This study was conducted to examine the traits and goals of students enrolled in the ESL program at Clark College in Vancouver, Washington over the past two academic years (1992 and 1993). The study looks at the degree of awareness that these students have of further educational opportunities in the academic and vocational areas, and the degree to which the ESL program at Clark College engenders this awareness. Data was collected from two cohorts of students enrolled in the ESL program on two separate occasions, each approximately one year apart. The goals of the study included the following: ( 1) gathering background data for the students attending the ESL program; (2) collecting information regarding students' past and present knowledge of computer technology; (3) awareness of the financial aid programs available; (4) future goals in the areas of education and employment. Comparison of the responses from the two cohorts provides instructors and administrators a clear picture of the students they are serving and provides the rationale for providing the material and logistical support required to allow ESL students to enter into mainstream programs at the community college level.

In response to the increasing number of United States school students from diverse linguistic and cultural backgrounds at all grade levels, often called "simultaneous bilinguals," the U.S. school districts are opening schools that offer bilingual instruction. One instructional strategy that seems promising is the "Bridge," where students contrast and connect the literacy skills learned in one language to the literacy skills in their other language. An underlying component of learning a language is student attitude and motivation to learn. Research also seems to indicate that student attitude and motivation toward biliteracy can affect their achievement. There seems to be a lack of research on how students respond to becoming biliterate. The purpose of this study is to explore how simultaneous bilingual middle school students respond to becoming biliterate in Spanish and English as a result of participation in a humanities dual language/immersion class, taught through the instructional strategy the Bridge. This study used a case study design. The focus was on 12 simultaneous bilingual middle school students who had at least three years of bilingual education. The methods used to gather data were: the students' achievement in biliteracy, a survey, a Draw-a-Bilingual-student activity, a narrative response, and a focus group. I identified five themes from the data analysis: (a) Positive role of family in developing biliteracy; (b) Confidence in becoming biliterate; (c) Using their biliteracy skills in the community; (d) Biliteracy valued for their future; and (e) Appreciation of bilingual programs in our schools. Future research should continue to investigate the power of the Bridge strategy in furthering student success in becoming biliterate.

Thesis (M.A. (Clinical Psychology)) --University of Limpopo, 2006 / The purpose of the research study is to investigate the relationship between body mass and self-concept among adolescent female university students. First year female students from three different Schools and Faculties at the University of Limpopo, Turfloop Campus participated in the study. They were 75 in number. The study has both a quantitative and qualitative aspects. The qualitative was used to complement the quantitative aspect. The Rosenberg Self-esteem Measure was used to measure self-esteem. For the qualitative aspect, a topic guide was used for the focus group discussion prepared and used for the focus group discussion. Analysis of Variance (ANOVA) and the Pearson’s Product Moment Correlation were used to analyse the quantitative data. Results show that there is a relationship between body mass and self-concept and that overweight participants tend to have a low self-esteem. This low self-esteem was perceived to be aggravated by a number of factors like the attitude of the media and the society. Participants who are overweight also indicated that they are limited in certain areas of their lives (e.g., sports) as a result of their body mass. They expressed mixed feelings and frustration when it comes to such areas of like. Support groups, life-skills programmes and psychotherapy should be made available and attainable for overweight female adolescents.

