Education Commons^™

Exploring The Use Of Teaching Strategies To Impact The Academic And Social Challenges Faced By First-Generation College Students, Susan Smierciak Lueders

College of Education Theses and Dissertations

Recent studies have shown that roughly one-third of the total students at four-year universities are the first in their families to attend college. These students are commonly referred to as first-generation college (FGC) students. The percent of total college students who are FGC students is expected to rise as the children of working-class, predominantly “blue collar” baby boomers, and the children of immigrants reach college age and enter the college arena. However, these students often enter college with unique academic and social challenges that result in an attrition rate of almost twice that of non- FGC students. While numerous studies …

Instructional Technology And Self-Directed Learning For Students' Academic Success, Vincent Demetrious Wiggins

College of Education Theses and Dissertations

Student achievement in the public education system of the United States is ranked substantially lower compared to other countries. One of the initiated goals proposed by the United States government is to increase the number of college graduates by partnering with community colleges (Office of the Press Secretary, 2015). Community colleges are open enrollment institutions, which often assist students described as at-risk. To serve the community college population of students, special curricular strategies have been implemented.

One tool identified for meeting the goal of increasing college graduation for the population of students at-risk is utilization of instructional technology. Instructional technology, …

少壯不努力, 老大徒傷悲 (A Young Idler, An Old Beggar): Chinese Nationals In U.S. Classrooms And The Pedagogical Significance Of Globalization, Ann Marie Frkovich

College of Education Theses and Dissertations

Over fifty thousand Chinese students are leaving China to study in US high schools. This interview-based, narrative inquiry study focuses on the experience of ten Chinese nationals now studying at a US high school and expands work done in comparative pedagogy by offering thick descriptions of the school experience in two cultures. This study makes the case that China’s changing culture is reflected in the stories and school histories of Chinese students who experience pedagogy as significantly different in China and the US. The push that drives students out of China includes high-stakes testing and public ranking systems and the …