The purpose of this study was to describe the transitions, support, and current activities of students who completed baccalaureate degrees after completing community college non-transfer degrees. The population was limited to students who earned an associate degree of Applied Science, Science, or General Studies from Oregon community colleges, and who completed a baccalaureate degree from Portland State University. A telephone questionnaire was used to collect descriptive data and anecdotal information. At the time of community college entry, only 15% of participants identified "transfer" as their reason for attendance, yet each participant in this study did go on to transfer and complete a baccalaureate degree. Half began their community college enrollment after age 22 and excluding previous post-secondary education experience took 6-10 years to complete their baccalaureate degree. At the time of this study, a surprising 33% were enrolled in graduate study. Examining the transitions in retrospect from baccalaureate degree completion, the participants relied upon faculty, family, and employment networks to complement their personal goal-strength. In addition, participants identified an initial reliance on student services for information, especially in maximizing credits used in transfer. However, more than half of the participants identified inconsistent information from services and therefore used their support network of faculty, family, and employment members to obtain information relating to academic success, transfer requirements, and degree completion. The study concluded that no educational program is necessarily terminal, that community colleges cannot configure programs that meet all learner needs, and that the availability and quality of information are catalysts for student goal-achievement. The principle implication of this research is that readily accessible and reliable information of the baccalaureate degree structure is essential to students in community college non-transfer associate degrees programs. / Graduation date: 1997

This study was designed to determine attitudes of administrators, faculty, and students toward educational mobility for registered nurses. A second purpose was to determine if curriculum designs acknowledge previous learning for advanced placement in RN/BSN programs; and to determine if perceived needs of learners were met.Following the review of selected literature a questionnaire was designed to collect data from 45 RN/BSN programs accredited by the National League for Nursing in Indiana and the four contiguous states. A total of 214 responses from administrators, faculty, and students were obtained. Factor analysis of the instrument determined the five factors of curriculum, program need, learning, previous experience and function/role. The mean, standard deviation, and oneway analysis of variance was determined for the total and the five sub-scores individual and by group from the five participating states. Six null hypotheses were tested using a one-way analysis of variance (ANOVA).Results based on the ANOVA, mean, and standard deviations of total group score indicated no significant difference in attitudes of administrators, faculty, and students involved in RN/BSN programs toward acknowledgment of previous learning. Total group sub-scores for the five factors were found to be different for curriculum and function/role.The ANOVA of each state by sub-scores indicated differences for Indiana as function/role, Illinois Michigan as curriculum, and Ohio as previous experience/practice.A variety of mobility programs have emerged over the past fifteen years, however administrators, faculty, and students differ in the perception of acknowledgment of previous learning, curriculum designs, and function/role for RN/BSN education.Major conclusions were: 1) There is agreement among administrators, faculty, and students for program need but the degree of flexibility in design does not meet learner need and the recognition of previous learning; 2) students do not agree with administrators and faculty in the perception of function/role; and 3) administrators and faculty do not agree with students in perceptions of curricular needs.

The purpose of this study was to determine if CDA preparation courses affected beliefs about developmentally appropriate practice. Pre and post online TBS surveys were completed by 299 CDA candidates from campuses across the state enrolled in the three courses, each with the same syllabus and objectives. Analysis of the demographic information gathered with the pre-survey did not reveal a significant relationship between beliefs about developmentally appropriate practice and educational level of candidate or educational level of candidate's parents. No significant relationship was found between age, experience working with children, minority status, work environment, or computer usage, and beliefs about DAP. The study revealed a positive increase in beliefs about DAP after taking one course and while the increase was small analysis of factors within the survey did find a significant increase in beliefs about developmentally appropriate practices associated with teacher control and child centered literacy. The study found no significant difference in change of beliefs between face-to-face courses and Internet courses though the N was small making the finding inconclusive. The study did suggest a significant difference in positive change of beliefs about DAP for students enrolled in hybrid courses from students enrolled in face-to-face courses. / Department of Elementary Education

Thesis (D. Mus. Arts)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 88-91).

Thesis (D. Min.)--Dallas Theological Seminary, 2000. / Includes abstract. Includes bibliographical references (leaves 179-182).

Thesis--Utrecht. / Summary in Dutch. Vita. Errata slip inserted. Includes bibliographical references (p. 95-100).

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1995. / Abstract. Includes bibliographical references (leaves 228-232).

Thesis--Utrecht. / Summary in Dutch. Vita. Errata slip inserted. Includes bibliographical references (p. 95-100).

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1995. / Abstract. Includes bibliographical references (leaves 228-232).

Thesis (D. Min.)--Dallas Theological Seminary, 2000. / Includes abstract. Includes bibliographical references (leaves 179-182).