Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 5 of 5
Full-Text Articles in Entire DC Network
Reconsidering Academic Dishonesty: A Critical Examination Of A Complex Organizational Problem, Tricia Bertram Gallant Phd
Reconsidering Academic Dishonesty: A Critical Examination Of A Complex Organizational Problem, Tricia Bertram Gallant Phd
Dissertations
Academic dishonesty, traditionally framed as a problem of student agency, plagues higher education institutions. In order to facilitate leadership toward the resolution of the problem, this study reconsiders academic dishonesty as a symptom of the complex interplay among agency, structure, and culture. The theoretical framework utilized, which I call Systemic Interactionism, builds on existing sociological, leadership, and organizational theories to provide a more robust explanation of academic dishonesty and other complex organizational problems. This reconsideration of academic dishonesty occurs in the context of three American higher education institutions. I employed a variety of field methods (interviews, observations, and document analysis) …
Connecting Art And Science: An Interdisciplinary Strategy And Its Impact On The Affective Domain Of Community College Human Anatomy Students, Kevin Petti Phd
Connecting Art And Science: An Interdisciplinary Strategy And Its Impact On The Affective Domain Of Community College Human Anatomy Students, Kevin Petti Phd
Dissertations
Educational objectives are often described within the framework of a three-domain taxonomy: cognitive, affective and psychomotor. While most of the research on educational objectives has focused on the cognitive domain, the research that has been conducted on the affective domain, which speaks to emotions, attitudes, and values, has identified a number of positive outcomes. One approach to enhancing the affective domain is that of interdisciplinary education. Science education research in the realm of interdisciplinary education and affective outcomes is limited; especially research conducted on community college students of human anatomy. This project investigated the relationship between an interdisciplinary teaching strategy …
The Dilemma Of Disclosure For College Students With Attention Deficit Disorder, Teresa L. Spoulos Edd
The Dilemma Of Disclosure For College Students With Attention Deficit Disorder, Teresa L. Spoulos Edd
Dissertations
Many college campuses are striving to recruit and retain a diverse student population, and one population making its presence known are students with disabilities. As a result of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, students with disabilities are ensured equal access to education through the removal of architectural barriers and the provision of reasonable accommodations. Despite the existence of these laws, however, many students with attention deficit disorder (ADD) choose not to request classroom accommodations from professors. Students choose not to disclose out of fear of having inaccurate labels placed on them, being …
Gender Influences In The Graduate Classroom: An Investigation Of Female And Male Student Perceptions, Gerald B. Blanton Edd
Gender Influences In The Graduate Classroom: An Investigation Of Female And Male Student Perceptions, Gerald B. Blanton Edd
Dissertations
Defined by Mary Rowe (1977) as micro inequities, seemingly insignificant gender bias behaviors create an inequitable academic environment and marginalize groups and individuals in the American classroom. Popularized by Hall and Sandler's 1982 report on the "chilly" classroom, gender bias is subtle and differs from the more obvious behaviors associated with sexual harassment. However, gender bias research appears incomplete. Study findings contradict each other, few studies explore gender bias in the graduate classroom, and fewer yet compare the perceptions of women and men concerning gender influences in the graduate classroom. This dissertation investigates perceptions of the influence of gender in …
They Who Persist: A Longitudinal Quantitative Case Study Of A University Student Cohort, Kenneth J. Marra Phd
They Who Persist: A Longitudinal Quantitative Case Study Of A University Student Cohort, Kenneth J. Marra Phd
Dissertations
Since the first published work on student persistence in 1929 by Edgerton and Toups, there have been literally thousands of studies that have attempted to unravel the mystery of why some higher education students persist through to graduation while others do not. Many of these studies have been qualitative in nature, restricting their generalizability, while those that have used the few existing national databases to quantitatively study persistence have been restricted to looking within a single year at multiple institutions. What is clearly missing from the literature are methodologically sound, year-to-year persistence studies conducted at individual institutions. This deficiency in …