Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 65-71.

Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 55-56).

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.

Le lycée professionnel a été créé dans l’objectif de faire un équilibre entre l’institution scolaire et le monde du travail, afin de fournir des mains d’œuvres. Ainsi, cette création a connu des changements en suivant les développements économiques et sociaux. Le lycée professionnel comporte deux types de formation : une théorique et l’autre professionnelle. Ce mélange de formations constitue la singularité du lycée professionnel dans l’enseignement secondaire. Entre ces deux types de formations les élèves de lycée professionnel vivent leur expérience scolaire. Cette expérience est l’ensemble de plusieurs facteurs: l’origine sociale des élèves, le niveau scolaire, le groupe de camarades, le type d’établissement, etc. Cette recherche s’est penchée sur l’exploration de l’expérience des élèves, issus de la classe de troisième, au sein de trois lycées professionnels se distinguant par la spécialité.Pour mieux comprendre cette expérience, nous avons rendu compte de trois points : les caractéristiques des élèves qui fréquentent les trois lycées professionnels, l’orientation vers le lycée professionnel, et le choix d’une spécialité en particulière, et les raisons données par les élèves à ce propos. Le troisième point est constitué par les rapports des élèves au savoir enseigné au lycée professionnel et à l’activité professionnelle. Ces trois axes d’investigation ont été menés auprès d’un échantillon composé par des élèves et des enseignants de trois lycées professionnels situés dans la région Alpes Maritimes, à travers un questionnaire distribué auprès des élèves, et des entretiens auprès des enseignants. / Vocational schools have been created with the purpose of establishing a balance between academic education and job-specific training, in order to reinforce the workforce. Thus, this institution has experienced several changes following the economic and social developments. Vocational schools impart two kinds of education: theoretical and professional training. This combination distinguishes the vocational education from other secondary education. Between these two kinds of training, vocational school students spend their scholar experience. This experience is a set of different factors: social background, grade level, group of classmates, school specialty, etc.The present work focuses on exploring the student scholar experience. It is conducted on students of the third grade, in three schools which are different by specialty.In order to get a better understanding of this experience, we study three points: The characteristics of students attending vocational schools, the orientation towards vocational school, and the choice of a job-specific training and how students explain their choice. The third point is specifically completed by the reports of students themselves. These three points were studied on a sample composed of students and teachers of three vocational schools located in the Alpes Maritimes region. Information was gathered through a questionnaire distributed to students, and interviews with teachers.

This is the first Canadian study to determine current procedures and practice in for undergraduate students in the Faculty of Arts English-speaking Canadian public universities. and to determine Arts advisors' perceptions of the impact of academic advising on student development and retention. A questionnaire was mailed to 82 academic advisors at 41 English public universities across Canada. Responses received represented 73% of eligible universities. Personal interviews followed with nine volunteers. Results showed that academic advising practice is not guided by formal policy that links the service to university and faculty goals. Instead, advising is evolving in response to the call for university accountability. Advising practices appear to be changing to meet the expectations and demands from students that their undergraduate experience facilitates the achievement of academic goals in association with career goals and other personal goals. Despite the lack of guiding policy on Arts academic advising, there is considerable amount of consistency in current practice across Canada. Advising is primarily a Faculty responsibility and the responsibility for delivering general academic advice has largely shifted from professors to professional advisors. Advisors have a broad range of responsibilities and extensive decision-making authority, especially in the areas of program planning with students, and in interpreting and applying policies and procedures. The hours that students can gain access to advising differs among Arts advising units. However, the methods of delivering advice are similar. In all advising units the student to advisor ratio is extremely high. Most units are responsible for providing the service to thousand of students. Arts advisors are also extensively involved a variety of outreach and liaison activities directed at potential and current students and the broader university community and the public. Arts academic advisors believe that advising improves student persistence to degree completion and hence also improves university retention rates. At the same time, some advisors perceive that central administration does not recognize the importance of the service and that this lack of recognition combined with heavy advising loads, complex policy and program regulations, and shrinking resources affects the quality of academic advising. Despite the difficulties mentioned by advisors, many advising units have initiatives in place to expand their academic advising service through joint strategies with other student services that will link students' short-term and long-term academic, career and life plans. The study concludes with recommendations on developing academic policy and programs, as well providing suggestions for further research. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study investigated the relationship between emotional intelligence and selfesteem on undergraduate college students' academic involvement and career preparation. In addition, the effects of emotional intelligence and self-esteem on problem-solving skills and group skills were also examined. Correlation and regression analyses were conducted to explore the relationship between the different variables. The survey instrument employed had been previously tested and reliability tests were run to ensure alpha levels were appropriate A sample of 292 undergraduate college students voluntarily completed surveys that measured emotional intelligence, self-esteem, academic involvement, group skills, problem-solving skills, and career goals. Data was collected from four different academic institutions in Northern California-two community colleges, and two universities. Consistent with hypotheses, it was found that emotional intelligence and selfesteem were both positively correlated to academic involvement (defined as participation in academic activities) and career preparation (defined as career orientation) .. Both emotional intelligence and self-esteem were significant predictors of academic involvement and career preparation.

