The problem of this study was to analyze the perceptions held by the following three groups concerning orientation criteria for public junior colleges: (1) a random sample of authorities in the field of orientation, (2) a random sample of public junior college presidents, and (3) a random sample of orientation directors of public junior colleges.

The purpose of this study was to investigate what effect, if any, an outdoor orientation program conducted at a comprehensive public institution in the Northwest school had on first-year students' self-efficacy relative to success in their first year of college, measured as academic and social integration. A random sample of students who registered for the raft/hike option of the FOOTsteps program and a random sample of students not registered for FOOTsteps or for the university's orientation class were sent surveys through campus mail. These surveys asked them to rate their confidence in completing tasks associated with academic and social integration into the college setting. While no statistically significant difference between the groups was found, time was a significant factor in increasing efficacy expectations for both groups. Additionally, the study looked to see if there were any differential effects of the treatment program on participants' self-efficacy depending on the participants' prior outdoor adventure experience. Again, no statistically significant differences were found. Despite these insignificant statistical results, it was found through focus groups and participant journals that the outdoor orientation program aided in the participants ability to develop social connections and make friends, thus moderating the anxiety of the beginning of college. / Graduation date: 2003

Thesis (Ed.D.)--East Carolina University, 2008. / Presented to the faculty of the Department of Educational Leadership. Advisor: Michael Poock. Title from PDF t.p. (viewed May 21, 2010). Includes bibliographical references.

Not available / text

No description available.

This study examines many of the common and unique barriers and obstacles that foster care youth encounter when transitioning into postsecondary education. It also considers how these obstacles affect the degree of commitment and persistence toward education aspirations and results. The subjects for the study were Indiana former foster care youth who received educational support funding through Educational Training Vouchers to enroll and attend postsecondary education for the academic years 2004-2005 and 2005-2006.The data set used in this study constitutes the first and only comprehensive data on postsecondary enrolled former foster care youth in Indiana. Also of note, this study will begin to shine a light on the unique challenges faced by resource steams targeted to assist this population. By analyzing this available data using quantitative statistical research methods including logistic regression, those variables, which can be shown to be significant factors to educational continuation, will be discussed. And equally important, using these statistical methodologies, factors which do not hold significance to persistence are pointed out and discussed.By using quantifiable, structured, statistical methodology, relationships were explored between many variables including gender, ethnicity, degree type, grade point average and county of wardship. Implications for future research are included. / Department of Educational Studies

Thesis (M.S.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 129-135).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: William Moore. Vita. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Robert Schwartz, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed July 12, 2004). Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains v, 439 p. : ill. Includes abstract. Includes bibliographical references (p. 384-400).