abstract: Online education is unique in part for the relatively high degrees of autonomy afforded learners. Self-direction and self-regulation, along with support, are essential for students to succeed. The site of this action research project was a new, small online public charter school for middle and high school students, Foothills Academy Connected (FAC). The purpose of this action research project was to develop an online learner support system that was built around mentorship and based on the four areas identified by the Educational Success Prediction Instrument (ESPRI) (Roblyer & Davis, 2008); thoroughly document the process; and examine its influence on students and the researcher. This study was focused on: (a) identifying students’ main challenges with online learning, (b) identifying students’ perceptions about additional supports that would improve their schooling experience, and (c) examining the process of engaging in mentorship by the emerging mentor, herself. The study employed a mixed methods research design. Research instruments included a questionnaire adapted from the ESPRI that marked the start of the study period, visual autoethnographies, interviews, extensive research journaling to document interactions with students and parents/guardians, and a second questionnaire. The research results showed that the “emerging mentorship approach” was a worthwhile innovation for augmenting the FAC online learner student support system. In particular, developing individual student profiles based on this varied data and responding to those students’ needs were accompanied by detailed documentation to develop a mentoring approach that could be used subsequently. A finding of the research was that the ESPRI would not have been effective alone in determining a student profile and responding only on that basis. The ESPRI areas of inquiry were helpful when used in conjunction with the other data to frame students’ needs and formulate personalized plans to support struggling online learners. Online learner support literature provided scant detail on the personal experience of the individual adopting the mentor role. In this study, it was determined that the process of becoming a mentor was uncomfortable and nonlinear, and it challenged the self-directedness and boldness of the action researcher as she worked in this new role as mentor. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2017

This qualitative study utilized surveys, interviews and document review to explore the transition experiences of international students at a large, public research university, specifically as it relates to their persistence and success. Within the context of challenges that they face, the study examined factors that the students perceived as jeopardizing their success and further explored both institutional and personal factors these students perceived as enhancing their success and persistence. Findings revealed that academic challenges tended to occur during the first year and included teaching styles, course-load/assignments, language issues, time management and understanding the US academic system. Social and cultural challenges included homesickness, cultural misunderstandings, culture-shock and language barriers. Daily living challenges included transportation, finances, food, visa/immigration issues, job restrictions and housing. The study results also indicated that students utilized a blend of coping strategies, support systems and personal strengths to overcome these challenges and persist. More specifically, students identified campus involvement, family support, friend support and university support services as integral to their success. The findings from this study have implications for faculty, as well as student affairs, international services and orientation practitioners as they identify international student needs and challenges as well as factors that positively impact international student persistence and success.

Thesis advisor: Mary E. Walsh / Poverty has many deleterious effects on child development, including negative impacts on social-emotional health, a developmental domain schools refer to as non-cognitive skills (Dearing, 2008). Unfortunately, children growing up poor often have underdeveloped non-cognitive skills, which significantly predict academic success and well-being (Farrington et al., 2012). Integrated Student Support (ISS) is one emerging approach that holistically supports cognitive and non-cognitive student development (Moore & Emig, 2014). While ISS has been found to improve academic outcomes, limited research examines its impact on social-emotional outcomes. This study focused on one ISS intervention, City Connects, which provides tailored student support plans to every child in a school via school and community-based services (Walsh et al., 2014). The study had three aims. The first was to examine the percentage of City Connects students with and without a social-emotional-behavioral (SEB) Need across levels of risk and service characteristics (i.e., domains, intensity levels, types) in second grade (N=896). The second was to examine improvement in three teacher-rated non-cognitive student outcomes (Prosocial Behavior, Self-Regulated Learning, Academic Effort) from second-fifth grade for City Connects students with and without a SEB Need (N=896). The third was to compare improvement in the same three non-cognitive student outcomes from second-fifth grade for students with a SEB Need in City Connects schools and comparable schools without the intervention (N=1,778). Multilevel modeling assessed aims 2 and 3. Significantly more students with a SEB Need were deemed higher risk and received more health, early intervention, and SEB/counseling services compared to students without a SEB Need in City Connects schools. Further, significant improvements from second-fifth grade were found in Self-Regulated Learning and Academic Effort for City Connects students with a SEB Need compared to those without a SEB Need. Significant improvements were also found over time in Academic Effort for students with a SEB Need in City Connects schools compared to those in comparison schools. Findings support that ISS improves non-cognitive functioning for students attending high-poverty schools. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

The purpose of this qualitative case study was to identify the perceptions and experiences that instructors in higher education have toward providing collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, the experiences of four higher education instructors from two universities were collected concerning their provision of collaborative learning opportunities in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. Three themes emerged from the study: online communication approaches matter, there are challenges and supports for online collaborative learning, and care is at the core of online learner support. The findings are discussed and recommendations are provided for the development and design of meaningful online collaborative learning.