Abstract not available

Offering courses that promote, encourage, and support physical activity among college students has been an aim of physical education departments for the past century (Sargeant, 1900). Even so, this population has been identified in Healthy People 2010 as a target population segment in need of physical activity intervention. Historically, such coursework has almost exclusively been activity and skill-based, which made it particularly appealing to students who were already active while those who were not physically active generally avoided such courses (Scantling, Strand, Lackey, & McAleese, 1995). Over time, alternative courses and course formats began to evolve, including conceptually-based Lifetime Fitness for Health (LFH) courses (Corbin, 1969). Such courses were designed to promote wellness-related behaviors among college students, including physical activity participation. These courses have increased in popularity over the past 30 years (Hensley, 2001) and are now included by some colleges and universities as part of the students' graduation requirements (Cardinal, Jacques, & Levi, 2002). Some colleges and universities have also begun offering on-line versions of their LFH courses (Conlee, 2000), but little research has been done on the effectiveness of these courses and the influences delivery format (i.e. face-to-face vs. web-based) may have. The purpose of this study was to determine the relative effectiveness of a theoretically-based, LFH course on college students' behavioral and psychological physical activity orientation. The independent variables were course format (i.e., face-to-face vs. web-based vs. control) and time (i.e., baseline and post-intervention). The study was conducted over 10 weeks, using intact groups. The dependent variables were exercise behavior, and self-efficacy, decisional balance, and the behavioral and cognitive processes of change (all from the Transtheoretical Model). Of the initial 151 people enrolled in the study, 109 (72.2%) returned post-intervention questionnaires and were therefore retained in the study. Retention rates did not differ across groups (p>.30). The majority of participants were female (60.3%), Caucasian (81.5%), and held either freshman or sophomore class standing (80.1%). Participants were, on average, 21.3 (SD = 5.7) years old, with a Body Mass Index (BMI) of 24.3 (SD=5.4). The majority of participants were in the preparation stage of change (45.7%), followed by maintenance (35.1%), action (12.6%), contemplation (5.3%), and precontemplation (1.3%). Exercise behavior improved significantly over time (p<.0 1); however, the main effect for groups (p=.06), and the group by time interaction were not significant (p=.31). Significant main effects were observed between groups (p<.01), and over time (p<.01) for the vector of means comprised of self-efficacy, decisional balance, and the cognitive and behavioral processes of change. The group by time interaction for the vector of means was not significant (p=.17). Follow-up F-tests revealed the group differences were due to differences in the cognitive (p<.05) and behavioral (p<.05) processes of change, with no differences observed for either self-efficacy (p=.35) or decisional balance (p=96). Time effects were observed for self-efficacy (p<.05), and the cognitive (p<.001) and behavioral (p<.01)processes of change, with no difference observed on decisional balance (p=.39). While not entirely supportive, the results due suggest some promising strategies for enhancing the efficacy of LFH courses, regardless of delivery format. / Graduation date: 2004

The purpose of this qualitative study was to determine from the treated students' perspective what teacher behaviors facilitate recovery and what teacher behaviors inhibit recovery. Study participants included 16 high school students who had completed treatment for alcohol and drug dependency in grades 9-12, and 112 teachers. Students and teachers were interviewed to better explain the phenomenon from their perspectives. Data gathered from student interviews, student journal recordings, observer notes, and teacher interviews were used as corroborating data. The constant comparative method was used to analyze data (Glaser & Strauss, 1967).Five major themes emerged from the data analysis explaining the effects of teacher behavior on students who had completed treatment for drug and alcohol dependency. The data were segmented into themes using a bi-polar structure. These themes were: (1) student performance; (2) student communication; (3) student relations: security; (4) student: affective; and, (5) authority: student behavior. These themes yielded student identified causal conditions, intervening conditions, and action/reaction strategies that either inhibited or facilitated recovery.The data showed students did not have neutral feelings; they had either negative or positive feelings about their personal interactions with teachers or their observations of teachers' interaction with other teachers and/or other students. Teacher behaviors which resulted in negative student behavior consequences in each of the five major theme categories were not helpful to students and inhibited their recovery. Teacher behaviors which resulted in positive student behavior consequences in each of the five major theme categories helped students and facilitated their recovery.

Today's higher education institutions are experiencing a different type of student population from previous years. They are known as gadget fanatics, social networkers, Internet enthusiasts, optimists, multitaskers, and inductive learners. Their viewpoints and aptitudes about technology and the Internet differ from others who rarely use it (Oblinger, 2003; Frand 2000). This population will present many challenges to American postsecondary institutions. Facilities, faculty, and curriculum will not be prepared to address their habits and expectations. They are called the Millennials. In an effort to start addressing the educational needs of the Millennial student population, postsecondary institutions must transition from the "old generation of learning" to the "new generation of learning" (Milliron, 2006). The purpose of the study is to explore the Millennial students' and faculty's perceptions of a new generation of learning classrooms. There were five research questions for this study: (1) What are the perceptions of a new generation of learning classrooms by Millennial students? (2) How do Millennial students relate to a new generation of learning classrooms? (3) What are the perceptions of a new generation of learning classrooms by faculty? (4) How do faculty relate to a new generation of learning classrooms? and (5) How Millennial students' and faculty's perceptions on the new generational of learning classrooms compare? Since this was a qualitative study, the Interactive Qualitative Analysis (Northcutt & McCoy, 2004) was the research design utilized to collect and analyze data that answered the research questions. A purposive sample for this study included a total of 47 participants: 26 Millennial students and 21 faculty members. One component of the research design involved focus groups for the Millennial students and faculty. Both groups identified the following themes, which were used to create an interview protocol: technology, appearance, teaching style, learning environment, writing/work space, classroom mood, climate, emotions, group assignments, and social networking. Analysis of the interview text included axial and theoretical coding. This contributed to the development of a mind map for the Millennial students and faculty. Comparisons of these two composite mindmaps reveal their perceptions of the new generation of learning classrooms.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

No description available.