Browsing by Subject "Students"
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Item 1967: The year that created ‘68 media perspectives and student outcries(2011-05) Strong, Ryan R.; Wong, Aliza S.; D'Amico, Stefano; Fallwell, Lynne A.In 1967, Italian students developed the principles and practices that led to the monumental events of '68. Students occupied faculty buildings and demonstrated in the streets of major Italian cities. Following every events local, national and political newspapers reported to their readers a very well thought out perspective. The perspective given to the reader was the major way many Italians learned of the Italian student movement. Therefore, newspapers played a major role in the perceived memory of sessantotto in the minds of Italians.Item The 5th wall project : projection design applications for transforming education and medical spaces for youth communities(2015-05) Lord, Patrick William; Ortel, Sven; Alrutz, MeganThis paper and project explore how creative applications of existing design and technology can provide a unique service for children anywhere. This project fuses that technology with a belief that youth communities in education and medical spaces deserve access to artistic experiences. By devising original, immersive story performances with two classes from local Austin schools, The 5th Wall Project has begun to develop a process that facilitates educational engagement, and exposes students to design and art where they live and learn. The intention of this project is to continue beyond the performances and residencies completed and documented in this paper. Future applications, such as the installation of this model into pediatric patient rooms is a primary goal of the project that has yet to be explored, but is an integral motivator in the aforementioned investigation of our process.Item A comparative study of over-achieving and under-achieving ninth-grade students(Texas Tech University, 1961-05) Darter, Clarence Leslie,Not availableItem A comparative study using selected characteristicsof four-day week schools and five-day week schools in rural New Mexico(Texas Tech University, 1990-05) Richards, R. L.The purpose of the study was to compare student achievement, student satisfaction, and faculty satisfaction in K-12 rural four-day and five-day New Mexico school districts. All school districts in the study had enrollments of 400 average daily membership or less. Student achievement was analyzed over an eight-year period. Student and faculty member satisfaction was correlated with 1989 student achievement. Several analyses were used to compare the variables. Student achievement in small rural schools was analyzed by a three-way ANOVA using grade level, days per week, and the Comprehensive Test of Basic Skills (CTBS) scores as variables. The 1989 CTBS scores were compared to student and faculty satisfaction, as measured by-the National Association of Secondary School Principal's (NASSP) Comprehensive Assessment of School Environments, using r.ultiple regression techniques. Using discriminant analysis, student satisfaction and student achievement also predicted the number of days per week that students were in school. The study indicated that CTBS scores of students in grades five and eight were significantly different (-^O.OS) between small rural four-day week schools and small rural five-day week schools in New Mexico. The four-day week student scores were significantly higher than the five-day week scores over an eight-year period.Item A comparison of delinquency in pre-college and college students(Texas Tech University, 1968-06) Wilkerson, Martha FrancesNot availableItem A study of high school class sponsors: their selection and duties(Texas Tech University, 1931-05) McDonald, Thomas HobsonNot availableItem A study of student evaluation of student personnel services and campus environment in selected junior colleges(Texas Tech University, 1969-08) Rhodes, Henry KennethNot availableItem A web-based software system to support academic engineering advising(Texas Tech University, 2004-05) Neek, CyrusThe basic relationship for individual development and group experience (BRIDGE) is an advisory system designed and overseen by the Texas Tech University College of Engineering. It is intended to help incoming freshmen students learn basic engineering principles, problem solving, teamwork, and time organization. The BRIDGE software tool, which is the subject of this thesis, is a web-based software system to support this academic engineering advising function. The software is implemented to help administrators coordinate mentors and students in synchronizing events and schedules and managing resources.Item Academic service learning pedagogy in social work : exploration of student and community lived experiences using an interdisciplinary course model of community-university engagement(2013-05) Gerstenblatt, Paula; Gilbert, Dorie J.; Walker, Juliet; Adejumo, Christopher; Lauderdale, Michael; Davis, KingAcademic service learning has grown in popularity at colleges and universities as a way to address social issues using study, reciprocity, and reflection. While the merits of service learning are well documented, gaps in the literature indicate a need for further development of pedagogical models, qualitative research about students' lived experiences, and research focused on community partners. This dissertation presents an interdisciplinary model for implementing academic service learning in social work education, in-depth understandings of student experiences in a service learning course, and insight into the experiences and perceived benefits of community partners. The first article presents a 3-component service learning model that capitalizes on the structure of a university-community partnership, mobilizes interdisciplinary