A study was conducted at Valencia Community College to determine whether an improved student performance and retention. An orientation, based on the expressed needs of students, was provided to first-time, full-time students. The orientation consisted of an introduction to the institution and its resources, academic skill training, and personal resources management training. There were 22 students who participated for one day, 25 students who participated for two days of orientation, and a control group of 72 students. Although the behavioral outcomes were not generally statistically significant, the trends of all of the dependent measures, i.e., enrollment and withdrawal, were in a positive direction, favoring greater amounts of orientation. The orientation treatment was substantially more effective for students who had a 2.0 GPA or less, than those who had a GPA above 2.0. All of the dependent measures improved for the lower GPA students as the amount of orientation increased, but remained relatively constant for the higher GPA students. Apparently, the orientation is most effective for those students most in need of the improvement.

Despite the fact that over one-third of all colleges and universities have an advising center staffed by non-faculty, current research does not include systematic investigations of the impact of routine interventions of advising centers. The purpose of this study was to assess such an impact on freshman academic achievement, involvement in the university, and certain developmental outcomes. From a population of 628 freshman business students, 300 were randomly selected and assigned to three groups. Each group was randomly assigned to one of three treatments: a traditional advising center, an additional three interventions during the first term, or an additional six interventions during the first two terms. Academic persistence, progress and grade point averages were collected for each student. From the 260 students still enrolled at the beginning of the third term, 175 (67.3%) usable responses to the College Student Experiences Questionnaire (CSEQ) and the Advising Survey Form (ASF) were analyzed. Analysis of variance yielded no significant differences among the three groups in the three areas of academic achievement, involvement in the university, and developmental outcomes. However, the group receiving interventions for one term had the highest scores on five of the six ASF advising outcomes scales. Orthogonal contrasts between the no- intervention group and the two intervention groups yielded one unanticipated significant difference: the no-intervention group was more persistent than the two receiving interventions. Further orthogonal contrasts between just the two intervention groups yielded no significant differences. The number of student-initiated visits to the advisor did not appear to be a contributor to the impact; such visits had significant negative correlations with only academic progress and grade point average. A loglinear logit model used to compare the responses to the six interventions yielded a significant difference among the interventions on perceived caring from the advisor and effectiveness of the intervention. Although all interventions elicited high levels of perceived caring, the first intervention, an introductory call, elicited less than expected. Also, although all the interventions were largely perceived as effective, the second, a registration meeting, was found even more effective than the others. Perceived caring increased across the two terms, and second-term interventions were more effective than first-term interventions. Analysis of variance indicated that the follow-up calls made to obtain these evaluations did not have a significant effect on the impact on academic achievement, involvement in the university, and certain developmental outcomes. / Ph. D.

No description available.

This study attempted to determine if participants in admitted student programs at Ball State University matriculated and persisted at a greater rate and had more academic success than students who did not participate in admitted student programs.Students who participated in one or more admitted student programs matriculated at a greater rate (73.3%) than those who attended on-campus admissions programs (59.0%) and those who did not attend an admitted student program or an on-campus admissions program (42.7%). Matriculates who attended an admitted student program persisted into the second semester of study at a greater rate (93.9%) than those who attended no programs (77.5%), and had a higher mean grade point average in the fall semester (2.85/4.00) than those who attended no programs (2.58/4.00). / Department of Educational Leadership