This research examined underpinning aspects of decolonised support service needs and preferences of open distance learning students with disabilities. In order to fulfil this purpose, views and perceptions of students with disabilities on the importance, availability, and accessibility of student support services were investigated. The extensive literature review done confirms the extent to which decolonisation of higher education has received prominence however, that prominence is not given to the decolonisation of support services for students with disabilities. The Capabilities Approach is utilized as the theoretical framework for this study. It coupled with the Social Model of disability channels our focus on the person's abilities rather than the impairments. Positioned as a qualitative illustrative case study, it sought to examine the factors that positively and negatively affect increased decolonisation of the higher education experiences of students with disabilities in South African universities. As the foremost Open Distance Learning institution in South Africa; the University of South Africa is the primary site for the study. Interviews with students with disabilities, the student representative council and staff members responsible for student support revealed the current experiences and perceptions of both students and staff regarding the topic. The study findings revealed key aspects of a decolonised Student Walk as being internationally relevant, students playing a pivotal role as a stakeholder, controlling worldviews, replicating inequalities and curriculum and power plays and clear strategy as a cardinal aspect of the process. It also discovered that decolonisation was not well understood by both staff and students, hypothetically pointing to many barriers than opportunities. There was disjointed institutional support initiatives that needed to be decolonised, inclusive, teaching and student support aligned. The major implications are linked to institutional level strategic support, staff training and awareness, policy reflection and strategy, inclusive initiatives and student involvement. Above all, a decolonised Student Walk framework has been proposed.

Since 1968, the federally funded TRIO Student Support Services (SSS) program has assisted students who are either low income, first-generation, or have disabilities with services designed to improve the success of these participants in college. To achieve this goal, the services offered, such as the tutoring services at a participating 2-year college in the southeastern United States, must be effective. Guided by Tinto’s theory of academic integration, the purpose of this retrospective prediction study was to ascertain whether the amount of documented time receiving tutorial services, college placement test scores, race/ethnicity, gender, and age were predictive of student success as measured by grades in 2 levels of remedial math courses and 1 remedial English course. Nonprobability sampling of remedial course tutoring recipients produced samples for Level 1 math n = 43, Level 2 math n = 49, and English n = 25. Ordinal logistic regression analyses indicated that time spent in SSS tutoring during the first 5 weeks of a semester positively predicted grades for all 3 remedial courses. In addition, female gender was negatively correlated with grades for the Level 1 remedial math course, and college placement scores were predictive of success for both remedial math courses. Age and race/ethnicity were not significant predictors of student success for any of the courses. Based on these findings, a recommendation to implement a remedial summer bridge program was developed for the local college to provide recent high school graduates with the opportunity to get a head start on their remedial education and aid them with their transition into higher education. The summer bridge program will influence positive social change by strengthening the services of TRIO SSS at the local college, thus positively affecting the education and lives of students who take part in these services.

Thesis advisor: Mary E. Walsh / Out-of-school factors including poverty, mobility, and violence contribute to student learning and development where need often influences negative outcome gaps over time (Coalition for Community Schools, 2018; Mattison & Aber, 2007; Moore, 2014; Moore & Emig, 2014). A subset of students face these and additional challenges with emotional disturbance (ED). The ED designation is a strong predictor of poorer outcomes even with special education practice in place (de Voursney & Huang, 2016; IDEA, 2004; Lewis et al., 2017; Moore et al., 2017; Olivier et al., 2018). These findings heighten calls to reform support systems around students, especially those students facing the most need. Integrated Student Supports (ISS) emerged as a systemic approach to comprehensively service in and out-of-school needs (Moore, 2014; Moore & Emig, 2014; Lee-St. John et al., 2018; Moore et al., 2017). However, limited research exists on the impact of tandem ISS services on special education accommodation for students with ED. This study focused on an approach to ISS, City Connects, on academic and behavior outcomes for students with ED impairment. City Connects offers tailored support for the whole child and implementation has resulted in positive outcomes (City Connects, 2010, 2012, 2016, 2018, 2020; Walsh et al., 2014). The study had two aims. First, to determine if students with ED designation (N=4,427) scored lower on academic and thriving outcomes than students never in special education (N=14,475). The second was to assess if ever participating in City Connects (N=5,067) moderated the relationship between ED impairment and outcomes. School-fixed effects regressions assessed these aims. Results revealed that students with ED scored significantly lower across all outcomes. Analyses for the second study aim were variable. Math scores were significantly higher for City Connects students than children without these supports. Writing and MCAS-ELA scores did not significantly differ between the two groups. Reading and behavior marks were significantly lower for City Connects students. The predicted moderation of City Connects only met significance for reading scores. Findings partially support hypotheses and promote greater attention to investigations of subsets of students and the mechanisms behind the response to City Connects and ISS more broadly. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

