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A Study Of The Motivational Participation Orientations Of Nontraditional Students In Rural Two Year Colleges In Northeastern Kansas
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Book Synopsis A Study of the Motivational Participation Orientations of Nontraditional Students in Rural Two-year Colleges in Northeastern Kansas by : Ming-Shan Chang
Download or read book A Study of the Motivational Participation Orientations of Nontraditional Students in Rural Two-year Colleges in Northeastern Kansas written by Ming-Shan Chang and published by . This book was released on 1999 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Motivational Orientations of Active and Inactive Adult Undergraduate Degree-seeking Students at an Urban University by : Janice Harring-Hendon
Download or read book A Study of the Motivational Orientations of Active and Inactive Adult Undergraduate Degree-seeking Students at an Urban University written by Janice Harring-Hendon and published by . This book was released on 2001 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Traditional Student Myth by : Stephani L. Greytak
Download or read book The Traditional Student Myth written by Stephani L. Greytak and published by . This book was released on 2021 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this multiple case study was to describe the perceptions of institutional support and services of traditional-age students with nontraditional characteristics at Kansas universities. The central research question for this study was “How do traditional students with nontraditional characteristics experience institutional support and services?” The study was guided by organizational learning theory (Argyris & Schön, 1974). Research was conducted at two four-year universities in the state of Kansas and involved 10 students ages 18 – 24 enrolled or recently enrolled in college, who identified with at least one nontraditional characteristic. Data were collected using semi-structured, face-to-face interviews, focus groups and institutional records. Purposive sampling was utilized to recruit student participants in April to May 2020, when many institutions had closed or converted to online learning due to the Covid 19 pandemic. Data analysis was completed utilizing a number of case study method strategies, primarily cross-case analysis. The themes were termed “support is mainly aligned for traditional freshmen students”, “support for nontraditional students is based on accommodations”, “academic advisors are not helpful”, “surveys are not geared towards academic services”, and “major changes are rarely seen”. The results of the study confirmed that traditional students with nontraditional features had concerns around scheduling and academic advising. The implications of this research include a broader institutional awareness of students and their needs to more adequately support them, as well as a need for discontinuation of the terms “traditional” and “nontraditional” in institutional vernacular. Future research needs to include students at smaller institutions and institutions in other areas.
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Motivational Orientations of Students in Two Nebraska Community Colleges by : Greta K. Gourley
Download or read book Motivational Orientations of Students in Two Nebraska Community Colleges written by Greta K. Gourley and published by . This book was released on 1983 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Motivational Orientations of Adults Attending a Comprehensive Community College by : Michael Paul Governanti
Download or read book A Study of the Motivational Orientations of Adults Attending a Comprehensive Community College written by Michael Paul Governanti and published by . This book was released on 1980 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Persistence of Nontraditional Students in a Two-year College by : Randall Ray Lombard
Download or read book Persistence of Nontraditional Students in a Two-year College written by Randall Ray Lombard and published by . This book was released on 1992 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Qualitative Study Examining Persistence Among Non-Traditional Students for Two-year Community College Financial Viability by : Nicole Antoinette Jones Bent
Download or read book A Qualitative Study Examining Persistence Among Non-Traditional Students for Two-year Community College Financial Viability written by Nicole Antoinette Jones Bent and published by . This book was released on 2016 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Low Retention Rates of Nontraditional Students in Community Colleges by : Stephanie N. Rodrigo
Download or read book The Low Retention Rates of Nontraditional Students in Community Colleges written by Stephanie N. Rodrigo and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this exploratory case study was to explore nontraditional community college students' experiences with student support services, their connectedness to the institutions, and their overall satisfaction with the institution. Tinto’s integration framework guided this study to test connectedness and its association with student retention rates. The central research question for this study was: What are nontraditional community college students' perceptions of their overall satisfaction with the institution? The study was conducted at Waynesboro Community College in Waynesboro, NC. The purposeful sample size selected included 10 nontraditional students as research participants. The triangulation of data collection methods used in this study consisted of an interview, journal prompts, and a questionnaire. The data also included field notes and memos were also analyzed by finding commonalities in categories through coding, common themes, and phrases that were synthesized to address the research questions using exploratory analysis. Results indicated that nontraditional students do not feel connected to their institution and need support services that are unique to their needs. Four themes were identified in this study: 1) nontraditional student connectedness is not strong within the college, 2) nontraditional students need additional student support services, 3) nontraditional students with strong academic relationships are satisfied with their college experience, and 4) nontraditional students have personal factors that challenge their success in college. The sub-themes identified are nontraditional students need more knowledgeable and consistent faculty members and they have personal responsibilities that affect their success and need more social interaction in and out of the classroom.
Book Synopsis Non-classroom Involvement Among Rural Community College Students by : William Johnson Bowlin
Download or read book Non-classroom Involvement Among Rural Community College Students written by William Johnson Bowlin and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Participation in non-classroom activities has been documented to extend the intellectual, social, and psychosocial outcomes of the college experience. However, the benefits of non-classroom activities are often difficult to quantify due their voluntary nature, with findings mostly related to students within four-year institutions. The purpose of this study was to determine whether rural community college full-time freshman students who participate in non-classroom activities differ from nonparticipants with regard to self-identified values of academic integration, social integration, degree commitment, collegiate stress, and institutional commitment. These five factors have been demonstrated to influence student persistence and were adopted from Davidson et al.’s (2015) College Persistence Questionnaire, Version 2 (CPQ-V2). CPQ-V2 data were collected using an electronic survey distributed during the Fall 2021 semester. Survey participants offered details about their personal background and involvement in non-classroom activities, followed by responses to a series of questions from an adapted form of the CPQ-V2. The chi-square test of independence and one-way ANOVA were used to identify significant associations or relationships between variables. Data were analyzed through the lens of Astin’s theory of student involvement and Tinto’s theory of student departure. The results of analysis detected statistically significant associations between students’ level of involvement and their program of study, residency, employment, parental education, and volume of online classes. Their type of involvement was found to have a significant association with student residency. The level of involvement among students was also found to be significantly associated with their self-reported sense of social integration and degree commitment, a finding that was accompanied by the types of involvement and their statistical significance to their sense of social integration. Results from the survey instrument can vary across institutions and student populations; still, the results further demonstrate the differences among student groups in their non-classroom involvement. Accordingly, practitioners should continuously monitor their institution’s effectiveness in providing non-classroom opportunities that meet community college students’ needs and support their persistence efforts.