teams of students for community-identified projects, and integrates student, community and faculty reflection on complex social structures. Article 2 offers a phenomenological analysis of 17 blogs written by service learning students working in a rural town through their blogs. The findings of this study suggest that the reflexive aspect of blogging fits well with the service learning principle of reflection, and reveals the students' emotive experience over the course of the semester. Additionally, blogging demonstrates the attributes of service learning pedagogy to support the acquisition of knowledge and understanding of complex problems in a real life setting not attainable solely in a classroom setting or through traditional classroom tools, such as exams and papers. Article 3 consists of a phenomenological analysis of interviews with 9 community partners, a combination of agency employees and active citizens that worked with a network of service learning classes in a rural Southern town. The findings support the contribution of service learning to communities, the importance of investing in reciprocal relationships, and the value added of including community partners who are members of informal networks and civically active residents. The research presented in this dissertation informs the growing popularity of service learning in social work with findings that demonstrate a useful implementation model, highly meaningful transformative impact on students, the resilience of the community to challenges of hosting service learning, and the invaluable fostering of inspiration and hope in the community-university relationship.Item Adjustment of freshman college students as related to parental occupations(1942-08) Harrell, Vera Bryant; Gates, W.B.; Bahm, Archie J.Not AvailableItem Alcohol use among college students: generating behavior prediction models for social and personal motivational contexts(Texas Tech University, 1997-08) Robinette, Kerstin LeeAlcohol use and abuse are widespread and serious concerns for the college student population (Carnegie Foundation for the Advancement of Teaching, 1990). A multitude of studies have attempted to uncover the factors that influence college students' decisions about alcohol use. However, most preventive intervention programs that draw upon this research have failed to significantly influence college student drinking, suggesting that the complex network of factors involved in these decisions has not yet been uncovered(Meacci, 1990). In the present investigation, behavior prediction models for socially and personally motivated alcohol use among college students were generated through exploratory factor analysis and CALIS structural modeling procedures, instead of forcing the data to fit into a preconceived pattern. Adequate models were constructed for both the social and personal contexts across the model building sample of participants (n=167). Further, a cross-validation test (n=95) revealed that the models are likely to generalize to other populations of college students. Supplemental tests of model fit performed on men's (n=101)and women's (n=161) responses separately indicated that the social context model best predicts men's college alcohol use. However, women's responses resulted in a less effident fit to the social context model than did men's responses and a problematic fit to the personal context model. These results suggest that further investigations may be warranted in order to discover optimal models for personal context alcohol use and for women college students' alcohol use.Item An academic dilemma: student records, faculty access, and the Family Educational Rights and Privacy Act(Texas Tech University, 1999-05) Fry, Bobbye G.University administrative officers responsible for the recruitment, matriculation, and graduation of students collect a vast array of documents and data supportive of the speciflc needs of the university. These documents facilitate the attainment of credits by students toward the conferral of a degree. Faculty conducting research or advising students seek access to these records. A conflict arises due to the enforcement of the Family Educational Rights and Privacy Act (FERPA). Also known as the Buckley Amendment or the Privacy Act, FERPA was passed by Congress in 1974 to restrict the release or disclosure of student educational records in either paper or electronic formats. Although FERPA covers student records from pre-kindergarten through ail levels of higher education, this study only addresses FERPA at the post-secondary level. The three-fold purpose of this study begins with the investigation of the requests to records offlces by university faculty for access to students' academic records. Next, this study examines the procedures for granting faculty access to students' educational records. Fînally, this study investigates the disciplinary procedures invoked at the post-secondary level when FERPA policies and procedures are breached. These purposes are accomplished by investigating, through a survey of the university and college profession of records administrators, what access to the student records is requested, how and by whom access is determined permissible, how training on FERPA is provided, and what actions are taken when FERPA policies are breached.Item An empirical analysis of the interactive effects between the individual characteristics of the learner and the method of instruction--lecture or computer-assisted--on student achievement in elementary accounting(Texas Tech University, 1986-05) Ott, Richard L.The two objectives of this empirical study were (1) to determine if students with certain characteristics (i.e., personality traits, learning abilities, aptitude, and attitudes) performed better in elementary accounting if instructed in one of two methods of instruction--computer-assisted