Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Janice Neuleib (chair), Claire Lamonica, James Meyer, Paula Ressler. Includes bibliographical references (leaves 223-228) and abstract. Also available in print.

An undergraduate student’s level of engagement in non-academic activities has demonstrated to be a robust predictor of their success in higher education. Previous research indicates positive outcomes associated with student engagement including social benefits and sense of community gained by the students. Little is known about what motivates millennial students to join these activities and what students gain through these types of experiences. This study explores motivations and experiences of 11 undergraduate millennial students involved with student-run organizations at the University Of Victoria. The findings of the study suggest that today’s students are motivated to become engaged in non-academic activities due to professional and social benefits, encouragement from others, and personal interests. Additionally, through their participation, students have a better experience in university and learn about ideas of leadership and leadership skills. The findings from this study provide insight on how universities can create programs and policies to foster student engagement and student success. / Graduate

published_or_final_version / Education / Master / Master of Education

This thesis explores the history of student activism at the University of Chile from 1976 through 1985, during the middle period of the Augusto Pinochet dictatorship. I utilize the category "student" as a lens to draw new conclusions about the nature of resistance under authoritarian rule. I trace student activities in three organizations at the University of Chile: the Agrupación Cultural Universitaria, or Cultural University Group (ACU), the Federación de Estudiantes de la Universidad de Chile, or Student Federation of the University of Chile (FECH), and the Federación de Centros de la Universidad de Chile, or Federation of Student Centers of the University of Chile (FECECH). My analysis of these organizations reveals that military violence neither ended all organized opposition, nor students' political motivations in the university setting.

In many instances, learners perceive Mathematics as "difficult" and either avoid the subject or drop it as soon as they are allowed to (Van Rooyen & De Beer, 2006: vii). Research studies conducted have shown that South African learners as compared to learners of other countries are not achieving in mathematics. In the past, examination tended to drive the curriculum. Teachers acted as transmitters of knowledge, transferring information into the heads of the learners. The traditional teaching approach tended to be theoretical , examination driven and content based. Competent and committed Mathematics teachers are a key factor in addressing these challenges. The National Curriculum Statement, which was introduced in South Africa in 1998, places an emphasis on producing learners who are critical thinkers , capable of solving problems and responsible for their own learning. The focus of the study is on teachers' views on learners' understanding of mathematics within the context of some of the above mentioned aspects. Through Outcome Based Education within National Curriculum Statement and other strategic interventions in mathematics. teachers are provided with skills and knowledge to address challenges associated with learners, understanding. Questionnaires were administered to thirty four (34) educators and interviews were conducted with thirteen (13) educators. Descriptive analysis was employed to further interrogate the data. Learners underachieve because of lack of prior knowledge and motivation. Learners admire good person qualities and teaching techniques as well as teachers who are patient and explain concept well. By respecting learners ideas and encouraging independent thinking, teachers help learners to reach their intellectual potential. Specific intervention which can be created in order to assist educators to change learners' stereotypical belief about mathematics were also addressed. It is recommended that educators need training in National Curriculum Statement and also in subject content. Teachers' qualities should be linked to good subject knowledge, teaching skills and classroom management. / Thesis (M.(Ed) North-West University, Mafikeng Campus, 2010

The purpose of this study was two-fold: (1) to examine the relationship between immigrant parental involvement and selected variables which the literature indicates may affect immigrant parental involvement in the education of their children, and (2) how their involvement relates to student achievement. 486 immigrant parents from six schools, 2 elementary schools, 2 middle schools, and 2 high schools, were participants in the study. The questionnaires were translated into English, Spanish, Vietnamese, Somali, Chinese and Bosnian. A quantitative research design was utilized to conduct the study. Descriptive statistics were done for demographic information in terms of independent and moderator variables. The independent and dependent variables were analyzed with Pearson Correlation and ANOV A statistical tools. The independent variables were immigration status, cultural background, primary language, length of time in U.S., aspirations for their children, and familiarity with American school culture. The dependent variables were parental involvement and student achievement. Moderator variables were age, gender, level of education, cultural background, school type and SES in country of origin. The findings indicated that the relationships between the independent and dependent variables were not significant at the .05 level, however when the relationships were analyzed in terms of moderator variables significant differences emerged for educational level throughout the study. There was a significant difference in the relationship between parental involvement and immigration status in terms of educational level; parental involvement and cultural background in terms of educational level; parental involvement and primary language spoken in terms of educational and school type; parental involvement and length of time in United States in terms of educational level; parental involvement and parent’ aspirations for their children in terms of educational level; parental involvement and familiarity in American School Culture in terms of educational level, cultural background, school type, age, gender, and SES in country of origin. These differences are significant enough to affect the performance of students and schools that they warrant serious attention.

