No description available.

The problem of this study was to determine the effect of industrial arts experiences on changing the attitudes of North Texas State University freshmen toward industrial arts generally and toward specific curriculum areas in industrial arts.

The purpose was to assess the extent of use of Making Achievement Possible reports in aiding hall directors in making decisions for their hall in five areas: academic initiatives, hall activities, disciplinary proceedings, conversations with students, and assessing community. Current hall directors were surveyed during January 2002 regarding use of MAP reports in these areas. Two focus groups were held to gain more specific examples of report use, to determine possible changes, and to identify factors that affect use in decision-making. It was determined that the reports are used in academic initiatives, disciplinary proceedings, and in assessing community strengths, but are not used in other areas of job responsibility. Issues that affected use included time, training, and the amount of information found on the report. Training in basic research methodology and in applying results to practice could lead to better utilization of the MAPP reports in hall decision-making. / Department of Educational Studies

This qualitative case study, framed by a constructivist perspective, addresses a deficit in the literature and the knowledge base of a first year experience (FYE) academic program at a large, urban university regarding freshmen perceptions of meaningfulness in their courses. Existing studies identify concepts related to meaningfulness, but do not shed light on attributes which may inhere in those. These studies are inadequate for FYE curriculum planning due to their discipline specific contexts, quantitative nature, or sole focus on motivation. Furthermore, existing conceptualizations present meaningfulness from the etic (faculty/researcher) perspective rather than the emic (student). This is especially problematic in a postmodern era in which some scholars propose that students experience the classroom differently than educators. Purposeful sampling identified student participants. Semi-structured interviews were conducted, and participants provided reflective journals throughout the data collection period. Interviews and journals were based on exploratory research questions related to the words participants use to convey meaningfulness, the experiences they find meaningful, and “what about” experiences they find meaningful. Students shared insights regarding what problems prevent meaningfulness. Data collection and analysis occurred in conjunction with the transcription of interviews, note-taking about emerging themes, member checking of transcripts and ideas regarding coded themes, review of appropriate literature, and exploration of theories and existing ideas. Trustworthiness and credibility existed through measures of triangulation that promote accuracy of data and findings. Analysis led to the creation of categories to answer the four guiding research questions. Integration of those categories with scholarship in curriculum studies and educational psychology provided insight and discussion regarding students’ perceptions of meaningfulness in first year experience courses. The idea of academic states (emotional transition, academic pragmatism, and survival) emerged from participants’ words describing their experiences. Interactive learning (lectures, group discussions, and practice) and opportunities where students were offered challenge/choice were practices associated with meaningfulness. Energy and comfort were the underlying aspects of experiences perceived as meaningful, and participants offered insights into what problems may exist that prevent students from perceiving their courses as being meaningful, or having meaningful aspects (once n’ done and checklist approaches). The study also prompted implications for future research. / Department of Educational Studies

Students enter composition classrooms in the twenty-first century with various levels of computer proficiency and comfort with technology and digital media. Instructors often make assumptions that their students’ are familiar with technology, even though students may be hesitant to use technology in the classroom. This dissertation gathers data from one university class and two community college classes to study students’ perceptions of and use of technology, particularly the Blackboard content management system (CMS), in the critical pedagogy classroom. In particular, it studies students’ use of technology to reflect on their own work and engage in dialogue with classmates and the instructor. The evidence suggests that students use technology and media cautiously in the classroom and will revert to more traditional forms of expression (e.g., the linear essay) when they feel uncomfortable using technology or they feel that their grade is in jeopardy. Students tended to use Blackboard more for reflection and dialogue when the CMS was an integral part of in-class and out-of-class activities. Findings indicate that first-year composition instructors should reflect on their use of technology to enhance critical pedagogy and make that pedagogy more reactive to students’ needs. / Description of problem and study -- Literature review -- Methods and methodology -- Critical pedagogy in the laptop classroom at the university -- University students' perceptions and use of technology -- Critical pedagogy in the computer classroom at the community college -- Community college students' perceptions of and use of technology -- Student questioning, dialogue and reflection at the community college. / Description of problem and study -- Literature review -- Methods and methodology -- Critical pedagogy in the laptop classroom at the university -- University students' perceptions and use of technology -- Critical pedagogy in the computer classroom at the community college -- Community college students' perceptions of and use of technology -- Student questioning, dialogue and reflection at the community college. / Department of English

