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Tutors’ roles in the formation of learning communities during an educational excursion15 July 2015 (has links)
M.Ed. (Adult Education) / This study focused on tutors’ roles in the formation of learning communities during an educational excursion (EE) and explored how tutors enable the transfer of the social and academic cohesion formed during the EE to the formal university environment. This research inquiry is a subsection of a larger NRF, Thuthuka research project. The general focus of the larger study is the investigation of the EE as a precursor to the development of learning communities at the University of Johannesburg (UJ). Higher education in South Africa and worldwide is being tasked with improving student retention, especially in the first year of study, as this is when the highest attrition takes place. One of the initiatives that had good success rates in other countries is the introduction of First Year Experience (FYE) programmes that address first year students’ academic and social transition into the formal learning environment. This study focuses on the Education Faculty at the UJ and the EE that forms part of their FYE programme. Tutors as more senior peers accompany staff on a directed intervention namely, a three day field trip, aimed at accelerating first year students’ enculturation into university life. The tutors’ roles in the formation of learning communities fall within the fields of teacher education and development and higher and adult education. Within the field of tutoring, the roles the tutors play in the formation of learning communities during an EE is relatively unexplored, especially from the viewpoint of the tutors and staff who accompany the students on the excursion in a higher education context. This study used a generic qualitative research design and employed qualitative methods of data collection (interviews) with academic staff, support staff, a facilitator and students as peer tutors. Qualitative content analysis and specifically the constant comparative method were utilised. The study found that tutors facilitated the development of social cohesion during the EE between students, students and staff and tutors and staff. The tutors played an important role in promoting learning by scaffolding student interaction during activities, and by aiding interaction through facilitating activities in small groups since they are closer to the student experience. The social and academic cohesion was transferred to the formal learning environment by scaffolding students’ learning, linking theory and practise and supporting students socially. Tutors’ experiences with students’ struggles during the EE allow them to support students more effectively at university
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The impact of residential life program participation on the task and lifestyle development of traditional college seniorsPorterfield, Kent T., January 2000 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 159-169). Also available on the Internet.
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An assessment of academic support services for student athletes at community colleges in the state of TexasNewsome, Audrey L. 28 August 2008 (has links)
Not available / text
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A DEVELOPMENTAL ORIENTATION PROGRAM AND ITS IMPLICATIONS AS A COORDINATING FUNCTION FOR COLLEGE STUDENT PERSONNEL SERVICESWilliams, David Emmanuel January 1966 (has links)
No description available.
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Perceptions of chief student personnel officers of goals of student personnelBauman, Dallas Wainwright. McCarthy, John R., January 1981 (has links)
Thesis (Ph. D.)--Illinois State University, 1981. / Title from title page screen, viewed March 17, 2005. Dissertation Committee: John R. McCarthy (chair), John Brickell, Vivian Jackson, Rod Riegle, Mary Zey-Ferrell. Includes bibliographical references (leaves 126-130) and abstract. Also available in print.
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The Boston "T" party masculinity, testosterone therapy, and embodiment among aging men and transgender men /Matza, Alexis Ruth. Lewin, Ellen, January 2009 (has links)
Thesis (Ph.D.)--University of Iowa, 2009. / Thesis supervisor: Ellen Lewin. Includes bibliographical references (leaves 213-234).
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The impact of residential life program participation on the task and lifestyle development of traditional college seniors /Porterfield, Kent T., January 2000 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Vita. Includes bibliographical references (leaves 159-169). Also available on the Internet.
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An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher educationWebber-Davis, Yvette. McCarthy, John R., January 1992 (has links)
Thesis (Ph. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Perceptions of the relationship between intervention strategies and student persistence in special services for disadvantaged students programsOgunsola, Elizabeth Stephens. Hines, Edward R. Brickell, John L. January 1987 (has links)
Thesis (Ed. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 26, 2005. Dissertation Committee: Edward R. Hines, John L. Brickell (co-chairs), Mary Ann Lynn, Franklin G. Matsler, Oliver J. Williams. Includes bibliographical references (leaves 157-164) and abstract. Also available in print.
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Engaging community college students at the front door : impact of career cluster new student orientations /Fried-Goodnight, Maud. January 1900 (has links)
Dissertations (Ed. D.)--Rowan University, 2009. / Typescript. "UMI Number: 3359935"--T.p. verso. Includes bibliographical references.
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