Education Commons^™

Accountability And Quality In Higher Education: A Case Study, Trudy Abadie-Mendia

UNF Graduate Theses and Dissertations

The purpose of the present study was to gain a deep and rich understanding of the accountability process at a regional comprehensive university in the Southeast United States. Specifically, the present study sought to answer the following question: How is a regional comprehensive university in the Southeast United States substantiating the quality of undergraduate professional programs and the success of graduates. The study utilized a qualitative research methodology, specifically a descriptive embedded case study design. A total of 16 interviews were conducted with participants representing the program level, college level, and administrative level. Three subunits of investigation provided the program …

Postsecondary Mathematics Placement Processes: A Case Study At A Regional University, Debora Jean Simonson

UNF Graduate Theses and Dissertations

ABSTRACT

The purpose of the study was to explore the effectiveness of the mathematics placement process for incoming freshman at a public university. Effectiveness is defined as the percentage of students who successfully complete the mathematics course they were placed into, Precalculus, College Algebra, or Intensive College Algebra. The specific university in this research study was the University of North Florida (UNF). The placement process at UNF included students’ ACT, SAT, or FCPT scores, their mathematics placement exam scores (MPE), and whether or not students followed the placement recommendation (FPR). Students’ ACT, SAT, or FCPT scores were grouped into a …

Classroom Intercultural Competence In Teacher Education Students, Interns, And Alumni, Christine K. Holland

UNF Graduate Theses and Dissertations

The purpose of this mixed methods study was to explore the impact of a student teaching internship upon the classroom intercultural competence (CIC) of teacher education students and alumni. Phase I employed quantitative methodology to compare the intercultural competence as measured by Ross, Thornson, McDonald, and Arrastia’s (2009) Cross Cultural Competence Inventory (3CI) for three groups. The 3CI is a 63-item survey that uses corresponding questions to assess intercultural competence. Survey items are scored with a 6-point, strongly agree-to-strongly disagree Likert scale (Thornson, 2010). The three groups included teacher education students enrolled in a field observation course, students enrolled in …