M.Ed. / The literature-study that was undertaken indicated that first-year students have problems in adapting to university- life. Extensive research has been done regarding the academic adaptation of first-year students. The social adaptation has been mentioned in various literature sources as a problem although intensive research on this subject has thus far not been done. The first objective of this study was directed towards gaining more clarity on the social adaptations that first-year students living in university residences have to make at university. A second objective was to determine the responsibilities these first-year students had to take in their social adaptation process, to ensure that they make the correct decisions. Thirdly, the male and female students° responses were compared regarding the above issues. A questionnaire was used to obtain data on the three objectives mentioned above. These objectives were analysed by making use of Hotelling's T 2 -test and Student's t-test. The results obtained in this study indicated the following: Male first-year students were more self-assured and had a greater need to socialise with people of the opposite sex. Female first-year students were uncertain about themselves and did not have the need to socialise with people of the opposite sex. Thus, first-year male students tended to adapt better socially in the first few weeks at university than was the case with female first-year students. First-year female students showed a higher degree of social responsibility. Male first-year students showed a higher tendency towards personal responsibility. In total, only a limited amount of responsibility was shown by first-year students during their social adaptation at a university.

M.A. / The objective of this research is to determine the effectiveness, or lack of, the mentor program, as part of the Rand Afrikaans University's (RAU) project 100, as well as obtaining workable suggestions to improve the mentorprogram. Project 100 was developed through RAU for first year students who did not obtain full exemption, but who were conditionally accepted. In the program the focus is on three main fields, namely: cognitive, meta-cognitive development, personal development and social adaptation. A variety of skills are taught to the students, in every field, so that the student can develop in total. The hope is through acquiring these skills the student will become more self-sufficient. Data is obtained through qualitative and quantitative research methodologies. Qualitative research consists of the interviews with students that took part in Project 100, as well as the analysis of mentor reports. Quantitative research is obtain by using the following measurement instruments: ability, processing of information and learning (LASSI), the learning and the General Questionnaire about Lifeskills and Aptitude. Exam marks were also used. Quantitative results shows that most students are positive towards the mentorprogram, but factors such as transport, freedom of choice of attendance and uncertainty about procedures influenced the program negatively. Results in turn shows that students who attend the program did not obtain higher academic results than the student who did not attend the program. Even though the student attended Project 100, this does not guarantee the students academic success. The students attitude, motivation and preparedness to acquire new skills and the ability how to implement them influences the success of the students academic, personal and social life.

The relationships between working models of attachment and adjustment to college among first-year college students was examined in a longitudinal study. The results of this study indicated that when college students were classified as secure, dismissing, or preoccupied by the Adult Attachment Interview, significant differences emerged in their experience of separation anxiety, self-perceived competence, perceptions of relationships, and attachment-related behaviors. Over half of the secure group reported clinical levels of separation anxiety at the beginning of the academic year, however, they showed a significant decline in symptomatolgy over time indicating adaptive resolution of the distress associated with the developmental task of emancipating from home. All but one member of the preoccupied group had clinical levels of separation anxiety at the beginning of the year, and although they reported some decline in symptomatology over time l decrease in the number of symptoms did not reach statistical significance. The preoccupied group reported having the most people upon whom they could rely for support, and they went home more often than the other two groups. However, they were the least satisfied with the support they received. As predicted, separation anxiety was not prevalent in the dismissing group at any point in time. This group also reported the least number of people upon whom they could rely for support, but they perceived themselves as more socially competent than the secure or preoccupied groups. Finally, the dismissing group showed a significant increase in utilization of university health services across time. These findings lend support to the idea that working models of attachment are associated with differing approaches to affect regulation in situational and developmental contexts that elicit distress. Overall, the results of the present study provide evidence that attachment is associated with social-emotional adjustment during the course of the adolescent's emancipation from home and entry into college. / Ph. D.

There is a general lack of evaluations of college counseling programs. This is attributed to difficulties encountered in attempts to undertake evaluation, one source of difficulty being the uniqueness of the couseling problem of each student. Nevertheless, leaders in the field of personnel work feel that there is a distinct need for evaluation and make an effort to encourage further research of this type. / Typescript. / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / "August, 1950." / Advisor: Stewart Murray, Major Professor. / Includes bibliographical references.

No description available.