Bakgrund Tidigare forskning har visat att det finns en osäkerhet bland sjuksköterskestudenter samt utbildade sjuksköterskor gällande sår och sårvård. Sår skapar ett lidande för den som är drabbad och är resurskrävande ur ett samhällsperspektiv. Syfte Att undersöka kunskap om sår och sårvård hos sjuksköterskestudenter i termin sex vid ett universitet i Mellansverige. Ett delsyfte med studien var att undersöka om förväntningarna på sjuksköterskeutbildningen gällande sår och sårvård stämmer överens med den undervisning studenterna fått ta del av i slutet av sin utbildning. Metod En enkätstudie innefattande 73 studenter. Resultat Av studenterna upplevde 90 % att de fått för lite undervisning i sårvård. Drygt 81 % uppgav att de inte kände sig ha tillräcklig med kunskap inom sårvård inför sitt kommande yrke. Detta resultat skiljde sig inte åt för studenter med tidigare vårderfarenhet jämfört med studenter som inte hade tidigare vårderfarenhet. Studenterna hade även högre förväntningar på mängden sårundervisning än vad de upplevt att de fått ta del av. Slutsats Studiens resultat visar att sjuksköterskestudenterna upplever ett behov av få mer undervisning i sårvård under sin utbildningstid. Majoriteten anser att de inte har tillräcklig kunskap inom sår och sårvård för sitt kommande yrke oavsett tidigare vårderfarenhet eller ej. / Background. Previous research has shown that there is an uncertainty among nursing students and nurses regarding wounds and wound care. Wounds create suffering for the patient and take resources from a societal perspective. Aim The aim of the study was to investigate the knowledge of wounds and wound care in nursing students in semester six at a University in the middle of Sweden. One aim of the study was also to investigate whether expectations regarding nursing wounds and wound care is consistent with how much time the students actually got at the end of their programme. Method The method consisted of a survey in which 73 students participated. Results The results show that 90 % of participants feel that they received too little training. This contributes to that 81 % do not feel they have sufficient knowledge for their future profession. The students also had higher expectations of the amount of training than what they experienced that they had access to. Conclusion The study's results indicate that participants feel a need for more teaching of wound care. The majority believe they do not have enough knowledge of wounds and wound care for their future profession regardless of earlier care work experience or not.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Education

The overarching goals of this study were twofold: first, to learn how community colleges are preparing students to flourish and contribute to a changing and global economy, and second, how they address those students that do not make it through the community college. Within this context, the researcher elected to perform a case study of Tallahassee Community College (TCC), a college identified as focused on improving student success and empowering students to reach their goals; and, committed to sharing data and information across and throughout the institution. To achieve its ultimate goals, this study had four specific purposes. First, it provided an in-depth account of the development and implementation of the organizational vision and student success (learning and attainment) focus at TCC. Second, the study examined how the use of data provided transparency and redirected the focus of TCC. Third, it examined how TCC’s student learning portal is used by students, faculty, staff, administrators, and the board of trustees. Finally, it considered how the findings may inform policy makers, institutional leaders, and researchers about key factors impacting a student success focus. Taken in concert, the study was designed to provide a contextual framework for implementing an organizational vision focused on improving student success. The study is a qualitative research designed case study informed by quantitative data. The study included TCC serving as the unit of analysis for the entire case, and the student learning portal serving as the unit of analysis for an embedded case study. Qualitative methods employed included documents, archival records, interviews, focus groups, and direct observations. Multiple approaches were used to present the case study including a chronology of key historical events and a categorical or topical format based on an inductive analysis of data. Eight themes emerged as contributing to the work of the student success agenda: 1) leadership style of the president and the board relationship, 2) the vision for student success, 3) transparency and open communications, 4) strategic plan, 5) budget, 6) data and information technology, 7) people and development, and 8) sustainability of the shared vision. / text