Education Commons^™

A Support Program For College Students With Autism Spectrum Disorder: The Functioning Of Participants Versus Non-Participants And The Role Of Program-Sponsored Mentoring, Ayla Raven Mapes

Graduate Theses and Dissertations

Increasingly more students with autism spectrum disorder (ASD) are attending college. In response, many colleges are now offering these students the extra support of an Autism Support Program (ASP), many of which include a mentoring component. This study is one of only a handful of attempts to examine these programs empirically. Using a small sample of college students who identified as having ASD, I compared participants and non-participants of a university ASP. An online survey was used to assess demographic characteristics and pre-college academic performance, as well as students’ functioning across the following domains: social, adaptive, academic, emotional, and having …

Teachers As Leaders: An Autoethnographic Account Into The Way That Personal Spirituality Influenced One Teacher's Leadership In A South Louisiana High School, Scott Mckneely Blanchard

LSU Doctoral Dissertations

The purpose of this autoethnographic study is to better understand the role spiritual leaders have in both educational settings and in the motivation of students. An overarching question guides this autoethnographic study: Is spiritual leadership, influenced by Christianity, an appropriate form of mentoring-leadership relationships in public secondary schools? The specific research sub-questions for this study address the following: 1. How do servant leadership and spiritual leadership help create this autonomous learning environment identified by Deci and therefore reduce the number of amotivated students? 2. How can understanding the student as an individual help a teacher confront the issues with motivation …

An Analysis Of Mentoring And Job Satisfaction In Public And Private College And University Academic Libraries In California, Kevin M. Ross

Education (PhD) Dissertations

The primary purpose of this study is to determine how mentoring correlates with job satisfaction for library employees in academic college and university libraries throughout California. A secondary purpose is to determine if mentoring predicts job satisfaction in library employees who participate in this study. A tertiary purpose measures the relationship between mentoring, job satisfaction and the demographic variables of gender, age range, ethnicity, longevity, and level of position.

The library related literature includes an abundance of secondary resources on the individual concepts of mentoring and job satisfaction, but the association between these two concepts has not been discussed in …

The Perceived Mentoring Experiences Of Male And Female Doctoral Students In Sociology, Macsu A. Hill

Seton Hall University Dissertations and Theses (ETDs)

Over the years, women have made significant strides in the science, technology, engineering, and mathematics (STEM) fields. Nevertheless, women continue to be underrepresented at the graduate and academic career entry levels, and minority women continue to lag behind Whites in navigating the pipeline to an academic career in the STEM disciplines. In sociology for instance, women overall are well represented at the BA level, but experience a steep decline when moving to doctoral education and then into subsequent academic careers. Numerous explanations have been advanced by educators and researchers to explain the dearth of underrepresented minority (URM) female doctoral students. …

An Exploration Of Faculty And Staff Mentoring On High-Risk Community College Student Self-Efficacy, Support Systems, And Persistence, William E. Ashcraft

Educational Foundations & Leadership Theses & Dissertations

The purpose of this study was to explore the effects of faculty and staff mentoring on high-risk community college student self-efficacy, support systems and persistence and identifying the attitudes and behaviors of successful faculty and staff mentors. Using a phenomenological qualitative approach, twenty-two successful high-risk students from one urban community college were interviewed and asked to identify and describe someone on campus who had been most influential in their ability to persist. The twenty-six community college faculty and staff personnel identified by these students were interviewed to learn what they do to help students succeed and persist. Four themes emerged …