Since 2005, the United States has experienced a significant influx of international students from Saudi Arabia, particularly women (Bollang, 2006). The American educational structure is something Saudi women have never experienced due to the vast differences between both cultures in all facets. There is very little to no research conducted on Saudi Arabian women pursuing higher education in an academic culture drastically different from what they are accustomed to. A review of current literature illustrates the critical need for a more in- depth analysis of this phenomenon. Although there is much research available regarding the subjugation of Saudi women in the past and present, the surge in Saudi women pursuing education in the United States has not been researched. This thesis study explores how Saudi women are adapting to the differences in educational structural between what they have experienced back home and what they are experiencing here at Oregon State University. This study also looks at how Saudi women are adapting to the differences in teaching methods at OSU in comparison to what they are used to back home. The traditional teacher-centered approach versus that at OSU that heavily incorporates a student-centered approach. This study utilizes qualitative research methods to find common themes that arose from interviews with the sample group. Findings suggest that the Saudi women studying at Oregon State University developed intercultural competence due to their strong personal desire to succeed in their studies abroad. These Saudi women also proved to have strong levels of motivation and desire to succeed academically in hopes that they will return to their country and assist in improving the status of women. / Graduation date: 2012

The number of students enrolling in post-secondary institutions in the U.S. has slowly been rising over the last 10 years, yet gaps continue to exist in terms of who attends college and persists through graduation. Minority and low income students often lack the guidance needed to navigate the college enrollment process and as a result, remain underrepresented at U.S. colleges and universities. The prospect of attending college is frequently ruled-out based on fears surrounding college costs and lack of awareness and exposure to financial aid programs. This dissertation study looked at the impact of increased school counselor outreach on FAFSA completion and college enrollment in a large urban school district in Albuquerque, New Mexico. Researchers found robust treatment effects on both FAFSA completion .103 (sd=.01) and college enrollment .117 (sd=.01) suggesting a strong correlation between student contact with a school counselor and these two essential tasks for successful college matriculation. The opportunity gap was narrowed for all groups measured with the greatest improvement noted for African American, Asian, and Native American students. / Graduation date: 2013

The purpose of this study is to look at parallel factors between the Hispanic female dropout rate and possible resiliency methods such as retention through inquiry based science education. This type of educational program might provide insight into the many educational possibilities that are open to Hispanic females.

Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme. / Educational Studies / D. Ed. (Educational Management)

While a great deal of psychological research is conducted on college students, less has been done on their adaptation to college. These young adults, as they develop ego identity and differentiate themselves from parents and families, must adjust to the social and academic environment of college. Psychosocial adjustment predicts college retention better than academic predictors do. First generation college students face greater than typical challenges adapting to college. The Ronald E. McNair Post-Baccalaureate Achievement Program exists to aid first generation, lower income undergraduate student who wish to pursue a doctoral degree. Self-definition scored from thematic apperceptive technique stories reflects an individual’s relative freedom from social role constraint. This study examined the role of self-definition and familial understanding and acceptance in this population as predictors of successful adaptation to college. While neither was found to be a significant predictor, family understanding and acceptance was found to be a more defining characteristic of this sample than was self-definition. This suggests that when social support is sufficient, individuals do not need to rely on self-definition.

Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and gender groups. Positive Behavior Intervention Supports (PBIS) has a long history of success with individual students and more recently in school-wide settings. School-wide PBIS offers schools the ability to tailor their rules, rewards, and consequences to the specific needs and culture of a school. This descriptive and quantitative study sought to determine if implementation with fidelity of SWPBIS positively correlated to reduced disciplinary measures. The object of this study was to determine in what ways disciplinary rates for African American males differ in American public schools that identify as using SWPBIS with fidelity as compared to American public schools that do not implement SWPBIS with fidelity. Disciplinary rates examined included ISS, OSS single incident, and OSS multiple incidents. Descriptive findings indicated that schools that implement SWPBIS show a lower rate of ISS and OSS incidents for African American males. The quantitative findings did not yield a statistically significance between schools with fidelity of implementation of SWPBIS and schools without fidelity of implementation of SWPBIS.

