Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 198-207).

Thesis (M.S. in Education)--Shenandoah University, 2002. / Includes bibliographical references.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references.

Thesis (M.A.)--University of Hong Kong, 1980.

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iii, 60 p. : ill. Includes abstract. Includes bibliographical references (p. 33-36).

This qualitative study focused on which features of a linked courses model learning community may foster student persistence throughout a semester long course at a two-year institution. The mainstream course, comprised of 17 mainstream and eight non-mainstream students, provided for a natural experimental setting. Strong features of learning communities were explored through various indicators (i.e., student-faculty and peer interactions, shared inquiry and collaborative learning, satisfaction and dissatisfaction in the classroom environments, and how features of this particular linked courses model were reflected in the learning community model adopted by the institution). End-of- year marks plus persistence into fall were compared. Findings failed to support any direct links to persistence. Results indicated, however, both mainstream and non-mainstream students who passed with a "C" or higher possessed what the researcher identified as an "economy of ambition," characterized by an ability to merge personal and academic lives and schedules successfully. Positive student traits included being goal-oriented, self-motivated, flexible and adaptive to their academic and campus environment. Social integration and inclusion (e.g., social events or participation in campus-wide groups) were not priorities for both groups. Non-mainstream students expressed more positive perceptions toward social acceptance in the non-mainstream classroom due to its smaller size. Thus, heightened peer interaction, a main feature of learning communities, influenced positively students' socialization experience that led to study partnerships, which may have fostered student persistence. Non-mainstream students were motivated, in large part, because of their shared academic goals, and these partnerships would not have developed or been possible in the larger mainstream environment. Both mainstream and non-mainstream students represented a wide range of ages and ethnic backgrounds. The majority felt reluctant to speak up as participants in the mainstream classroom of 25 peers. Academic involvement (i.e., clear expectations from the teachers, detailed syllabus, handouts, and in-class exercises) was a priority for both groups. Overall, both groups appreciated contact with their instructors and expressed a strong commitment to second semester persistence. In addition to analysis of the interview data and strong participant observation throughout the semester, institutional data were analyzed. Findings failed to support any institutional outcomesbased measures dealing with behavioral outcomes except for support for pursuit and attainment of a degree, in particular for part- and full-time developmental (remedial) and first-time-in-college students (FTIC).

<p> Little is known about the perspectives of social work educators who work with under-prepared students in baccalaureate social work (BSW) programs. Educators across fields believe that students are increasingly under-prepared to be successful in higher education, and social work programs face greater numbers of under-prepared students seeking BSW degrees. Although an increasing amount of research offers strategies for matriculating, retaining, and teaching under-prepared students, these strategies are often presented without the contextual experiences faced by the educators who work with under-prepared students on a day-to-day basis. The following research seeks to begin to fill that gap. The researcher interviewed 11 participants and used Interpretive Phenomenological Analysis (IPA) to uncover the essential experiential elements of working with under-prepared BSW students and to reveal the meaning that social work educators create within these experiences. Analysis resulted in four overlapping themes including understanding under-preparation as social injustice, questioning what it means to be a social work educator, recalling compelling moments, and demonstrating care in and out of the classroom. These results suggest that social work programs and educators can more explicitly recognize how working with under-prepared students mirrors traditional social work practice, and discuss how this mirrored process might affect both educators and students. Based on these results, the meaning of advancing social justice for under-prepared students, the conflicting roles that educators often adopt with under-prepared students, and the influence of external forces on educators&rsquo; work all deserve further research.</p>

<p> Given the growing rates of youth and young adult unemployment today, particularly in urban contexts, this grant proposal seeks funding to support the development of a soft skills training program for youth ages 15-24 in the Baldwin Park area of Los Angeles County. Essential soft skills needed to help youth secure and retain successful employment can include the interpersonal skills of better communication with supervisors and co-workers the job, teamwork, conflict resolution, and the capacity to regulate time management. The goal of this program is to increase employability by giving these inner city youth an increasingly valued skill set in order to promote an increase in youth employability in this community. A comprehensive grant funding search identified the California Wellness Foundation as a potential funding source for the proposed program. The actual submission or funding of the grant was not a requirement for the successful completion of the grant proposal.</p>