instruction (CAI) or lecture, and (2) to determine if the personality traits and learning abilities of the instructor interact with those of the student to affect student performance. Two groups of students were used in an experiment. The control group was instructed using the lecture method and the experimental group was instructed using CAI. Personality, learning ability, aptitude, and attitude measurements were collected from the students during the three-and-one-half-week, experimental period. An exam was administered after the experimental period. Regression analysis was the major statistical test employed.Item Item An international center, Lubbock, Texas(Texas Tech University, 1977-04) Kubicek, Frank LNot availableItem An investigation of the relationship between adaptational coping process and self-perceived negative feelings on international students(Texas Tech University, 1993-08) Ozbay, YasarContact with a different culture creates new dimensions and cultural perspectives to deal with for an individual. This is briefly called intercultural relations. In an intercultural encounter, the person involves his/her own cultural background and tries to establish a sense of belonging to the new one which is the host culture. Demands of the host culture might be different for many aspects. For an intemational student, the case is ahnost similar. Intemational students come to the USA for studying in a specific field which requires a challenge of hard work. In addition, being and adapting to a new culture also make the situation even harder. The present study investigates intemational students' adaptational coping process. How do they cope with various acculturative stresses? What kind of coping pattem do they use? How is their coping process related to their affective experiences? Do their nationality, gender, age, length of stay in the host culture, student status, and marital status make difference to their adaptive coping process? This study has been conducted on 322 subjects from the Middle East, Southeast, and Far East Asia. For the measurement of coping and self-perceived negative feelings, separate instmments have been developed and validated. Descriptive statistics, multivariate analysis of variance and multiple regression analysis were used to investigate the differences and the relationships exist between concemed populations. The findings suggest that coping process with acculturative stresses for intemational students is very complex, and the understanding of their adaptive process requires many considerations. The results confirmed that adaptive coping process is, to some extent, related to their self-perceived negative feelings. The relationship between coping and negative feelings varies with regard to the type of coping and other variables involves in the process. The relationship between general coping and negative feelings is linear positive; however, the relationship between each type of coping and negative feelings depends on coping domain such as action- or emotion-focused coping. There is a highly positive linear relationship between emotion-focused coping and negative feelings. For different coping patterns, different variabilities have to be taken into account. Different level of coping and coping mechanisms are used by all intemational students. The differences emerge from being female-male, undergraduate-graduate, single-married, and having different nationality. The researcher recommended replication of or further studies with larger sample sizes and with different other populations.Item Articulation and transfer: the Texas perspective(Texas Tech University, 2002-05) Bush, Walton BoydThe purpose of this investigation was to conduct an analysis of legislative policy actions and coordinating board mandates related to articulation and transfer in the state of Texas. Policy analysis techniques enabled an examination of the reasons the Texas Legislature and the Texas Higher Education Coordinating Board created policy actions concerning articulation and transfer, the resulting policy actions, and the outcomes of those policy actions. Articulation and transfer have become important across the United States with each state focusing on these issues in ways suitable to the individual state, and Texas is no exception. This study identified several reasons for changing the articulation and transfer policy in Texas. The reasons included: increased student mobility, difficulties faced by community college students when transferring credit, lost transfer credit, increased numbers of transfer students, elimination of duplicate courses in order to realize financial savings, and time to degree. The Legislature of Texas created several policies to address these articulation and transfer needs. The two main avenues utilized by the state to standardize credit transfer are a fully transferable core curriculum and field of study curriculum. Furthermore, if the entire core or field of study curriculum is not completed, all successfully completed courses within the core or field of study curriculum are transferable; however, the student may still be required to fulfill any remaining requirements in the core or field of study at the receiving institution. Following an analysis of reasons behind Texas' current transfer and articulation policy and the policy itself, the outcomes of the policy analysis demonstrate that students are transferring at a higher rate and that the number of students transferring has also increased. As the majority of the state's current articulation and transfer policies have been around since 1997, the Coordinating Board is still in the process of compiling the data to report policy outcomes.Item Articulation of military members into Texas higher education programs: a cross-case study(Texas Tech University, 1999-01) Alvoet, Patricia