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How Math Avoidance Influences Degree Completion For Bible College Students: A Case Study Of A Small, Private Institution In Upstate New York, Bonnie Novak
Doctoral Dissertations and Projects
The purpose of this instrumental case study was to describe math perception and avoidance for ministerial undergraduate students at a small, private Bible college in upstate New York. In the research, math avoidance was generally defined as the participants’ perception of math, their delay in completing a credit-bearing math course until their senior year or not at all, and their own learning or degree completion as a result. The theories guiding this study were Tinto’s Retention Theory/Model of Institutional Departure, Bandura’s Social Cognitive Theory, and Estep’s Theory of Christian Formation. The central question was: How does math avoidance influence persistence …
Academic Performance, Retention Rates, And Persistence Rates Of First-Year, First-Generation, Latino College Students, Jaime Duran
Academic Performance, Retention Rates, And Persistence Rates Of First-Year, First-Generation, Latino College Students, Jaime Duran
Doctoral Dissertations and Projects
The purpose of this causal-comparative quantitative study was to examine the relationships between the efficacy of a Summer Bridge Academy (SBA) and the impact on students by measuring the Grade Point Averages (GPAs), retention rates, and persistence rates of first-generation, first-year, Latino college students who participated in a SBA at Central Valley Community College against like students who did not participate in same program. The independent variable was participation in a 6 week long SBA, which took place during the summer of 2011. The dependent variables were GPAs, retention rates, and persistence rates, and the control and intervening variables, students …
A Study Of The Academic And Personal Impacts Of A Literacy Intervention Course: Stories From Stakeholders, Jeremy Ray Logsdon
A Study Of The Academic And Personal Impacts Of A Literacy Intervention Course: Stories From Stakeholders, Jeremy Ray Logsdon
Dissertations
This study aims to illuminate, via the qualitative method of portraiture, the academic and personal impacts of both faculty and student stakeholders of a literacy intervention course, offered as an alternative to the traditional developmental reading model, taught at a regional southeastern United States four-year public university. Students who enrolled in the course from the semesters of fall 2012 to fall 2015 were given the opportunity to complete a survey about their experiences with the literacy intervention course. Faculty stakeholders were interviewed for their perspective on course creation, implementation, and delivery, focusing on the six curricular core competencies of reading …
A Phenomenological Study Of Teachers' Perceptions Of Kindergarten Retention: Are Standards To Be Blamed?, Ginger Delaigle
A Phenomenological Study Of Teachers' Perceptions Of Kindergarten Retention: Are Standards To Be Blamed?, Ginger Delaigle
Electronic Theses and Dissertations
Currently there are a number of Kindergarten students who are being retained for not mastering Common Core State Standards. One of the methods that teachers can use to support Kindergarten students in achieving these standards are Developmentally Appropriate Practices. The exploration of the perceptions of teachers who have experienced the phenomenon of retaining Kindergarten students served as the goal for this qualitative, phenomenological study. The results provided data for examination of the perceptions the teachers had with retaining Kindergarten students and their perceptions of the developmental appropriateness of the Common Core State Standards. Four Kindergarten teachers participated in three interviews …