A thesis submitted to the Faculty of Education in fulfilment of the requirement for the Doctor of Education Degree in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018. / The vision of the Department of Higher Education and Training (DHET) is about increasing enrolments and marketing Technical and Vocational Education and Training (TVET) colleges as viable institutions. The first college entrants often have hurdles that can challenge qualification completion, placing them at high risk of dropping out. The focus of the study was to determine the level of contribution student support services may have on the academic success of first college entrants. The study was carried out in two public TVET Colleges, purposely selected. Data were collected from a sample of 172 respondents of which 100 were first-year students, 20 entry-level lecturers, 20 Campus Management Team members, 2 Student Support Service Managers, 10 Student Liaison Officers, 10 SSS-SACs, and 10 Career Development Officers, purposively and randomly selected. Thirty two participants were purposively selected from SSS unit personnel for qualitative data collection. The study used questionnaires and structured interviews as data collection instruments. Validity was warranted through the judgement of experts in the SSS unit, CMT and lecturing staff, and made possible by allowing them to have access to the instruments of data collections. Reliability was determined by ensuring that an audit trail was done, and it was made available to all participants. Post-positivism paradigm was employed as the study utilised mixed methodology which incorporate both quantitative and qualitative approaches in one study. The findings of this study revealed that, students with learning challenges are not adequately supported to better cope with the college lifestyle. It was also discovered that, opportunities provided by the campuses for academic support were not enough to support the first college entrants. Findings revealed that (100 %) respondents agreed that opportunities provided by the campus for academic support were not enough to support the first college entrants. It was evident from the findings that (62, 2 %) percent respondents disagreed that a major share of SSS budget was allocated for academic support programmes. Equality of opportunity and outcomes is constrained by inadequate funding to address under preparedness (conceptual, knowledge, academic literacy and numeracy) for higher education programmes of especially indigent students. The findings revealed that over eighty percent respondents disagreed that they were satisfied with technological facilities. Furthermore, a majority of participants interviewed remain resolute that the existing infrastructure does not allow effective rendering of support services to students. The study concluded with a recommendation of an initial student integration model, which supports Tinto’s (1993) model of student integration. Adding to that, this study recommended that further research be conducted on academic support focusing primarily on private TVET colleges for comparison purposes, as the present study focus was mainly on public TVET colleges. The study is significant in the sense that its’ findings would provide insight into the TVET college governance councils, management at all levels, SSS managers, SSS units at campus level and policy makers to understand the role of a SSS unit, and the positive impact it may have on students’ academic success.

The implementation and sustainability of a positive behavior student support team (SST) were identified as a problem in a rural junior high school due to the number of discretionary alternative discipline placements that had occurred for students with disabilities. The purpose of this study was to understand the perceptions of faculty, staff, and campus administration regarding the use of a behavior SST to address discipline concerns in the classroom before they become problematic and result in a discretionary discipline placement. Response to Intervention and Positive Behavior Support provided the conceptual framework for this qualitative case study. Its research questions focused on faculty, staff, and campus administrators' understanding of the key elements of a behavior SST, the use of a behavior SST, and beliefs about the use of behavior SST. Data were gathered from 6 faculty, 2 staff, and 1 campus administrator through focus group interviews. Their responses were analyzed using open coding and thematic analysis. The results indicated that while faculty, staff, and campus administration were interested in using the process, they felt they were not sufficiently trained in the behavior SST process and lacked the time to collaborate as a team. The prime recommendation derived from the findings was that faculty, staff, and campus administrators need professional development on the key elements of the behavior SST process and behavior strategies that are used in a collaborative learning environment, such as a professional learning community. Implications for positive social change include improved teacher collaboration in a support team and ultimately improved student behavior and achievement.

No description available.

The purpose of this study was (a) to determine which student support service resources should be included in an Online Wellness Resource Center (OWRC) available within an online course and (b) to create a paper-based schematic for such a prototype. To address these research questions, a needs assessment was conducted to determine whether learners perceived a need for access to wellness resources. Finding that they did express this need, the assessment then identified the specific wellness resources to include in the OWRC. A schematic was then created for OWRC development, incorporating the results of the needs assessment. The specific contribution of this study is its ability to provide a model that other institutions can follow to establish their own OWRC / Ph. D.

