Thesis (M.A.) in Liberal Studies--University of Maine, 2005. / Includes vita. Includes bibliographical references (leaf 56 ).

No description available.

The purpose of this study was to examine the perceptions of students, administrators, and faculty of one community college on the factors that facilitate or inhibit collegiate student success toward associate degree completion. Degree completion was defined as graduating with an associate degree. The following research questions guided this study: 1) What support systems or resources are in place at the community college to assist students with degree completion? 2) What factors in the college student success course at this community college facilitate or inhibit successful degree completion? The case study was conducted in a single community college inNorth Carolina. Participants included 10 community college professionals and 5 students. Data were collected through face-to-face interviews and then transcribed. Pseudonyms were used to maintain participant anonymity. The data were analyzed through the process of coding. Findings identified eight themes in relation to facilitating and inhibiting degree completion at the community college level. These themes were: (a) curriculum, (b) advising, (c) support services, (d) relationships, (e) faculty status, (f) intrinsic motivation, (g) developmental courses, and (h) external factors. Conclusions of the research study and recommendations for further research were determined.

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

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

Thesis--Arizona State University. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1976. -- 21 cm. On spine: Success of college nursing students. Includes bibliographical references (leaves [70]-79).

Thesis--Arizona State University. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1976. -- 21 cm. On spine: Success of college nursing students. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [70]-79).

In shaping Hong Kong into an international education hub and in offering hope to youth and the promise of social mobility, talent development is a major priority of the Hong Kong Government. Since the 2000s, associate degrees (ADs) have been mandated to fulfill this promise through increasing higher education access - that is, to raise the post-secondary education participation rate to 60% or above. Given the mandate and insufficient genuine governmental support, this thesis argues that AD students of the self-financed sector experience precarity beyond education, underpinned by higher education marketization and chronopolitics. Drawing upon geography of precarity and life course studies, and using a mixed method of data collection including interviews, group discussions, diary studies, social media and participant observation, and grounded theory, the research explores the AD youth cohort's multidimensional everyday life precarity. This thesis builds a 'precarity over the life course' conceptual framework that can contribute to the geographies of higher education and wider research fields such as eldercare.