Thesis advisor: Philip Altbach / While there is a significant body of literature concerned with the experience of international student acclimatization to life and study on campuses all over the United States, very little of this research examines their self-reported satisfaction with student services. This study examines what services are important to international students and what is their experience? This is a study of international students at the Rochester Institute of Technology in Western New York and their satisfaction with programs and activities provided to welcome, serve, retain and involve international students in mutual intercultural learning with Americans. The study results reveal that services related to academics provide the most satisfaction and meet the expectations of the international students surveyed. The study further revealed that the services registering the lowest satisfaction were: (1) Student Financial Services; (2) Housing Operations; (3) Co-operative Education Placement; (4) Dining Services; and (5) Transportation Services. The findings also reveal that female international students reported the highest satisfaction and the lowest dissatisfaction / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

This application is for the U.S. Department of Education’s Education Innovation and Research Program to secure funding for the development of an application for touchscreen devices that allows students to record real time instructional feedback to their instructors that is collected during, rather than at the conclusion of, a lesson. Student feedback to teachers can be a valuable tool to help improve instruction. This feedback, shared with teachers, would help identify areas for instructional shifts to better meet the needs of students. Embedded in this proposal are the following research questions: What sort of feedback options (format, timing, quantity) do high school students and teachers find most useful in a touch-screen app? To what degree can a touchscreen app provide technically adequate measures of instruction? What are teachers’ perceptions of this feedback?

日常生活中，個人的道德判斷與道德行動時有不一致，這正是道德運作中的一道縫隙。本研究嘗試以香港中學生為研究對象，藉著學生面對校內違規行為的真實經驗，了解他們對違規行為的觀感、回應及採取行動的抉擇因素；進而探討道德動機在道德思考到行動中的作用，並建構學生採取道德行動的抉擇過程。 / 研究採用質性方法，參與深度訪談的共有十三位中學生，都是來自第一組別中學的品行優良生。受訪學生對違規行為的觀感源自其選擇的視點，而回應則按情況而定；視點主要有行為、意圖和違規後果等，而學生在一般情況下，大都願意直接指正、規勸違規同學；但在兩難情況下，大多想逃避過去，對違規行為不作正面回應。至於採取行動的抉擇因素，主要有人際關係、違規行為帶來的影響及違規學生的態度等；而最重要的人際關係因素則包括與違規學生的關係、輿論壓力。本研究的結果和分析，不僅較整全地呈現從思考到行動的道德運作中，一些細節和關鍵因素；還可為華人道德研究及學校道德教育提供參考。最後，本文就道德的相關研究及學校的道德培育提出一些建議，盼能有助理論研究及教育工作的推進。 / Almost every day, a person's moral judgment and moral actions may contradict with each other, reflecting a possible gap in moral functioning. This research attempts to study some discrepancies between moral judgment and moral actions. Thirteen Hong Kong secondary school students participated in this study, in which their past encounters with their fellow students who had violated the school rules were examined. These included the students’ perspective on the violations, the factors that contributed to their decision-making process as to how to react, and their actual reactions. This study also aims to explore into the students’ moral thinking process, especially the impact of moral motives on students’ moral judgment and how this influenced their actual actions. / Using a qualitative study approach, data were collected from thirteen exemplary secondary school students from a top-banding school in Hong Kong. In-depth interviews were conducted with each of these students. The results of data analysis suggest that the students perceived the violating actions according to the violator’s behaviour, intention and the consequences. The majority of these students were often willing to voice out the violations and correct the violator’s behaviour. However, when they were placed in a dilemma, the majority of the students would escape from the situation by turning a blind eye on the violating actions. Factors which affected the decision of whether an action should be taken included social relations, the impact of the violation and the attitude of the violator. Among these factors, the most important one was social relations which was about the students’ personal relationship with the violator and peer pressure. The results of the study not only reflected the cognitive processes behind moral functioning from moral judgment to moral action, also revealed the key factors behind the moral decisions. This study has important implications for further research and practice in that it provides a direction for moral studies, especially in Chinese communities, and gives practical suggestions as to how moral functioning can be taught in secondary schools. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 鄺文慧 = From moral thinking to moral action : an investigation of how secondary students in Hong Kong respond to rule-breaking behaviors / Kwong Man Wai. / Thesis (Ed.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 145-154). / Abstracts also in English. / Kuang Wenhui = From moral thinking to moral action : an investigation of how secondary students in Hong Kong respond to rule-breaking behaviors / Kwong Man Wai.

