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Full-Text Articles in Education
An Investigation Of Factors Contributing To All But Dissertation Status: Doctor Of Education Students, Jacqueline M. Gaffner, Celia M. Wilson
An Investigation Of Factors Contributing To All But Dissertation Status: Doctor Of Education Students, Jacqueline M. Gaffner, Celia M. Wilson
Administrative Issues Journal
Literature regarding advanced degree completion illustrates multiple factors attributing to completion or abandonment of dissertation research. Contributing factors are typically linked to the environment associated with the institution in which a doctoral candidate is enrolled, or personality characteristics held by individual candidates. The purpose of this qualitative case study was to gather data from current doctoral candidates regarding factors that inhibited their completion of the doctor of education degree. Initial responses from participants appeared to confirm findings from similar research studies exploring dissertation non-completers. Most participants noted personal factors for non-completion, while a few mentioned institutional factors. In order to …
Undergraduate Latina/O Students: A Systematic Review Of Research Identifying Factors Contributing To Academic Success Outcomes, Gloria Crisp, Amanda Taggart, Amaury Nora
Undergraduate Latina/O Students: A Systematic Review Of Research Identifying Factors Contributing To Academic Success Outcomes, Gloria Crisp, Amanda Taggart, Amaury Nora
Teacher Education and Leadership Faculty Publications
A systematic review was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student academic success outcomes during college. The purpose of the study was to make sense of and provide critique to this rapidly growing body of research, as well as to direct future research efforts. Findings indicate that a combination of (a) sociocultural characteristics; (b) academic self-confidence; (c) beliefs, ethnic/racial identity, and coping styles; (d) precollege academic experiences; (e) college experiences; (f) internal motivation and commitment; (g) interactions with supportive individuals; (h) perceptions of the campus …