Recent legislative decisions in at least some states have removed the remedial function from the state university and placed it directly at the doorstep of the community college. Such decisions appear to have been made largely for reasons of parsimony or the mere presumption of the effectiveness with which two-year colleges address the needs of high-risk students. However, there are few empirical indicators of the differential effectiveness with which the two- and four-year collegiate sectors are helping high-risk students to attain their goals. Therefore, this study was designed to provide an empirical grounding for the aforementioned policy issue by determining how selected pairs of two- and four-year colleges are contributing to the progress of high-risk students. Multiple methods were used to address the issues central to this investigation. An assessment of the effect of remedial programs and other institutional variables on the progress of underprepared students across chosen two- and four-year collegiate sectors in a two-state region of rural Appalachia was performed. Moreover, the impact of residence status on students' progress was considered. Further, the effect of the remedial approaches at separate two- and four-year institutions on the progress of high risk students was assessed, and a comparison was made of the program orientations preferred by the leaders of participant institutions. The findings indicated that the redemptive practices at selected two-year colleges were generally more effective than those employed by participant four-year institutions, thus offering hope that recent trends to assign the remedial function to community colleges may be justified by the more effective delivery of services. The advantage accorded the remedial programs in the two-year sector was not primarily a result of differences in remedial approach but largely a function of the relationship between remedial practices and other institutional variables. Residence status had little effect on the educational progress of high-risk students. A tendency was observed among selected two- and four-year sectors to devalue the affective dimensions of development that were integral with more recent program designs and return to earlier conceptions of basic skills remediation as the primary means of defining existing programs. / Ed. D.

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During the transition to college, emerging adults are expected to develop independence and increase individual responsibility as they live away from home for the first time. Modern electronic communication has enabled emerging adults to maintain frequent, daily contact with the parent, a pattern of communication Hofer refers to as an “electronic tether.” This study examined the link between parenting style and the development of independence of first year, first semester college students. Although these students were in frequent contact with their designated parent, no correlation between frequency of communication and parenting style or independence was found. Both authoritative and helicopter parenting significantly positively predicted attitudinal independence. However, permissive parenting functioned as a significant negative predictor. Authoritarian, permissive, and helicopter parenting significantly positively predicted conflictual independence. However, authoritative parenting functioned as a significant negative predictor. Both authoritative and helicopter parenting significantly positively predicted emotional and functional independence.

Functional democracy in a just society requires citizens who are complex thinkers and skilled, caring leaders. This study examines how undergraduate college students become committed citizens, the kind demanded by our changing world. In particular, it addresses the developmental and experiential factors that influence students' journeys of commitment to the public good, and how students understand their lived experiences integrating these diverse influences. Framed by my constructivist epistemology, I used the qualitative tradition of narrative inquiry to address these questions. I interviewed twelve highly engaged students about their experiences in diverse community-based work and learning over four years of college. I share narratives of each participant, then use cross-case analysis to identify themes across their experiences. I learned how they came to identify their roles in society and how key developmental and experiential influences shaped their processes of becoming civically committed. Students experienced growth in three main areas: Connection (their sense of ownership around community work); Mattering (their sense of belonging among change makers and others); and Purpose (their sense of direction in making social change). This study allows educators within higher education to better understand the complex processes of civic commitment development and how to holistically support college students in fostering a sense of civic identity and responsibility that leads to lifelong nurturance of their commitment to the public good.

The purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation of the SSS classroom program and subsequently taught the material to Grade 5 students. Comparison school counselors conducted business as usual. The study applied a quasi-experimental pre/post1/post2 design utilizing student self-report instruments (Student Engagement in School Success Skills Survey [SESSS], Motivated Strategies for Learning Questionnaire [MSLQ]), and a teacher survey instrument (Student Participation Questionnaire [SPQ]). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Organizations that deliver programs to promote the entry of students from marginalized populations into the U.S. health workforce often struggle to demonstrate the effective achievement of outcomes, and face diminishing fiscal resources. This study was an empirical examination of the extent and manner that a statewide, precollege, health careers exploration program fostered the matriculation of underrepresented minority students into health degree education programs. Schneider and Stevenson's aligned ambitions framework provided the theoretical foundation. The research questions for this study examined the relationship between program participation and the successful health degree matriculation of racial minority students based on the extent of participation, the type of participation, and the extent and type of participation controlling for gender, profession, and region using a quantitative trend analysis of archived program data and longitudinal, preexisting matriculation data. Completion of the analysis used sequential logistic regression. The selection criteria for study included high school students who participated in the program between 2006 to 2010 and who subsequently enrolled in college (N = 246). No statistically significant relationships between program participation and matriculation into health care education programs were found resulting in the recommendation to reassess and revise data collection and analysis processes for future official program evaluation. The resulting white paper recommends that Area Health Education Consortium (AHEC) career exploration program designers create continuous and effective review and evaluation processes to ultimately enable the positive social impact of a more representative number of students from marginalized populations into the U.S. health workforce.

Career prospects are a motivating factor for entry and retention of doctoral students, especially in the discipline of engineering. While doctoral student training provides them with highly specialized skills to be an independent researcher, they may not have the requisite skills or guidance to secure the job position of their choice. Therefore, it is important to provide doctoral students with opportunities, training, and information (i.e., resources) about different types of careers to not only ensure they are productive contributors of teaching and research, but also equip them for future career prospects. Research techniques based upon in-depth narrative interviews and combining research with action were used to explain how doctoral students develop and fit in with their intended careers and was used to explore what supports and challenges contribute to their intended career paths. Analysis of the data revealed three themes: (1) Engineering Doctoral Identity; (2) Engineering Doctoral Skill Development; and (3) Time. Research emerged as central to engineering doctoral identity and was reinforced by ‘Insiders’, or people who had a Ph.D. in engineering. Insiders’ and doctoral students’ value of research came at the cost of relatively devaluing other skills (e.g., teaching) and associated career resources. These students had to consider and compromise how they fit within an engineering doctoral identity that is premised on research. This negotiation influenced the skills they developed and how they crafted tactics to acquire necessary skills for future careers. At the same time, participants were struggling to cope with immediate demands of their study while also working towards future career goals. Participants struggled to optimize their time, and in response utilized “Time Adaptive Tactics” such as flexibility, networking, and leveraging career resources. Engineering doctoral student and university staff perceptions of career resources were compared against each other which revealed that students utilize resources based upon a hierarchy that considers how specific and close in time and location those resources are. Whereas staff believed their resources were beneficial regardless of these factors. Additionally, the career resources that participants used were influenced by Insiders and how they implicitly showed they valued those resources.

<p>The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students.</p><p>The phenomena which stand in focus for the investigation is: <em>why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed </em>in intercultural comparison within the years 1993, 1999, 2003 and 2007.</p><p>The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most.</p><p>Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.</p>

The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students. The phenomena which stand in focus for the investigation is: why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed in intercultural comparison within the years 1993, 1999, 2003 and 2007. The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most. Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.