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Full-Text Articles in Education
Experiences Of Music Therapy Junior Faculty Members: A Narrative Exploration, Carol A. Olszewski
Experiences Of Music Therapy Junior Faculty Members: A Narrative Exploration, Carol A. Olszewski
ETD Archive
Very few music therapists have educational background or training to be proficient at teaching at institutions of higher education. With only minimal (if any) training in andragogy and in research methodology, music therapy junior faculty (MTJF) members find themselves novice academics in the highly structured, competitive environment of the academy. In order for music therapists to be successful in their career change from clinical work to the academy, improvements and modifications to the education of future music therapy professors are likely, but data are necessary to intimate and to guide those changes. This narrative research study explored the lived experiences …
Determining The Extent To Which Information Literacy Online Learning Objects Follow Best Practices For Teaching And Assessing Critical Thinking, Goodsett Mandi
Determining The Extent To Which Information Literacy Online Learning Objects Follow Best Practices For Teaching And Assessing Critical Thinking, Goodsett Mandi
ETD Archive
Critical thinking is widely accepted as a primary goal of higher education. The skills and dispositions of critical thinking have much in common with those of information literacy, and instruction librarians could improve their information literacy instruction by integrating critical thinking. However, it is not currently clear to what extent instruction librarians encourage critical thinking in their teaching. Moreover, rather than credit-bearing courses, much of library instruction currently consists of either “one-shot” (single class period) sessions or online learning objects which students complete asynchronously. This study focuses on online learning objects, which are often created with great effort, have long-lasting …
Writer Self-Efficacy And Student Self-Identity In Developmental Writing Classes: A Case Study, Bridget Ann Kriner
Writer Self-Efficacy And Student Self-Identity In Developmental Writing Classes: A Case Study, Bridget Ann Kriner
ETD Archive
The purpose of this qualitative case study was to explore how instructional approaches to teaching developmental writing at a large urban community college foster the development of college students’ self-efficacy regarding academic writing and self-identity as college students. The case study examined the perspectives of four instructors and six students. The research considered: 1) how students experience the development of self-efficacy related to their academic writing; 2) how students experience their self-identity as college students; 3) how writing instructors foster students’ development of self-efficacy as writers; and 4) how writing instructors foster students’ self-identities as college students. The findings of …
The Unemployed Adult In The Liminal Space Of A Job-Training Program: Transformations Of Learner Identities, Anthony Craig Adkisson
The Unemployed Adult In The Liminal Space Of A Job-Training Program: Transformations Of Learner Identities, Anthony Craig Adkisson
ETD Archive
This research addresses the impact job-readiness programs have on the identity of unemployed adults. The purpose of this qualitative case study was to examine the transformational learning that happened for a group of seven unemployed adults seeking employment. The research considered: 1) what meaning do unemployed adults make out of their experience going through job-training programs; 2) what are the liminal aspects of job-training programs; 3) how do aspects of the job-training programs influence the development of their identity; 4) what are the ways the programs shapes their views toward learning; and 5) in what ways was this experience transformative? …
A Quantitative Study Of Persistence Factors For First-Year Students At Urban And Residential Universities, Abigail Parsons Shiban
A Quantitative Study Of Persistence Factors For First-Year Students At Urban And Residential Universities, Abigail Parsons Shiban
ETD Archive
Persistence from the first to second year of college can be challenging for students at urban institutions given that they face added pressures and unique situations preventing them from persisting beyond the first year of higher education. While first-year persistence in higher education has been investigated, very little formal research exists on persistence at urban institutions. To bridge this gap, a quantitative analysis of 395 students at two urban and two residential four-year public institutions in Ohio was conducted using the Social Integration and Persistence Intentions Scale (Pascarella & Terenzini, 1980) while exploring comprehensive factors such as students' pre-college and …