abstract: This study investigates the relationships between ESL teachers' beliefs about writing instruction and their use of computer technology in the first-year composition classroom. Utilizing a sociocultural approach, the study analyzes the connections between ESL teachers' instructional beliefs and the technological practices that emerge as a result of these beliefs and decisions. Qualitative research was conducted, and data was collected through classroom observations, teacher interviews, and course materials. Data analysis reveals that regardless of teachers' differing beliefs about writing instruction, they use computer technology when it enhances their teaching and students' learning. It also reveals that factors such as teacher attitude toward technology and adequate training affect the extent to which they incorporate technology into class. / Dissertation/Thesis / Doctoral Dissertation English 2004

This research evaluates the similarities and differences between lecturers’ intentions in providing performance feedback and how low and high achievers interpret this feedback. The research examines the discussions with the lecturers and students as to the sources of misinterpretations and the solutions which they agree on. In this mixed method case study, both quantitative and qualitative data were collected. For the quantitative data, a population of 246 final year medical students were selected to answer a questionnaire to identify their expectations of their assessment lecturers’ feedback in the mini-Clinical Evaluation Exercise (Mini-CEX). 33 mini-CEX feedback sessions given by 14 Family Physician lecturers involving the selected students were audio recorded and analysed, both quantitatively and qualitatively, to determine feedback strategies. Three further sets of qualitative data were collected: the 14 Family Physician lecturers who gave the feedback to the students were interviewed. Also interviewed were 16 low achievers and 17 high achievers who were selected using stratified purposive sampling. Semi-structured telephone interviews identified the students’ interpretations of their lecturers’ feedback. Quantitative analyses showed that more than 90% of the students had high expectations towards all questionnaire statements related to the feedback except the statement about praise. Six themes emerged from the lecturers’ intentions and the low and high achievers’ interpretations. These are feedback as promoting self-regulated learning, feedback as increasing student motivation, feedback for positive reinforcement, feedback improves power sharing, feedback preserves fairness, and feedback as an opportunity. Each of the feedback strategies used by the lecturers may have more than one intention and interpretation. There are misinterpretations which were evident among the low and high achievers towards the lecturers’ feedback. For example, although the intention of adopting self-assessment is to promote self- iii regulated learning, several low and high achievers interpreted it as perceiving fairness in feedback. Low self-efficacy, test anxiety, lack of clarity of the assessment criteria, and learning culture are the four reasons that made the students disagree with the feedback. Discussions between lecturers and students highlighted seven sources and solutions of misinterpretations. This empirical study assists in creating understandings about the similarities and the differences of students’ interpretations of performance feedback. In practise, it also contributes new findings regarding sources and solutions to eliminate misinterpretations. Implications are offered for future research involving other populations of students in different years, faculties, institutions and learning cultures.

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<p> A causal-comparative research of Colombia&rsquo;s institutional accreditation system (CIAS), specifically the assessment indicators students (S), professors (P) and relevance and social impact (RSI), and the quality of higher education as measured by student graduation rates, graduate employability rates, and student attrition rates has not been sufficiently investigated. The purpose of this study was to examine what differences, if any, exist in student graduation, graduate employability and student attrition based on accreditation status of the university (assessed using indicators of S, P and RSI). The theoretical foundation of the study was excellence in higher education (EHE) model that uses key elements to assess quality and effectiveness of higher education institutions. Data for the study&rsquo;s sample, which comprised of 62 universities, 31 accredited and 31 non-accredited, were extracted from SNIES, the official source of numeric data for all of Colombia&rsquo;s higher education institutions. A Mann-Whitney <i>U</i> test indicated greater rates for student graduation for accredited universities than non-accredited (<i>U</i> = 184.500; <i>Z</i> = -3.421; <i>p</i> = .001). A <i>t</i>-test did not show significant differences in indicators of graduate employability (t(60) = 2.200, <i>p</i> = .320) and student attrition rates (<i>t</i>(60) = 1.102, <i> p</i> = .283) between accredited and non-accredited universities. The findings suggest that S and RSI are valid indicators of quality within the country&rsquo;s accreditation system, but there is a need to reform the indicator P, to improve university quality. Keywords: accreditation measures, student graduation, graduate employability, student attrition, university quality. </p><p>

<p> To be successful and competent in today&rsquo;s global economy requires leaders who are effective in situations characterized by diversity and flux. Eighteen leaders who participated in short-term study abroad (STSA) trip(s) as undergraduates at a midsize Midwestern university shared their perceptions on the ways in which their STSA experiences prepared them to lead today&rsquo;s diverse workforce. Through in-depth qualitative interviews, participants revealed how their exposure to diversity during their STSA trips opened their minds and eyes to new perspectives and ways of thinking. Interviewees indicated that these STSA experiences prepared and developed them in such a way that in their current roles as leaders, they prefer to surround themselves with individuals from a variety of backgrounds and cultures. Collaborating with multicultural and diverse individuals and leveraging the strengths of every team member yields greater productivity and more creative results than what would have been achieved or accomplished from teams of like-minded individuals. Though the leaders said they may have eventually reached similar conclusions, they would not be where they are today if they had not had the STSA experience. </p><p> Additionally, the immersion in a foreign culture during their STSA trips equipped them with confidence, which has translated into their willingness to take more risks as leaders and to not shy away from uncertainty. Being in unfamiliar situations with people they did not know or understand created in them a desire to listen well and take time to understand others&rsquo; perspectives. The complexity they faced in a foreign culture forced them to develop critical thinking, problem-solving skills, flexibility, and adaptability in order to effectively navigate the challenges they encountered. As a result, those experiences and the learning they gained have equipped them to lead in today&rsquo;s volatile marketplace. NVivo software was utilized for the analysis of data.</p>

