Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 126-131). Also available on the Internet.

The purpose of this research was to determine whether student academic achievement in college computer science programs in the Republic of China (ROC) could be predicted by factors reported to be effective in US studies. The relationship between these factors and course performance in computer science programs was examined. Gender differences were also interrogated. Sophomore, junior, and senior students enrolled in five universities offering computer science programs in the ROC constituted the population. A researcher-designed questionnaire was used to collect background information. Validity and reliability issues were addressed by the conduct of validity assessment, questionnaire pilot testing, and interviews with selected pilot test subjects. Scores from the College Entrance Examination (CEE) and college computer science courses were accessed through university registrar's offices. A total of 940 questionnaires were collected, representing more than 81% of the population. From data analysis, the predictive powers of CEE test scores in relation to subsequent college performance appeared to be limited. The CEE math component was negatively correlated to performance in college computer science programs. The positive relation of math ability to academic achievement in complete computer science programs was confirmed. High school overall achievement as well as math course averages were identified as effective performance predictors for college computer science programs. Prior computer experience showed no conclusive relationship to subsequent performance in college computer science courses. The close relationship between performance in beginning computer science courses and performance in complete computer science programs was validated. Significant linear prediction models with limited predictive powers (R2 ranged from 0.19 to 0.30) were generated for overall performance, but not for introductory computer science course performance. Model predictive powers were significantly improved (R2 range from 0.59 to 0.63) when performance in introductory computer science courses was included in the models. Significant gender differences were not found for CEE performance, prior computer experience, and prediction models. However, female subjects outperformed male counterparts in course performance at both the high school and college levels. / Graduation date: 1996

Although a concern for gender equity provided the framework for this research, the results of this study highlighted the fact that the question of equity should be broadened to include concern for the tier of talented women and men who currently choose not to persist in an undergraduate computer science major. This investigation captured the experience of three male and two female first year undergraduate computer science majors (and two instructors) over the course of their first two college terms. Sources of data included interviews, classroom observations, electronic mail journal comments, and casual conversation. Subtle elements of potential gender discrimination were a part of the rich data collected but the students did not mention such factors. Rather, in faithfully portraying the students' perspectives, this research presented the students' candid discussion of the function of more obvious factors in their experiences. Difficulties with concepts of mathematical proof and computer programming were significant factors in the students' experiences. Students not experienced with mathematical proof or computer programming failed to develop an understanding of the basic principles in the respective course. Student difficulties were matched by the struggles of teaching faculty as they looked for input to support improvement in their teaching. Many of the factors identified by the students were found in the general undergraduate experience. All of the students knew little about careers in computer science and were anxious to learn more. The female students wanted their career to involve work they enjoyed. The male students wanted assurances that they could compete and find financial security in their career. The students valued support they found in a variety of forms and were disappointed in the lack of support found in advising sessions. Students struggled with inadequate study skills to meet demanding course expectations. This research identified factors in the culture of undergraduate computer science education that impacted students' decisions to persist, or not persist, in the field. The results indicate changes and provide a basis for the design of interventions aimed at creating an environment that will equitably support all persons in pursuit of an undergraduate computer science degree. / Graduation date: 1996

xv, 554 leaves : ill., (part col.) tables ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1979

Issues of culture and worldview and their impact on students' learning of science have become increasingly important to science teachers. This study details work that I carried out in the period 1995-1999 which examined the effect of culture on students' conceptualisations of nature. It is framed as the creation of my own 'living educational theory' as I, a teacher-researcher, dealt with what I perceived were the cultural inequities experienced by students in my classroom. I carried out my first study with a group of seven rural high school students in the Far North of Queensland in Australia, where I was teaching in 1995. Later, in two visits to China, I was able to carry out the same sort of research with a group of seven Chinese college students in Jinan, Shandong Province, PRC, largely using the Chinese language. I used a naturalistic inquiry approach and a semi-structured interview technique to determine students' conceptualisations of nature. I have chosen to embed the results of these two studies within narratives that describe my experiences in the two cultures as I carried out my research. For each culture, I have also developed an epic description of the role of science from the literature and history of that culture. From my three sources of data, interview, narrative and historical description, I have made knowledge claims about the students' beliefs about the natural world.My research findings are ironic to me since they are diametrically opposite to what I had expected. Initially I had believed that Mainland Chinese students would possess a world view full of alternative perspectives to that of Western school science. My research indicates however that students in rural Mainland China hold a traditional and integrated modem Western scientific world view. Although some researchers in other South-East Asian communities propose alternative frameworks for ++ / the teaching of science, frameworks that are actually 'pre-modern' these do not appear to be appropriate for Mainland Chinese students. I had expected that the Australian students would bring a modern Western scientific world view to the science classroom. However, the group of rural Western students that I interviewed displayed a world view that is not recognisable as that of modern Western science. Postmodernism and other cultural and social effects appear to have influenced them to such an extent that some have clearly not 'crossed the border' to a modern Western scientific world view. This thesis reflects my desire to overcome the perceived problem of inequity in my own teaching. The knowledge claims made here give some indication as to how I may improve my own practice. A return to the classroom will allow me to continue the cycle of action and reflection by which I can validate, develop and refine my living educational theory.

Thesis (Ed.D.)--Baylor University, 2008. / Includes bibliographical references (p. 126-132)

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2392. Includes bibliographical references (leaves 184-192).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 90-95). Also available on the Internet.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of John Weaver. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 139-149)

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 90-95). Also available on the Internet.