Thesis advisor: Mary E. Walsh / With an increase in emphasis on individual uniqueness and multi-contextual influences, developmental and intervention/prevention science along with similar fields of research (e.g., personalized medicine, personalized learning, health communication, business marketing) have promoted the design and implementation of interventions that would tailor responses and strategies to optimize targeted outcomes based on individual needs and variability (Joyner & Paneth, 2019; Kreuter et al., 1999; Vesanen, 2007). However, in spite of the effort and resources invested in personalization in the past decades, evidence for the realization and utility of tailored interventions have been more anecdotal than quantitatively empirical. The majority of person-centered studies have been qualitative (Lerner et al., 2019). While there is little agreement on what “tailoring” means across the different fields of study, there is a consensus that the term “tailoring” and tailoring-related terms (e.g., personalization, individualization, differentiation, and customization) lack a common and feasible theoretical foundation. Consequently, this semantic crisis has made the construct increasingly difficult to conceptualize and operationalize (e.g. Economist Group, 2021; Shemshack & Spector, 2020). Drawing on insights from the Specificity Principle, Orthogenetic Principle, and Developmental Contextualism in developmental science, this dissertation proposed a provisional definition of “tailoring”: the process of matching unique patterns of services based on each student’s cumulative strengths and needs and the availability of services (e.g., Bornstein, 2015; Lerner et al., 1998; Walsh et al., 2002; Werner & Kaplan, 1956). Guided by this definition, this dissertation sought to find evidence of “tailoring” in one “whole-child,” school-based/evidence-based Integrated Student Support (ISS): City Connects. City Connects partners with school personnel and multiple community agencies to systematically and cost-effectively allocate services/resources to students and their families from low-income communities in order to promote strengths, address needs, and mitigate risks (Moore & Emig, 2014; Dearing et al. 2016; Walsh & Theodorakakis, 2017). After establishing a theoretically-informed basis for “tailoring” as an operationalizable construct, this dissertation employed a comprehensive, three-dimensional approach to data analysis: nomothetic (for finding general/ “universal” trends), differential (for finding differences between groups), and idiographic (for finding differences between individuals) (e.g., Lerner et al., 2019; Overton, 2015; Salvatore & Valsiner, 2010). This was to magnify the descriptive power of the data and findings. In order to accomplish this, the two exploratory substudies in this dissertation employed 1) descriptive analysis, 2) a novel approach for comparing the service patterns matched to each student’s unique sets of strengths and needs, and 3) Latent Class Analysis (LCA). The major findings suggest that “tailoring” in City Connects schools is occurring in five ways: 1) students with higher needs receive more support than students with fewer needs; 2) City Connects is adaptive in responding to the emerging needs of individuals as circumstances change in the course of time; 3) there are unique patterns of services that are either shared (two more students have the same combination of services/types of services) or unshared (only one student has a particular service pattern); 4) service patterns are related to students’ developmental needs (i.e., higher risk level->higher percentages of individualized service patterns); and 5) service pattern matching is purposeful and does not occur randomly. The implications that these findings have on theory, research, and practice are discussed. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Thesis advisor: Laura O'Dwyer / Black males are disproportionately placed in special education throughout the United States. Yet, the degree to which such disparities are warranted has been subject to debate. Prior research suggests that special education is used too often in high-poverty schools partly due to limited resources available to support struggling students (Skiba et al., 2006). More recent studies, however, suggest that, when considering student background characteristics and peer racial and socioeconomic composition, Black students are underrepresented in special education, specifically in high-minority schools (Elder et al., 2021). Given these varying findings and interpretations, in this dissertation I sought to bring further clarity to the issue of disproportionality as it relates to Black males. First, I replicated previous research using student-level data from two high-poverty school districts based in a Northeastern state to examine variation in special education placement by race and gender, before and after adjusting for background characteristics. To then understand whether special education placement was effective, I used student fixed effect models to estimate how academic achievement trajectories changed for students after placement and whether these findings differed by race and gender. I found that Black males in the sample were placed in special education at higher rates than students of other race-by-gender groups, even after adjusting for background characteristics. Prior to placement, Black males experienced large declines in academic achievement, and this trend continued after receiving special education. Together, these findings support the notion that Black males are likely overrepresented in special education. Provided these findings, in the second part of this dissertation, I tested the effectiveness of a potential policy mechanism in reducing disproportionality. Specifically, I asked whether providing teachers with additional resources to direct struggling students through a comprehensive student support program reduced the probability of special education placement for Black males. Using two distinct identification strategies, I found that this form of support reduced special education placement rates for Black students, nearly eliminating their disproportionate representation in the districts. I conclude with policy implications for both measuring and addressing disproportionality. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