by Cheng Tsan wah. / Bibliography: leaves 87-97 / Thesis (M.A.)--Chinese University of Hong Kong, 1982

by Chow Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / by Chow Wah. / Ackowledgments --- p.ii / Abstract --- p.iii / Table of Contents --- p.v / List of Tables --- p.viii / List of Figures --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Background --- p.1 / Student Teachers in the Certificate in Education Courses --- p.1 / Student Teachers in Teaching Practice --- p.3 / Approach to the Study --- p.3 / Purpose of the Study --- p.5 / Significance of the Study --- p.6 / Theoretical aspects --- p.6 / Practical aspects --- p.7 / Chapter CHAPTER TWO --- Review of Literature --- p.8 / Overview --- p.8 / Goal Orientations --- p.12 / The Goal Theory Perspective --- p.12 / Task Orientation Vs Ego Orientation --- p.13 / Self Concept --- p.14 / "Mutifaceted, Hierachical Nature of Self-concept" --- p.14 / Malleability of Self-concept --- p.15 / Future Tense of Self-concept --- p.16 / Self-regulation --- p.17 / Self-regulation and Self-regulation Strategies --- p.17 / "Task Orientation, Ego Orientation, and Self-Regulatory Strategies" --- p.19 / Possible Selves and Self-Regulation --- p.21 / Research Hypotheses --- p.23 / Chapter CHAPTER THREE --- Methodology --- p.25 / Subjects --- p.25 / Pilot Studies --- p.26 / Pilot Study 1 --- p.26 / Pilot Study 2 --- p.28 / Instruments --- p.29 / The Possible Selves Report Form (PSRF) --- p.29 / Possible Selves Rating Scale (PSRS) --- p.31 / Measurement of Goal Orientations (MOS) --- p.32 / The Self-Regulation Report Form (SRRF) --- p.33 / Procedures --- p.35 / Design and Analysis --- p.36 / Operational Definitions --- p.36 / Null Hypotheses --- p.39 / Chapter CHAPTER FOUR --- Results --- p.51 / Characterisitcs of the Sample --- p.51 / Scales Construction --- p.52 / Factor Analysis of the items in MOS --- p.52 / Factor Analysis of the items in PSRS --- p.53 / "Means, Standard Deviations, and Reliabilities of the Scales" --- p.54 / Self-regulation Strategies Measures --- p.59 / Strategy Use --- p.59 / Strategy Frequency --- p.60 / Strategy Consistence --- p.60 / Averaged Strategy Consistence --- p.60 / Correlations Among Variables --- p.64 / Correlations among measures of Self-regulation Strategies and the Other Variables --- p.64 / Correlations among Goal Orientations and Possible Selves --- p.64 / Hierachical Regression Analysis --- p.70 / Interaction of Possible Selves and Goal Orientations on Self-regulation Strategies --- p.75 / Summary of Findings --- p.79 / Chapter CHAPTER FIVE --- Discussion --- p.81 / Major Findings of the Study --- p.81 / Testing of the Hypotheses --- p.81 / Use of Self-regulation Strategies Among Student Teachers --- p.83 / Factos Affecting Self-regulation in Teaching Practice --- p.86 / Measuring Problems --- p.90 / Limitations of the Study --- p.92 / Implications for Improving Teacher Education Programmes --- p.92 / Attention Should also be Paid to Affective Domain --- p.92 / Cultivating Possible Selves that Have Positive Implications in Teaching --- p.94 / Social Comparison May also be Used as a Strategy to Enhance Self-regulation --- p.94 / Recommendations for Future Research --- p.95 / References --- p.96 / Appendix A --- p.104 / Letter to the Subjects --- p.105 / Appendix B --- p.106 / Personal Information Supplied by the Subjects --- p.107 / Appendix C --- p.108 / Possible Selves Report Form --- p.109 / Appendix D --- p.114 / Possible Selves Rating Scale --- p.115 / Appendix E --- p.117 / Motivational Orientation Scale --- p.118 / Appendix F --- p.120 / Self-regulation Report Form --- p.121 / Appendix G --- p.128 / Use of Self-regulatory Strategies in Teaching Practice --- p.129

Thesis (B.S.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1979. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH / Includes bibliographical references. / by Stephen Gerard Kopelson. / B.S.

The purpose of this study was to describe and to assess the development, current status, and contributions of Student Foundation programs in institutions of higher education in the United States.

No description available.

In order to improve his own teaching practice, the researcher observed and studied student-driven approaches to public art education that not only achieved the aims of the national standards, but also encouraged secondary students' engagement with art in personally relevant ways. Inspired and informed by these observations and studies, the researcher developed a curriculum based more on student concerns, which was studied using action research. The action research approach was driven by experimentation with the curriculum's content as well as its implementation and is fundamentally about improving the researcher's own teaching practice. Hence, the study focuses largely on the researcher's curriculum and teaching. Relationships or correlations between intrinsic motivation, engaging with art in critical ways, and classroom autonomy are explored in the present study. This thesis investigates what students might accomplish when given more autonomy over their projects and learning opportunities. This study focused largely on how a student-driven approach changed the researcher's own feelings and understandings about teaching and learning. The results of the present study lead to a variety of conclusions regarding teaching, curriculum, and student learning.

No description available.