One response to calls for broadening participation in engineering was the establishment of minority engineering programs (MEPs). Since their inception, MEPs have taken many forms with various functions and can be classified as engineering student support centers (ESSCs). Some ESSCs can be considered race-conscious, meaning they specifically focus on race/ethnicity in their support of engineering students. Prior literature points to race-conscious ESSCs as integral to the recruitment and retention of minoritized students in engineering. Despite their importance, race-conscious ESSCs have been met with various direct and indirect barriers threatening their organization's survival. To understand how race-conscious ESSCs have survived given consistent challenges, I conducted a multiple case study focused on exploring race-conscious ESSCs through the lens of organizational resilience. In this study, I interviewed founding and current directors, with a cumulation of 70+ years of experience, of three race-conscious ESSCs at large, public, predominately-white, R1 institutions. The findings from this study provide insight into the types of events, actions, and outcomes that inform the forms and functions of race-conscious ESSCs. I identified six types of events and four types of developments that were salient in leaders' descriptions of their ESSC's history. When considering the relationship between events and developments, some event types only occurred in connection with one type of development while others were in connection with two or more types of developments. This study aims to be a historical documentation of race-conscious ESSCs and events they have endured to remain a resource to racially minoritized engineering students. Additionally, this study contributes to the holistic understanding of ESSCs by using Kantur and Íserí-Say's Integrated Framework of Organizational Resilience as a tool for identifying the factors that enable these organizations to be resilient amid disruption. Lastly, this study adds to efforts calling for policy-makers, researchers, and practitioners to be mindful of the tradeoffs being made by race-conscious ESSCs in the name of resiliency and the unintended consequences of these actions. / Doctor of Philosophy / Since the 1970s, there have been national calls to broaden participation in engineering. One response to these calls was the establishment of minority engineering programs (MEPs) to recruit and support Black engineering students. Over time, MEPs have changed and taken new forms that can be classified as engineering student support centers (ESSCs). Some of these organizations are race-conscious and focus on race/ethnicity in their support of engineering students. These crucial support systems for Black engineering students have encountered obstacles threatening their organization's survival. I conducted a multiple case study to understand how three race-conscious ESSCs have survived so long despite these challenges. After talking to current and founding directors of these organizations, I found six types of events and four types of developments that were salient in their descriptions of their ESSC's history. Directors most frequently discussed how funding changes and engaging with members of their communities had impact on both themselves as the director and the organization. This study contributes to our understanding of how race-conscious ESSCs remain a resource for racially minoritized engineering students. Additionally, this study calls on policymakers, researchers, and practitioners to be mindful of the tradeoffs being made by race-conscious ESSCs in order to survive and the unintended consequences of these actions.

Thesis advisor: Mary E. Walsh / Students with complex needs and marginalized identities attending high-poverty schools are suspended at higher rates than their more advantaged peers (Mcloughin & Noltemeyer, 2010; Noltemeyer & Mcloughlin, 2010; Erb-Downward & Blakeslee, 2021). When students are suspended from school, they miss out on critical opportunities for instruction and connection. This can increase the likelihood that suspended students will experience a myriad of negative short-term and long-term outcomes, such as lower school engagement, poorer academic performance, school dropout, and justice system involvement (McNeely et al., 2002; Chu & Ready, 2018; Arcia, 2007; Amemiya et al., 2020; Noltemeyer et al., 2015). Supporting the needs of students, teachers, and the school community as a whole, while effectively managing student misbehavior, is a complex task without an easy answer. Integrated Student Supports (ISS) are a systemic approach to addressing students’ out-of-school needs to promote thriving. This approach utilizes several tiers of support to promote positive outcomes for all students in the school community (Adelman & Taylor, 2011). City Connects, an ISS model implemented in high-poverty urban elementary and middle schools, provides tailored supports and resources to all students in the school community and equips school staff with whole child information about their students. While City Connects was not developed to directly reduce suspension rates, many of the model’s practices (e.g., connecting students with tailored supports, identifying students’ unique strengths and needs, indicating a tier of risk for each student) may indirectly 1) address the mechanisms that drive high suspension rates in high poverty schools and 2) promote more positive outcomes for students who have been suspended. In the current study, difference-in-differences analyses identified trends in suspension rates in City Connects schools, compared to similar non-City Connects schools. Chi-square analyses examined patterns in how frequently suspended and non-suspended students in City Connects schools were identified as needing intensive supports. Longitudinal regression and moderation analyses investigated the relationship between receiving City Connects and suspended students’ outcomes. Overall, there is some evidence that City Connects may contribute to maintaining lower school-suspension rates in consistently underperforming schools. The study also found that students who were suspended in City Connects schools were more likely to be identified as needing more intensive supports, compared to students in City Connects schools who were not suspended. Within the district of interest, attending a City Connects elementary school for at least two years was associated with better academic outcomes and slightly better attendance and suspension outcomes in fifth grade. Being suspended at least once in elementary school had an overall negative association with fifth grade academic, attendance, and suspension outcomes. For students who were suspended at least once in elementary school, attending a City Connects school for at least two years was associated with higher math standardized test scores in fifth grade. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Yes / This article explains how the library developed a glossary of words to help the international students use the library. It is called Library language: words and definitions.