Thesis (Ed. D.)--Florida State University, 2005. / Advisor: Hollie Thomas, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 20, 2006). Document formatted into pages; contains xii, 363 pages. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 121-126).

abstract: This study explored the influence of how the development of self-determination skills affected college students with an Autism Spectrum Disorder (ASD). Five college students who qualified for a university-based disabilities resource program under the category of Autism Spectrum Disorder (ASD) participated in a five session mentoring program over the course of the first 12 weeks of the fall semester. The mentoring program was designed to develop specific self-determination skills, including, self-awareness, self-advocacy, and confidence. Participants engaged in an interactive dialogue, discussing specific skills and experiences, relative to the development of self-determination skills. Pre- and post-surveys, and a post intervention interview indicated that the students reported positive results in describing that mentoring experience, and found the protocol useful in their development of self-determination skills. Implications identified for further application into practice, include (a) a deeper appreciation and review of the participants’ background and experience, (b) the development and implementation of peer-to-peer mentoring, (c) the need for more intentional collaboration with high school partners, (d) the need to expand the skills being developed, and (e), the need to expand the number of services and resources discussed. This study will be used in the exploration of a broader collegiate mentoring program geared towards students with ASD with the purpose of increasing self-determination skills. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017

For students with severe and multiple disabilities who generally need support after high school culminates, the post-secondary transition is a critical time period in which transition professionals and parents/guardians must come together to plan for the child’s future. Researchers from the National Secondary Transition Technical Assistance Center (NSTTAC) have identified secondary transition evidence-based practices (EBPs) that transition professionals can use to help students with severe and multiple disabilities develop critical skills that will enable them to be as successful as possible after high school. The present study utilized a mixed methods design to examine knowledge and implementation of secondary transition EBPs among transition professionals, including special education teachers and transition specialists. In the quantitative component of the study, a broad group of transition professionals who worked with students with severe and multiple disabilities reported on their levels of experience, professional development and training, university preparation, self-efficacy, and knowledge and implementation of transition EBPs. In the qualitative component of the study, semi-structured interviews were conducted among a smaller subset of special education teachers of students with severe and multiple disabilities to further understand their experiences and practices related to secondary transition EBPs and perceived barriers. Results of the quantitative component of the study revealed significant associations among professionals’ reports of self-efficacy and professional development and training, and their knowledge and implementation of transition EBPs. Findings from the qualitative component of the study revealed that special education teachers reported numerous responsibilities in their work with students with severe and multiple disabilities. Additionally, the following barriers were cited to implementing transition EBPs: priority given to academics, legal requirements, and lack of knowledge of transition and the adult service system. Together, both components of the study underscored the importance of continued work on this relatively under-studied population of students, those with severe and multiple disabilities, who are in need of effective post-secondary transition practices to improve their post-school outcomes.

The purpose of this Delphi study was to determine the essential components of dual credit in New Mexico. Dual credit experts from colleges and high schools in New Mexico were asked to participate in a three-round Delphi study to determine what the future policy of dual credit should be, and why it should be that way. Definitions of dual credit may vary significantly from one state or program to another. For the purpose of this study, dual credit program will be defined as “a program that allows high school students to enroll in college-level courses offered by a postsecondary institution that may be academic or career technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate” (SB 943, 2007, p. 1; Title 5, Chapter 55, Part 4, New Mexico Administrative Code, 2008, p. 1; Title 6, Chapter 30, Part 7, New Mexico Administrative Code, 2010, p. 1). Dual credit courses may be offered on a college campus, online, or at a high school location. The first round instrument was developed by the researcher based upon an extensive literature review regarding dual credit and specific items relating to the structure of dual credit in New Mexico. Subsequent instruments were developed based upon responses from the expert panel in the previous round. Consensus and non-consensus items were used to develop recommendations for dual credit policy and can be used by stakeholders to guide institution dual credit procedures. Recommendations from this study may be used by other states to analyze dual credit policies.