Book Synopsis Factors Affecting Persistence of Non-traditional Students Enrolled in Two-year Colleges by : Lisa Margaret Oden
Download or read book Factors Affecting Persistence of Non-traditional Students Enrolled in Two-year Colleges written by Lisa Margaret Oden and published by . This book was released on 2011 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Course-triggered Identity Exploration, Motivation, and Success Among Community College Students by : David Jared Kowalski
Download or read book Course-triggered Identity Exploration, Motivation, and Success Among Community College Students written by David Jared Kowalski and published by . This book was released on 2016 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this dissertation, I seek to extend motivational and identity research conducted in other educational contexts to the community college setting in an effort to provide insights into the relatively lower rates of academic success experienced by community college students. The purpose of this dissertation research is to explore the nature and prevalence of motivational orientations, identity processing styles, and course-triggered identity exploration among community college students, the relation of these orientations/processing styles/exploratory actions to one another and to students' academic outcomes, and to attempt to promote adaptive identity exploration around an academic curriculum for remedial college students. The theoretical frameworks that guide this dissertation research are Achievement Goal theory (Ames, 1992), Brezonsky's (1989) identity processing style, and Flum and Kaplan's (2006) perspective on identity exploration and its promotion in educational settings (Kaplan, Sinai & Flum, 2014). This dissertation comprises three studies that utilize data collected over the course of two semesters: the fall semester of 2012 and the fall semester of 2014 at Montgomery County Community College in Pennsylvania. The three studies encapsulate a progressive process that aimed to map community college students' goal orientations, identity processing styles, and experiences of course-triggered identity exploration and their relations with expected course outcomes, to establish conceptual and empirical support for the relations between identity exploration in the community college classroom and students' adaptive goal orientations and identity processing styles, and to implement an intervention aimed to facilitate remedial community college students' identity exploration within the curriculum and investigate these students' experiences of motivation, identity processing, and course-triggered identity exploration over the course of the semester. The first study investigated the nature of and the relations amongst students' course-triggered identity exploration, identity processing styles, achievement goal orientations, self-efficacy, and expected academic outcomes in the community college classroom. The study involved analysis of community college students' self-report data from a survey (assessing the aforementioned constructs) administered to 100 students (39 males, 61 females) in an introductory psychology course. Results indicated that students most strongly adopted mastery-approach orientations and informational-oriented processing styles in the course. Results also suggested that mastery orientations and informational-oriented processing styles are conceptually related, as are performance orientations and normative and diffuse-avoidant processing styles. Additionally, mastery-avoidance orientations and self-efficacy were found to be significantly positively correlated with students' expected course grades. The second study investigated the qualitative manifestations of these community college students' experiences of identity exploration in the introductory psychology course, in order to arrive at conceptual insights as to the personal and contextual features involved in adaptive identity exploration in the community college classroom, as well as the conceptual definition and experiential meaning of course-triggered identity exploration in the community college context. This study involved analysis of open-ended qualitative data collected from the same survey used in the first study, which asked students to explain, in their own words, their experiences of identity exploration in the course. Of the 100 students who took the survey in Study 1, 92 provided qualitative feedback to the open-ended item. Results from the qualitative analysis of students' responses indicated that 70% of student responses (n=65) indicated course-triggered identity exploration. Additionally, analysis of these students' qualitative feedback suggested that five dimensions characterized students' descriptions of course-triggered identity exploration: trigger, cognitive action, self-target, purpose, and time. The third study investigated the relations among students' motivations, identity processing styles, course-triggered identity exploration, and academic outcomes studied in the first two studies; only this time within a unique context in the community college - remedial English courses. This study also sought to use a design-study approach to investigate the effects of course activities implemented to promote students' identity exploration and to examine the trajectory of identity exploration over the course of a semester, and its relation to changes in students' motivational orientations and identity processing styles. The study involved a semester-long researcher-instructor collaborative intervention in two developmental English courses at the community college. The intervention consisted of a theory-informed collaborative design of course activities that aimed to facilitate students' identity exploration within the curriculum. Data collected included pre-post intervention surveys assessing students' identity processing styles, achievement goals, and self-efficacy, post-intervention scales assessing students' course-triggered identity exploration, reflective writing assignments that students completed as part of the intervention during the semester, a final identity-related assignment that students completed at the end of the course, and students' expected course grades. A total of 17 students participated in at least one facet of Study 3 (e.g. surveys, reflective writings, etc.). Demographic information was provided by 13 students (males=6, females=7). Overall, results from the study supported the dimensional framework of course-triggered identity exploration derived in Study 2. However, results also indicated variation, with regard to the frequencies with which dimensions were evidenced in students' writing, between the students in Study 2 and Study 3. The qualitative analysis also suggested that while students' experiences/trajectories of identity exploration over the course of the semester may be individualized, prototypical trajectories may exist and certain course features may be more conducive to facilitating exploration than others for particular students.
