Education Commons^™

Effect Of Instructional Styles And The Duration Of Class Time On The Sense Of Classroom Community Of Military Urban Graduate Students, William J. Davis Jr.

Theses and Dissertations in Urban Services - Urban Education

This study measured the effect that instructional style, duration of class time, and repeated administrations of the Classroom Community Scale (CCS) had on the sense of classroom community of military urban graduate students (N = 263). The Instructional Styles Inventory (ISI) was used to determine instructional style, and the CCS was utilized to measure sense of classroom community. In addition, this research contained qualitative data that were extracted from a random sampling of participants during small focus groups.

Quantitative analysis of the data showed that duration of class time and instructional style had an effect on sense of classroom …

The Impact Of Place Of Residence On The Academic Achievement And Retention Of First-Time-In-College Students At An Urban Commuter University, Tameria Lee Vickerson

Theses and Dissertations in Urban Services - Urban Education

This study explored the impact of place of residence on the academic achievement and retention of full-time, first-time-in-college students at an urban, public, primarily commuter university in the Southeast. Three groups of subjects were compared to ascertain if any group differences existed in regard to mean freshman grade point average, grades earned in a common course taken (Freshman English I), and retention into the second year of study. The three subject groups that were compared included residential learning community, traditional residence hall, and commuter students.

The subject groups were matched on the demographic characteristics of age, gender, and ethnicity and …

Variables Associated With A Sense Of Classroom Community And Academic Persistence In An Urban Community College Online Setting, Cynthia P. Cadieux

Theses and Dissertations in Urban Services - Urban Education

No abstract provided.

They Did Not Teach: Veterans' Experiences In A Mid-Career Transition Program At An Urban University, Joseph Franklyn Shipes

Theses and Dissertations in Urban Services - Urban Education

This descriptive phenomenology examines the lived experiences of veterans who attempted a mid-career transition into teaching. The study identifies and describes experiences that led to the outcome decisions of 22 men who enrolled in a Military Career Transition Program (MCTP), completed a Master's Degree in Education, but did not become public school teachers. Self-descriptions of their experience were collected in multiple, open-ended interviews and analyzed using Moustakas's (1994) protocols.

Participants described a transition in four stages (a) preliminary conditions for change, (b) socialization and adjustment, (c) refocusing career goals, and (d) reflective assessment. Planning for career change began with ideal …

Post Doi Moi Urban Higher Education In The Socialist Republic Of Vietnam: The Case Of Hong Duc University, Jeanne Beth Natali

Theses and Dissertations in Urban Services - Urban Education

The Socialist Republic of Vietnam is experiencing unprecedented peace and prosperity. Although Vietnam's war-damaged economy continued to decline for ten years after hostilities ended in 1975, everything changed in 1986 when doi moi, a moderate economic reform program, was introduced. Doi moi put enormous stress on higher education, whose function in the past had been to train workers for the state sector. Suddenly, higher education had to respond to the changing needs of Vietnamese society.

A 1992 educational sector study found that higher education was irrelevant to the needs of the transitional Vietnamese society. Universities were too small and …

Cognitive Complexity And Empathy As Predictors Of Leadership Style In An Urban College Student Population, Scott B. Harrison

Theses and Dissertations in Urban Services - Urban Education

The amount of variation in leadership style predicted by cognitive complexity and empathy was investigated. Differences in cognitive complexity and empathic ability according to students' educational levels and leadership styles was also tested. Leadership style was determined by Fiedler's (1967) Least Preferred Coworker (LPC) measure; cognitive complexity was defined by the Cognitive Complexity Index (CCI), a subscale of the Learning Environment Preferences (LEP; Moore, 1987) instrument which measures Perry's (1998) scheme of intellectual and ethical development; and empathy was measured by Hogan's Scale of Empathy (1969) as scored on the Hogan/Em subscale of the California Psychological Inventory (CPI; Gough, 1987). …

Urban University Adjunct Faculty Perceptions Of Professional Development Needs, Merodie Anne Hancock

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to determine Old Dominion University adjunct faculty members' perceptions of their professional development needs. A three-round Delphi technique was employed as the primary research tool. An initial stratified sample of 120 current adjunct faculty members was selected by college associate deans. The research was conducted with 57 adjunct faculty members completing all three rounds of the study.

The first research question was to ascertain Old Dominion University adjunct faculty members' perceptions of their professional development needs toward teaching for an urban university. Sixteen development needs were derived representing all of the inputs from respondents. …

A Comparison Of White Male College Students Attending An Urban Black University And An Urban White University: White Racial Identity And Perceived Comfort With Blacks, Cheryl Lorraine Evans

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to determine the difference in White Racial Identity and degree of tolerance for Blacks between two samples of White male undergraduate students attending an urban Black university and those attending an urban White university. The theoretical framework for this study was based in Social Contact Theory as a contributor to racial tolerance and Racial Identity Development Theory as a factor in human growth toward increasing acceptance of diversity. This was a quasi-experimental post-hoc design using intact groups.

The study analyzed the responses of 182 White male undergraduates using three instruments. A Background Questionnaire, designed …