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This was a case study analysis of the Opportunity School, an alternative public education program in Danville,Virginia that serves students who are considered academically at-risk, grades six through twelve. A case study analysis of the Opportunity School was implemented to provide specific information regarding the overall effectiveness of the program. In addition, the analysis attempted to: reflect on the worthiness of the program since its inception in 1993; assess the program's strengths and weakness; ascertain students' level of satifaction; address areas that needed further expansion and suggest recommendations, based on indicators of effectiveness cited in the literature. The case study analysis, which was qualitative and quantitative was the methodology implemented in this research. The case records included, focus group sessions, interviews, student questionnaire, typology--using Kellmayer's indicators, and analysis of students' records. The sample population for this study was students who participated in the Opportunity School's program in 1996-97. Sixteen students participated in three focus groups and 41 students responded to a questionnaire designed to determine their satisfaction with the Opportunity School. In addition, school records of 153 students who participated in the program for a least one year between 1993-1997 were analyzed using: paired t-Tests, correlation coefficients, standard deviations, means and cross tabulations. Analysis of student data revealed the Opportunity School's program may have contributed to the positive change in students' academics performance and disciplinary behavior. Other factors that may have contributed to this change are maturation of students and repetitiveness of the Literacy Passport tests, which was used as a barometer to gauge academic performance. Collectively the Opportunity School's program has provided at-risk students with a second chance to continue their education. However, to more effectively serve students, there are areas that should be strengthen and expanded. Some of these areas included: use and integration of technology in the classroom, more variety in curriculum courses, adding a vocational education component, flexibility around the time of day students attend school and a comprehensive counseling program. The Opportunity School in Danville, Virginia should continue serving students who are considered at-risk of dropping out of school. Students in the school perceived the program as meeting their needs, and were very satisfied with the program and the school's staff. However, if alternative program for at-risk students are to have have real benefits, merely labeling them alternative will obviously not do. A program design must incorporate quantitative attributes. To further assess the effectiveness of alternative education programs for at-risk populations more longitudinal studies are needed. / Ed. D.

The purpose of this study is to investigate student leadership development. This study will investigate if there are any differences in the estimate of gains from attending college between students who participated in a Leadership Community and a sample of non-participants. In this study, estimate of gains is defined as students' progress toward educational goals, as reflected in the College Student Experiences Questionnaire (CSEQ). The estimate of gains represents a measure of growth in college. The participants in this study were recipients of a first-year $1000 merit-based scholarship. Recipients of this scholarship earned a 3.75 grade point average and were ranked in the top 10 percent of his or her high school graduating class. One hundred and seventy-two students received these scholarships in the 1998-1999 academic year. Seventy-nine of these students chose to live in a Leadership Community their first-year in college. Ninety-three of these students chose to live else where on campus. Specifically, the study is designed to examine the following hypotheses: Null Hypothesis: There will be no difference in the mean scores of the CSEQ scales (a) Estimate of gains; (b) Student acquaintances; (c) Experiences with faculty; (d) Clubs and organizations; and (e) Course learning, for LC students as compared to NLC students. Research Hypothesis: The LC students will have higher mean scores on the CSEQ scales (a) Estimate of gains; (b) Student acquaintances; (c) Experiences with faculty; (d) Clubs and organizations; and (e) Course learning, than the NLC students. This quantitative study uses the College Student Experiences Questionnaire. The participants of this study will be in their fourth semester of college. The researcher will collect data from sections of the CSEQ that correspond with the hypotheses. This study isolates the variables that are associated with student leadership development to explore student leadership development within a specific population of students. The researcher will analyze the data using descriptive statistics, as the study measures the characteristics of a population at one point in time. The researcher will determine if there are differences between scores from students who participated in the leadership community and those who did not. The researcher anticipates this study will benefit educators in evaluating the leadership development efforts on their own campuses. / Master of Arts

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Call number: LD2668 .T4 1942 P5 / Master of Science

In many ways, higher educational systems in the United States are the most extraordinary in the world. Students come from all over to study in our institutes of higher learning. As our search for an explanation of how to facilitate student learning continues, the goal of this dissertation was to examine the heavily under-researched area of teacherstudent relationships as they relate to student understanding. Using the existing body of instructional communication research, the Student Understanding Model (SUM) is proposed and tested. Data collected from 302 undergraduate students was used to test the SUM. Results provide empirical support that relational messages account for approximately 26% of the variance in student understanding. Conclusions and implications from the current study were discussed.

本文主要探討了中文二語教師在跨文化教學中對教師權威的理解和態度。東西方文化的差異在教師權威方面的表現，是彼此對師生間權力距離的認同並不一樣，東方文化中，權力距離較大，教師更為權威；而西方文化則權力距離較小，學生擁有更多的自由。本研究採訪了香港某國際學校的9名中外二語教師，得出結論：中文二語教師還是重視尊師重道的傳統，但對於教師權威已有了與時俱進的理解，面對外國學生,師生互相協商、尊重，從而達到課堂的學習目標才是教師權威的真正意義。受訪者採取1）樹立嚴師形象、運用獎懲機制；2）從學生角度考慮，尊重、幫助學生；3）自我提升，贏得學生尊重的方式，來應對學生挑戰教師權威的行為。影響受訪者形成如上教師權威的理解和態度，并選擇用以上的方式應對學生挑戰教師權威行為的策略，因素为：成長環境和教學經驗；獎懲制度和職位的肯定；個人性格、師生關係；以及網絡時代的挑戰；教師需要通過不斷進修、學習來提升自我。 本文通過分析跨文化教學中，中文教師的教師權威的理解和態度，應對策略和影響因素，引出思考和啓發：1）教師權威需要被重視和理論化；2）教師權威應在跨文化教學中因應學生的需要而轉變；3）區別對待中外學生的原因在于用不同的方法，達到公平、一視同仁的結果，希望學生的需要得到重視和照顧；4）學校教育與社會的關係意味著教師權威被理論化的重要性；5）當代教育學者應著手將教師權威理論化，從而也能使中文二語教師在跨文化教學中有據可循，重建教師權威。 / published_or_final_version / Education / Master / Master of Education

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