Made available in DSpace on 2016-04-27T14:32:22Z (GMT). No. of bitstreams: 1 Edinalda Guedes.pdf: 1926169 bytes, checksum: 015e7b3923f20c66e27affd59054f4b3 (MD5) Previous issue date: 2008-11-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is to evaluate the differentiated experience of a school for young and adult individuals in the city of Campinas. The motivation for this work arose from the evident necessity to reflect upon and evaluate the modular structure applied to YAE, which has been used for ten years now, more precisely, since 1996, at first it was presented as a local government approved, experimental project only, as an alternative with the intent to lower the school year failing and drop out rates, which have been commonplace amongst young and adult students throughout the Brazilian education history. The school was born in the 90´s, in a time of a broad-spectrum discussion, national and international, focusing on the public policies and state responsibility concerning the assurance of citizens´ right to education, in any age. The research was aimed at collecting answers to questions I had made, as the principal of the school such as: Is the experience of learning the contents of a module able to make significant difference regarding the quality factor in the lives of YAE students? Is the quality defferential only because of the module organization or would there be other factors within the school´s daily routine that would help improve the students´ feelings of accomplishment? Which would be the pros and cons within the school that could have influence on the educational practice? Looking into the experience of authors involved with the hardships related to the education and evaluation of young and adult students, such as Freire, Arroyo, Haddad, Oliveira, Ribeiro, Paiva, Cappelletti, Abramowicz, Sobrinho, Afonso, Galindo, Belloni, De Sordi, Alaiz and others, I seek theoretical support for this research. The methodological option was for case study, given the uniqueness of the subject of the investigation: a school specific for young and adult students. Qualitative and quantitative aspects were focused upon, being the first prioritized, but within a sense of integration and complementation. The collection of empirical data was realized through a critical analysis of the school´s main official document: its Pedagogical Political Project, and through the application of a questionnaire to various individuals involved with the school. The categories of analysis contemplated in the evaluation of the school were: its structure and its mode of functioning, the periods of school time and recess in the learning process, its curriculum and overall management. The research leads to the acknowledgement that this particular school provides a differentiated reality and that the way in which it is organized has presented a satisfactory response in the education of young and adult students / Esta pesquisa tem como objetivo avaliar a experiência diferenciada de uma escola de Educação de Jovens e Adultos na cidade de Campinas. A motivação pelo trabalho surgiu da necessidade de refletir e avaliar a estrutura modular aplicada à EJA, implantada há mais de dez anos, precisamente em 1996, no início, como um projeto a título de experiência aprovado pelo governo municipal, enquanto proposta alternativa diante de uma situação de repetência e exclusão escolares a que estão submetidos jovens e adultos ao longo da história da educação brasileira. A escola nasce no contexto de uma ampla discussão, nacional e internacional, a partir da década de 90, direcionada às políticas públicas e à responsabilidade estatal pela garantia do direito à educação em qualquer idade. A pesquisa procurou dar respostas a indagações feitas por mim como gestora da escola: a experiência de ensino modular pode ser um diferencial de qualidade no atendimento aos alunos de EJA? A diferença está somente na organização por módulos, ou existem outros fatores no cotidiano da escola que podem influenciar no atendimento aos alunos? Quais são os ganhos e as dificuldades encontradas na escola que influenciam a prática educativa? A partir de autores envolvidos com a problemática da educação de jovens e adultos e da avaliação como Freire, Arroyo, Haddad, Oliveira, Ribeiro, Paiva, Cappelletti, Abramowicz, Sobrinho, Afonso, Galindo, Belloni, De Sordi, Soares e outros, procuro sustentação teórica para esta pesquisa. A opção metodológica foi pelo estudo de caso por tratar-se da investigação de uma escola específica e singular de jovens e adultos. Aborda tanto os aspectos qualitativos como quantitativos, priorizando os primeiros, mas numa acepção de integração e de complementaridade. O trabalho de coleta do material empírico foi realizado pela análise crítica do principal documento oficial da escola que é o seu Projeto Político Pedagógico e pela aplicação de um questionário aos diversos sujeitos envolvidos com a escola. As categorias de análise contempladas na avaliação da escola foram: a estrutura e o funcionamento da escola, os tempos e espaços escolares de aprendizagem, currículo e processo de ensino/aprendizagem e a gestão escolar. A pesquisa aponta para a constatação de que a escola constitui uma realidade diferenciada e que a sua organização tem dado resposta satisfatória aos alunos da educação de jovens e adultos