This mixed methods study sought to uncover the needs of culturally diverse students in the online learning environment. Several of the unexplored factors that may contribute to high attrition rate among online undergraduate students, were also analyzed. The study examined how the variables of prior educational experience, age, gender, ethnicity, country of birth, and first or native language spoken contributed to success in online classes. The research also explored how institutional support contributed to the success of online learners. Through the use of survey data collection and interviews, the results of this study indicated that culturally diverse learners reported three skills that are essential to their success in online learning environments: time management, self-directedness, and computer or technical skills. Students also indicated that institutional and instructor support are vital to their success in online classes. Although all variables examined were not significant predictors to the success of online learners, the results of this study provide insight into the needs of culturally diverse learners. These findings may be helpful to educators and policymakers when planning for or designing online courses for culturally diverse learners. These findings may also aid in reducing the high attrition rate of culturally diverse learners in online environments by encouraging more readiness assessments for students enrolling in online courses to determine their level of readiness for online learning. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

There are a greater number of inclusive postsecondary education (PSE) programs for students with intellectual disabilities (ID) in the U.S. than ever before. Consequently, there are a greater number of students with ID who now have the opportunity to participate in fully inclusive PSE programs with the intent of improving their transition outcomes related to employment, independent living, and quality of life. For students with ID to get the most out of these expanding PSE opportunities, it is imperative that they develop the personal competencies that will better prepare them to participate in such programs. The current study began the exploratory process of identifying, from a parent perspective, the personal competencies related to inclusive PSE readiness for students with intellectual disabilities in the broad categories of (a) the personal skills, (b) knowledge, and (c) attributes. This purpose was achieved by using a three-round Delphi survey, administered to a sample of parents of students with ID who have participated in one of the 44 federally funded Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs). The first round of the survey generated 56 items that participants in Round Two then rated on a 7-point scale of importance related to preparing students with ID for participation in inclusive PSE. In the final round of the Delphi survey, participants were provided with the mean, standard deviation, and frequency distribution for each of the 56 items from Round Two and asked to rerate each item based on the additional information provided. In Round Three the expert panel of parents gained consensus on 33 items related to personal skills, knowledge, and attributes they deemed important for students with ID to develop in order to be prepared for an inclusive PSE program. Results of the study were discussed in the context of the literature related to personal competencies for college readiness for students with and without ID. Additionally, implications, limitations, and recommendations for future research were discussed.

No description available.

This dissertation explores the history of postsecondary education institutions in Mamelodi, a black township in Pretoria East, with a view to discerning why Mamelodi, having had postsecondary education institutions for more than 70 years in its back yard, is perceived as not being one of the pre-eminent producers of intellectual capital and technical competencies among black South African townships across the country. The study also seeks to explore the notion that education is one of the most certain ways to break the cycle of poverty in communities like Mamelodi and how this characteristic manifested itself in the life of the community given its extraordinary past experience with postsecondary education institutions in its midst. Finally, this dissertation is a case study of postsecondary education in Mamelodi with a particular concern for the interplay between these institutions and the community to understand, from a historical point of view, contemporary views and attitudes of the community to the local postsecondary education institutions. Through the case study, the unique and common features of organisations and the community are identified with the view to discerning the interactions at work that shape the town-gown relations in Mamelodi. Consequently, the study considers the historical record of the establishment and the life of the various postsecondary education institutions in Mamelodi as anchor institutions with a view to understanding the reasons for their establishment, their mandates, and how these impacted on the community in light of the generally agreed upon view that education is a real means of breaking the cycle of poverty and improving the lot of the community. The study traces the postsecondary education institutions’ relationship with the community over a period of seven decades and the community’s responses to these institutions in its midst with the view to understanding contemporary concerns and attitudes from a historical perspective. Finally, the study corrects the under-acknowledged recognition of Mamelodi’s relationship, appreciation, contribution, and support of postsecondary education in the community and the country in general. Key terms: Social history, public scholarship, urban history, postsecondary education, community development, anchor strategy, anchor institutions, Mamelodi. / Dissertation (MSocSci (History))--University of Pretria, 2021. / Historical and Heritage Studies / MSocSci (History) / Unrestricted