The purpose of this quantitative study is to assess if perceptions of academic and institutional support as well as demographic factors, predict intention to return to school amongst online first-generation college students enrolled at traditional higher educational institutions. To complete the causal-comparative study, the researcher analyzes data from students who completed the National Survey on Student Engagement during the Spring of 2018. Before data was analyzed, a literature review was conducted. The reviewed literature found that despite increasing popularity, retention rates between in-person and online courses vary (Bawa, 2016; Bacon, 2016; Cho & Tobias, 2016). Furthermore, past empirical assessments have provided a deep understanding of FGCS's intention to return to physical campuses (Adams & McBrayer, 2020). However, academic literature investigating the impact of academic and institutional support and demographic factors to predict intention to return to school in FGCS at online college settings is absent.Participants in this study were in their first (n = 141, 58%) and second years (n = 69, 28.4%) of college. The independent variables within this study include perceptions of academic and institutional support and demographic variables. The dependent variable is retention and will be the student’s answer to the question, “Do you intend to return to this institution next year?” with answers dichotomized as “yes” or “no/not sure.” The findings from this study indicate that perceptions of academic and institutional support, as well as participant age, significantly predict online FGCS intent to re-enroll in their current institution. Additionally, the data showed FGCS satisfaction levels with the entire online educational experience.

No description available.

This research studies and documents the barriers to remote rural students' access of distance education support services offered by the centre for external studies at the University of Namibia The intent of the researcher is to investigate the question: What barriers do remote rural students face when accessing student support services offered by the CES-UNAM? The purpose of the study is to promote the growth of open and distance learning in the area of student support for students in the remote areas of Caprivi and Kavango regions in Namibia. The aim of the research is to provide evidence that open and distance learning students in remote rural areas face academic, administrative and logistics, personal and natural disasters as barriers as they study through the Centre for External Studies, University of Namibia. Six students were interviewed and studied over a period of two months. The students were followed to their places where interviews were held. Several written documents from students registering their grievances with CES-UNAM were requested from the office of the Director and were reviewed and analysed. The results thereof were recorded in thick verbatim as students personally engaged themselves in narrating the barriers that they face each day during their study periods. The results showed that Open and Distance Learning institutions in the world should practise and enhance sound academic, administration and logistics management systems to help students in remote rural areas. CES-UNAM has a challenge to ensure that students in remote rural areas are adequately supported. The researcher recommends that studies in the area of student support in should focus on their transactional, interactional and social contexts in order to enhance their opportunities to continue with their studies. / Educational Studies / D.Ed. (Distance Education)

This research studies and documents the barriers to remote rural students' access of distance education support services offered by the centre for external studies at the University of Namibia The intent of the researcher is to investigate the question: What barriers do remote rural students face when accessing student support services offered by the CES-UNAM? The purpose of the study is to promote the growth of open and distance learning in the area of student support for students in the remote areas of Caprivi and Kavango regions in Namibia. The aim of the research is to provide evidence that open and distance learning students in remote rural areas face academic, administrative and logistics, personal and natural disasters as barriers as they study through the Centre for External Studies, University of Namibia. Six students were interviewed and studied over a period of two months. The students were followed to their places where interviews were held. Several written documents from students registering their grievances with CES-UNAM were requested from the office of the Director and were reviewed and analysed. The results thereof were recorded in thick verbatim as students personally engaged themselves in narrating the barriers that they face each day during their study periods. The results showed that Open and Distance Learning institutions in the world should practise and enhance sound academic, administration and logistics management systems to help students in remote rural areas. CES-UNAM has a challenge to ensure that students in remote rural areas are adequately supported. The researcher recommends that studies in the area of student support in should focus on their transactional, interactional and social contexts in order to enhance their opportunities to continue with their studies. / Educational Studies / D.Ed. (Distance Education)