The purpose of this qualitative study was to describe and communicate a student-constructed model of student services for electronic distance education (EDE). This study seeks to answer the following questions: Do students enrolled in EDE perceive a need for student services? If not, why not? Which services do students want/need? How do students want the services delivered? If students constructed a model of student services for EDE, what would it look like? A phenomenological approach was used. Qualitative data were collected through interviews with ten students, a document review, a survey of computer competency, and follow-up e-mail. Data were analyzed and systematically compared through constant comparative analysis and an inductive grounded theory approach was taken. One predominant finding that emerged from the conversations with the co-researchers was that of access for all students, particularly accommodations for those with special needs. Participants identified a number of services as basic to the EDE experience. They categorized services into three levels, expressing the expectation that services would evolve over time and technology. At each level a theme emerged that characterized the co-researchers' expectations and perceptions of student support services for EDE: access, interaction, and independence. The intent of level one was to provide entry to the college services and curriculum; access was used to define this level. The second level expressed the concern that students have the opportunity to interact with and be engaged by the services and the technology: interaction. The third level emphasized the need for information and services to promote independence, exploration, and autonomy in using electronic student services as well as to have available an "expert" for specific questions that are not easily or quickly answered by the services online. This level emphasized the use of real time transactions. The study concluded that students participating in EDE perceive a need for student services via distance. Participants further suggested that services provided to EDE must be equal and of the same quality as those traditionally delivered. Using the three levels that emerged from conversations with co-researchers - access, interaction, and independence - the researcher further classified the services into a model of student services using categories put forth by Namm and Holly (2000). / Graduation date: 2002

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains viii, 117 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 91-97).

Thesis (Ph. D.)--University of Chicago, Graduate School of Public Policy Studies, June 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains vi, 212 p. : ill. Includes abstract. Includes bibliographical references (p. 200-204).

Thesis (Ed. D.)--Florida State University, 2005. / Advisor: Dr. Beverly L. Bower, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 9, 2005). Document formatted into pages; contains xii, 130 pages. Includes bibliographical references.

The purpose of this study was to examine a sample of students who participated in a student assistance program in Southwest Virginia. Using existing data from a school system in Southwest Virginia, this sample was observed to measure changes in student academic performance. The sample was also examined to determine the extent to which they instituted positive behaviors such as school attendance and reduction of disciplinary actions taken. In addition, this study assessed differences in demographic characteristics among student participants. Also studied was the extent to which gender differences related to academic performance and behavior. Significant changes in students’ academic performance, attendance and disciplinary measures were established in the present study. Negative associations were established for those participating in the student assistance program and grade point average. Positive associations were found for those participating in SAP and attendance and disciplinary measures. No significant differences were yielded in the comparison of gender to academic performance and behavior. SAP coordinators recorded that the majority of participants did improve since referral to program and most completed or currently remained in the student assistance program. However, a small percentage of students actually entered treatment programs following recommendations made to parents from the student assistance program committee. This research assessed only the demographic and individual characteristics: gender, gifted or special education status, ethnicity and age. Therefore, other demographics such as socio economic status may offer additional explanation into academic and behavior outcomes of students involved in student assistance programs. / Ph. D.

This study evaluated the impact of the SANCA Lifestyle Programme on Grade 6 and 7 black learners in two Soweto schools. This was done with a view to investigate the appropriateness of the present SANCA Lifestyle Programme for black learners. A total of 260 learners participated in this study. The main thrust of the study was to investigate the impact of SANCA’s Lifestyle Programme on learners’ psychosocial functioning and understanding of alcohol and drugs before and after the implementation of the SANC A Lifestyle Programme. Information was collated from the following instruments: biographical questionnaire. Psychosocial Functioning Inventory for Primaiy School Children (PFI-PRIM-C), alcohol and drug assessment questionnaire and programme evaluation questionnaire. The Pre-test results revealed low self-image for the total sample on the PFI-PRIM-C which measures psychosocial functioning. The Post-test results revealed significant improvement in this area. The results showed significant differences between gender and age groups in the areas of psychosocial functioning status. In particular, there was also a significant difference between males and females with regard to states of anxiety (p<0.001). There was also a significant difference between the 10-13 year olds and 14-18 year old groups in levels of frustration (pO.OOl) on the PFI-PRIM-C. After the Lifestyle Programme significant improvements were achieved. A significant improvement was also found on the learners’ knowledge of alcohol and drugs in the post-test period. There was no significant age or sex differences on alcohol and dn;g assessment questionnaire both in the pre-test or post-test periods. The implications of the findings are that Lifestyle Programmes have the potential to be effective for black learners.

Thesis (Ph. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2005 / Title from document title page. Document formatted into pages; contains x, 98 p. Includes abstract. Includes bibliographical references (p. 88-91).

The problem of this study was to determine if at-risk students who were enrolled in an educational support class for one hour a day would have an improvement on the four at-risk indicators being measured over students not enrolled in the academic support program. The four at-risk indicators are grade point average, self-concept, days absent from school, and discipline referrals. The hypothesis formulated for this study predicted no significant difference in mean scores of the four measured indicators between groups. These indicators were measured by the Piers-Harris Children's Self-Concept Scale, official school attendance records, official school transcripts, and the school's discipline records book. The at-risk population was identified from the use of an at-risk indicator scale. After random placement into either the control or experimental groups the samples were divided and analyzed according to grade and gender. The study was conducted over a 12 week period and included students from the Memphis, Michigan School District in grades six through nine. Data were analyzed by the independent means t test at the .05 level. The experimental group means were further analyzed for practical significance and for directional improvement. A series of tables provides a comparison of scores for all students participating in the study. For students participating in the experimental group three of the four indicators, self-esteem, days absent from school, and grade point average had a statistically significant difference in mean scores. The majority of mean scores moved in a direction of improvement indicating enrollment in the treatment had a positive influence on the at-risk indicators. Most scores that did not show a statistically significant difference in means did report a high level of practical significance that was a result of being enrolled in the academic support program.