Child abuse and neglect has been an historical problem which has only entered our consciousness as legislation to protect children has been passed. Public and media awareness has mushroomed along with the number of disclosures and increasingly dramatic stories of abuse and neglect. Nurses, because of their many different places of practise, come in contact with many victims and offenders. How does their education prepare them for this task? The study surveyed of schools of nursing in British Columbia and the state of Washington through the directors of nursing, associate deans, deans and coordinators, to instructors and faculty members who teach child abuse and neglect education. Instructors and faculty members completed a questionnaire of 23 questions about child abuse and neglect education in their schools of nursing and about their own educational preparation and experience. The questionnaire was expanded from a similar study done in 1985-86. Not all schools of nursing have child abuse and neglect education. Of those indicating they teach child abuse and neglect, most devote 2-4 hours to teaching. Child abuse and neglect education is taught in a wide variety of nursing subject areas. There are fewer resources (both personnel and print and media) being used in teaching child abuse and neglect in 1993 than in 1985-86. The majority of faculty members and instructors were not educated in the province or state in which they now teach and also the majority did not receive child abuse and neglect education during their baccalaureate education. Instructors and faculty members from Washington had more suggestions for improving child abuse and neglect education than did those from British Columbia. Education about reporting child abuse and nursing and sexually transmitted diseases is inconsistent. There is very little child abuse and neglect interprofessional education. While the diversification of nurses' job placements makes them ideal professionals to identify, prevent, and treat child abuse and neglect, their educational preparation does not appear adequate for this task.

「僑生回國升學」是中華民國建國至今一貫進行的政策，也是政府遷台後獲致成效的一項政策性工作。僑生政策之實施，使清寒的華人子女亦有機會獲得高等教育的機會，其意義尤值重視。臺灣與海外各國實質關係之中，馬來西亞華人社會與臺灣的關係最為密切。五十多年來，來台僑生數量以馬來西亞地區居全球之冠，渠等返回僑居地後多數成為馬來西亞社會各界之菁英，成為當地華人在政經文教上的有力資源；也是臺灣現今在當地最大的友我力量。因此，馬來西亞的華文教育殊為僑生政策中最為成功的一個例子。本研究聚焦於探討馬來西亞華文教育發展史中，臺灣在其中扮演的角色，以及所發揮的歷史影響。臺灣的華僑教育在相關研究中，多著重於政府政策的制定與形成，較少關注其影響或支援的對象──華僑華人所居國的華文教育；而馬來西亞國內的華文教育在研究上則面對主客觀環境限制之下，又多著重在華文教育在本土與當地政府之間的抗爭關係。這使得臺灣和馬來西亞華文教育之間在華僑或華文教育上的互動關係，鮮少被論述之。因此，本論文企圖補充臺灣在馬來西亞華文教育的關鍵聯繫（Vital Link）──僑生政策，期以填補雙方的歷史。 / “Overseas Chinese Students back to their homeland for studies” is the persistent policy carried out by the Taiwan authority, this is also a successful policy since the KMT government shifted to Taiwan. The implementation of this policy is to create opportunity for the underprivileged Chinese students pursuing their higher education, the significance is regarded. Among all the relationships with foreign nationalities, Malaysia Chinese society and Taiwan is intimately related. For the past fifty years, of all the numbers of overseas Chinese students, Malaysia ranked the first. After returning to their residing country, becoming the elites from all sectors and, also becoming the most powerful resources in the local Chinese community. Which implies that, they strengthen the friendship with Taiwan as well. Hence, the Malaysia Chinese education under this policy is the most successful example. This research mainly pinpoints on the role play and historical influence of Taiwan on the developing history of Malaysia Chinese education. The related study mainly emphasizes on the formulation of government policy and formation, sparsely concerns its impact or support of the residing local Chinese education. Under the subjective and objective environmental restrictions, the study focuses on the confrontation between the local Chinese education and local government. It is rarely been discussed the interaction in the overseas Chinese education between Malaysia and Taiwan. Therefore, this paper attempts to add the history of Taiwan‘s “overseas students policy” as a Vital Link for Malaysia Chinese education.

Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme. / Educational Studies / D. Ed. (Educational Management)