower secondary science ++ / teachers as an initiator of self reflection on teaching practice.

The aim of this study was to provide teachers with a practical means to obtain timely indications of their students reactions to individual activities. Teachers could then modify their presentations of activities cognisant of those students perceptions. The study set out to establish a suitable instrument, and then to evaluate its use by classroom teachers.Five experienced science and mathematics teachers identified five characteristics of interest when considering students perceptions of classroom activities: Understand Content, Communication, Relevancy, Work Output, and Enjoyment. A fifteen-item instrument based upon these characteristics was developed for this study. The viability of the survey for use by busy classroom teachers was increased by the short and succinct format, as well as the provision of a computer graphing template to process and display responses. The combination of the survey and computer template is called the Students' Perceptions of an Activity Instrument and Display (SPAID).Teachers appreciated the provision of a structure to assist their reviewing the use of activities, and the rapidity with which the information was available. Students' responses provided timely support for teachers' decisions to engage classes in the activities and increased teachers' confidence in the worth of the activities. Alterations to activities were small in scale and idiosyncratic to the student cohorts. Teachers' use of the SPAID package was also noted to enhance cooperation with colleagues within the government secondary schools of Brunei Darussalam.

Abstract not available

Thesis (M.S.)--Rochester Institute of Technology, 2007. / Typescript. Includes bibliographical references (leaves 36-39).