<p> The purpose of this study is to review changes in the selection type of presidential leaders in colleges and universities. While it is not a common phenomenon, the hiring of nontraditional presidents in academia is not a new concept; they have been existence since the sixteenth century. Based on current hiring practices over the past ten years there has been an increase in the shift of leadership styles of college presidents (ACE, 2007). By all accounts, it would appear the focus is now aligned with organizational business practices and less from the traditional academic presidential selection perspective. </p><p> In analyzing studies of academic institutions and their presidents, there are documented cases in which the hiring credentials have changed; no longer is a terminal degree a requirement. If the candidate has successfully led major change initiatives, increased growth and profit margins in the private sector, or have led successful political careers, they can be eligible as serious contenders for the role of college president. Further, this research highlights the need for change, implications to the overall academic structure and how organization development strategies can be incorporated into higher education leadership styles to promote growth, success and sustainable change. </p>

<p> Higher education institutions in the United States continue to face increased scrutiny to better monitor student persistence rates and to develop better strategies to retain more students through the attainment of a degree. Student retention work has become a major force among higher education professionals, and an entire industry has developed from the need to better create, monitor, and track retention efforts on campus. As federal and state regulations regarding funding and student aid continue to tighten, almost all the work toward retention study in higher education has been focused on domestic student populations. Retention studies on international students, one of the fastest growing populations of students, are limited and largely focused on large public universities. The purpose of this study was to better understand the persistence patterns of international students attending three small, private four-year colleges in the southeastern United States. Using a case-study approach, the researcher conducted individual interviews with students and international student officers and collected campus documents and resources at each institution. Themes from semi-structured interviews revealed the international students were formally and informally engaged in academic and social activities on campus. Further, engagement was promoted by formal campus-sponsored activities, international staff members&rsquo; personal involvement, and through faculty and staff interaction. The students became aware of campus resources through college programming, faculty and staff interaction, and peer interaction with other international students. This study found that international students utilized programs and resources that were generalized for the entire campus but that there is also a need to develop specialized programs and resources to address the issues unique to these students on campus.</p><p>

<p> Fewer than 50% of all foster youth in the United States graduate from high school by the age of 18 and only 20% of those high school graduates attend college. There are many barriers that impact the college-going rates of foster youth. Past studies on college attendance among foster youth rarely look at college readiness experiences from the perspective of the student and have a tendency to focus foster youth as a homogeneous population of low-income underserved and underrepresented students. Consequently, these studies offer little to no insight on what leads to successful college enrollment among foster youth. A phenomenological approach was used to allow participants to share their college readiness experiences from their perspective. This qualitative study investigated the college readiness experiences of foster youth who successfully graduated from high school and experiences that led to college enrollment. Understanding barriers to college attendance foster youth faced from their perspective provided a deeper understanding of their college readiness experiences and what it took to get to college. Using in-depth interviews and focus groups, this study explored and discussed perceived barriers and college readiness experiences participants encountered on their journey to college.</p><p>

<p> While the transition from middle school to high school symbolized the coming of age, it is a time in a young person&rsquo;s life that can create feelings of isolation, disconnect, and an immeasurable sense of loneliness (DeJong &amp; Locker, 2006). The organizational structure found in most public high schools presented problems for many ninth graders as they made the transition to high school (DeJong &amp; Locker, 2006). Analysis of research identified effective strategies aimed at creating a plan of success for ninth graders to include small learning communities and restructuring of traditional high schools (Cole, 2013; McMillan, 2012; Warden, 2011). Therefore, this study sought to follow the path of implementation of a freshman academy, review the success and challenges within the academy and gather personnel and parental perception of the academy. </p><p> This basic descriptive qualitative study explored steps taken to implement a freshman academy, explored the positive and negative effects of the implementation, and the perception of the stakeholders regarding their role in the academy utilizing open-ended interview questions. Analysis of the data outlined the path of implementation and revealed three emerging themes: community, relationship, and consistency, interwoven throughout the experiences of all stakeholders. This final analysis revealed a small learning community providing the opportunity for students and staff to build trust among themselves and a network of relationships within the community.</p><p>

The purpose of this study was to explore the effects of a service-learning experience on student success as measured by class attendance, course completion, final course grades, and end-of-term evaluation data. Though many outcomes of service-learning experiences have been studied, including ethical values, self-esteem, student personal development, and career preparation, relatively few studies have been conducted on the effects of such experiences on academic achievement, and the studies that have been done have primarily studied students at traditional, four-year, residential universities. The study consisted of 286 students enrolled in six paired courses taught by five instructors at a community college in the Fall term 1996. One section of each pair (the control group) was taught using traditional subject matter and course materials and the other section of each pair (the treatment group) participated in a 20-hour required service- learning activity in addition to the regular course curriculum. The courses in the study included American History, Sociology, College Preparatory English, and Introduction to English Composition. The results of this study indicate that, overall, students who participated in a class in which service-learning was a requirement, achieved higher final course grades and reported greater satisfaction with the course, the instructor, the reading assignments, and the grading system, and the treatment section of one course pair had fewer absences. In addition, the faculty members reported that, in the treatment sections, class discussions were more stimulating, the sections seemed more vital in terms of student involvement, the students seemed more challenged academically, more motivated to learn, and seemed to exert more effort in the course.