<p> From the early days of academia, classroom incivility has been acknowledged as counterproductive to the social contract of an educational environment; however, due to the subjectivity of what constitutes uncivil behavior, classroom incivility continues to be open to interpretation. The recent surge in classroom incivility has been attributed to changes in generational culture, parenting styles, K&ndash;12 educational practices, technological customs, and consumeristic/narcissistic attitudes of students. A marginal amount of classroom incivility literature has focused on higher education settings; even more scant is the literature that has explored uncivil behaviors in social work education environments. </p><p> This quantitative study examined students&rsquo; perceptions of classroom incivility in social work education, using the theoretical framework of social exchange theory. The sample included 203 social work students; nearly 78% were enrolled in the Master of Social Work program and approximately 22% were enrolled in the Bachelor of Social Work program in a public university in southern California. A majority of the sample expressed some level of concern regarding the <i>severity</i> of the uncivil behaviors listed in the survey; however, the participants appeared to be polarized in their responses concerning the <i>frequency</i> of uncivil behaviors. Based on these findings, implications for field internship and professional practice were identified and recommendations were made to assist undergraduate and graduate programs to recognize what is potentially the new norm in social work education settings and to promote a dialog regarding how students are educated and socialized into the social work profession. This research did not clarify the issue of what constitutes classroom incivility; rather, it generated questions for future research regarding probable causes, consequences, and effects of uncivil behaviors in social work education.</p>

The study was designed to compare instruction related leader behaviors of elementary principals with unit leaders as perceived by teachers in selected Individually Guided Education/Multiunit schools. The study population included 57 teachers from six IGE/MUS-E member schools of the Area Movement for Educationally New Dimension (AMEND) Network Project, School of Education, University of Wisconsin, LaCrosse.Data for the study were secured by means of two questionnaires, adapted from the Leader Behavior Description Questionnaire-Real Form. Participant responses provided teacher perceptions relative to two leader behaviors of Consideration and Initiating Structure of elementary principals and of unit leaders.Data were analyzed statistically. The hypotheses were tested using a 2 x 6 Univariate, two-way Analysis of Variance, fixed-effects procedure. Post-hoc multiple comparisons were made when suggested at the .05 level of statistical significance by the analysis. The Newman-Keuls procedure and t tests were used in making post-hoc comparisons. Analyses of effects were made when significant interaction effects were present.A summary of findings was organized relative each of the four hypotheses.Hypothesis IThere will be no difference between teacher perceptions of the instruction related leader behavior of Consideration of elementary principals from unit leaders.Teachers perceived the instruction related leader behavior of elementary principals and unit leaders as significantly different regarding the leader behavior of Consideration.Hypothesis IIThere will be no difference between teacher perception of the instruction related leader behavior of Initiating Structure of elementary principals from unit leaders.Teachers perceived the instruction related leader behavior of elementary principals and unit leaders as significantly different regarding the leader behavior of Initiating Structure.Hypothesis IIIThere will be no difference between perceptions of teachers from each particular Individually Guided Education school relative to the instruction related leader behavior of Consideration of elementary principals from unit leaders.Teachers from particular schools perceived the instruction related leader behavior of elementary principals and unit leaders as being different regarding the leader behavior of Consideration.development programs, both pre-service and in-service, have not adequately emphasized the need of building personal leader behavior patterns which reflect commitment to, and belief in, the component aspects of Consideration. Professional staff development programs, both pre-service and in-service have not adequately emphasized the need for building personal leader behavior patterns which reflect commitment to, and belief in, component aspects of Initiating Structure. School officials, responsible for the selection of elementary principals and/or unit leaders to serve in Individually Guided Education schools, should be particularly careful to select individuals with demonstrated effective leader behavior relative to Consideration and Initiating Structure factors.