EThe problem for this study was to explore factors that may contribute to the acceptance or rejection of military training for college credit. The purposes of this study were to: (a) compare the practice of awarding college credit for military training at three, Texas, four-year, higher education institutions; (b) compare the perceptions about military training of key leaders at three, Texas, four-year, higher education institutions; (c) profile factors which facilitated and inhibited the articulation of military students into three, Texas, four-year, higher education institutions; and (d) provide recommendations for policies and practices related to the award of college credit for military training. Research questions paralleled these purposes. Using a multiple case study design, three higher education institutions with divergent views on awarding college credit for military training served as research sites. The unit of analysis was institutional leaders having input into the development of policies, practices, and programs related to awarding college credit for military training. Using an open-ended interview guide approach, eighteen formal interviews were conducted. Other sources of data included informal interviews, field notes, and journal entries. Data analysis revealed five recurring themes. First, military members compared favorably to traditional college students. Second, consensus about what a college education should represent was lacking. This philosophical division limited organizational responsiveness to military students. Third, the linchpin of articulation, comparable curriculum, negatively impacted military students; parallel programming was often lacking in collegiate settings. Nontraditional baccalaureate degrees that included an occupational component were helpful. Fourth, organizational change in the direction of implementing policies and practices favorable to military students was more likely in the presence of a pre-existing culture of outreach to non-traditional learners. Fifth, technology was driving significant changes within higher education that should benefit military students. Answers to the research questions were embedded in these themes. Findings suggested that targeted strategies could improve the articulation of military members into higher education programs. To facilitate the articulation of military members, colleges and universities are encouraged to join the Service-members Opportunity Colleges consortium, appoint a transfer coordinator/military liaison, and evaluate the need for applied baccalaureate programs. Educational Service Officers are encouraged to incorporate provisions related to credit acceptance in memorandums of understanding with institutions providing programs on military installations, advocate credit by examination, and counsel military students regarding limitations of transfer credit.Item Development of non-academic college-readiness skills: The roles of administrators, educators, and students(2013-05) Sadikova, Alime; Mendez-Morse, Sylvia; Valle, Fernando; Price, Margaret A.Students’ transition to college starts in high school and continues throughout their first year of college. College readiness is not only measured by high school grades and scores on standardized tests. Their college readiness also depends on their non-academic experiences, and this readiness should meet current college expectations and rigor. However, if high school administrators, counselors, and teachers fail to stay updated on frequently changing college culture, expectations, and requirements, high school students will not learn the non-academic skills that are equally crucial for academic college success. College administrators, advisors, and professors should also support college freshmen with helpful information about college life, encourage their immersion in that life, inform them about available resources, and, overall, help them become successful college graduates and adults. The purpose of this study is to identify the non-academic college readiness skills and knowledge that are essential for students to develop in high school so that they can apply to and succeed in a four-year college. The study will also investigate how educators, including secondary and postsecondary administrators, faculty, and staff, can help students develop these skills and knowledge. The qualitative methodology of this study uses a case study approach. The data will be collected through interviews, observations, and documents and records. The results will be interpreted in terms of Coleman’s social capital theory. Three high school students, a principal, a counselor, and a teacher, as well as three college students, a university program coordinator, an undergraduate advisor, and a professor, will be purposefully selected to participate in this study. The study intends to increase understanding of how high school seniors and college freshmen think about their college readiness: how they perceive and develop the non-academic skills that are crucial for college and how these skills affect their academic success. The study will also inform high school administrators, counselors, and teachers about what skills to develop in students while they are in high school so that they are better prepared socially and mentally for college. This study will also inform college administrators, undergraduate advisors, and professors who work with freshmen college students about how they can support freshmen to successfully transition into their new environment and become acclimated to college culture. Thus, this study intends to bring together the opinions, advice, and concerns of all the stakeholders in the college readiness process and suggest solutions regarding how to make that process successful for everyone.
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