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- <p>First-generation college students - Appalachian Region.</p> (1)
- <p>Marshall University. Graduate College. School Psychology Program - Evaluation.</p> (1)
- <p>Satisfaction – Students – Education (Higher) – Race identity.</p> <p>Satisfaction – Students – Education (Higher) – Web-based instruction.</p> <p>College dropouts – Prevention – Race identity.</p> <p>College dropouts – Prevention – Web-based instruction.</p> (1)
- <p>School psychology - Study and teaching (Graduate).</p> (1)
- <p>Student evaluation of teachers.</p> (1)
Articles 1 - 5 of 5
Full-Text Articles in Curriculum and Instruction
An Analysis Of Undergraduate Student Satisfaction, Retention, And Graduation By Instructional Modality And Racial/Ethnic Groups, Kevin Daniel Struble
An Analysis Of Undergraduate Student Satisfaction, Retention, And Graduation By Instructional Modality And Racial/Ethnic Groups, Kevin Daniel Struble
Theses, Dissertations and Capstones
This study investigated whether instructional modality in an undergraduate degree program, either traditional on-campus or asynchronous online, and racial/ethnic group could predict students’ reports of satisfaction with the institution, retention year-over-year, and graduation within an eight-year award rate. Data from surveys and enrollment status were collected on undergraduate students enrolled in a bachelor’s degree program by instructional modality over a timespan of eight academic years at a single institution. The researcher analyzed categorical predictor variables of instructional modality and racial/ethnic groups with the dichotomous outcome variables of low or high satisfaction, did not or did retain, and did not or …
Factors Influencing College Decision-Making For First-Generation Appalachian Students, Kristy Lynn Wood
Factors Influencing College Decision-Making For First-Generation Appalachian Students, Kristy Lynn Wood
Theses, Dissertations and Capstones
This investigation determined the degree of importance for selected personal-psychological, academic, peer, financial, and family factors influencing the decision to attend college by first-generation, Appalachian (FGA) sophomore students. Outcomes were further related to the degree of academic and social integration in college and the likelihood of participants returning (persisting) to the next term or year. Participants were a purposeful group of 3,264 sophomores enrolled at three universities. Data were collected using the Transition to College Survey (TCS), which participants completed via an email invitation. Two-hundred, seventy-three responded (273) as follows: 110 (41%) first-generation status, 214 (78%); Appalachian status and 90 …
Faculty Perceptions Of The Effects Of Student Evaluations Of Teaching On Higher Education Instructional Practices And Instructor Morale, Annette Rashid Gall
Faculty Perceptions Of The Effects Of Student Evaluations Of Teaching On Higher Education Instructional Practices And Instructor Morale, Annette Rashid Gall
Theses, Dissertations and Capstones
The perceived consequences of student evaluations of teaching (SET) on higher education instructional practices and instructor morale were investigated. Participants were randomly selected from the 2002-2003 faculty of West Virginia’s eight public colleges, n= 274. The researcher developed self-report survey, the Gall Faculty Response to Evaluations of Teaching (FRET), was inspired by research literature. Research questions investigating the relationship between four independent variables and perception of changes in instructional practices were significant indicating that faculty consider information from student evaluations when changing teaching strategies. Research questions investigating the relationship between four independent variables and perception of changes in instructor morale …
Students' Perception Index Of The Mugc School Psychology Practicum : A Correlation Of Course Work With Practicum Experiences, C. Lee Chandler Iii
Students' Perception Index Of The Mugc School Psychology Practicum : A Correlation Of Course Work With Practicum Experiences, C. Lee Chandler Iii
Theses, Dissertations and Capstones
The perceived consistency between the course work and practicum of the Marshall University Graduate College school psychology program was investigated. The magnitude of consistency was determined by a Spearman correlation coefficient comparing students’ subjective rankings of the relative importance of various school psychologist activities as emphasized in the program’s course work with the relative importance of those same activities as relevant to the practicum setting. The findings suggest a significant degree of correlation at the (.05) significance level between what is emphasized in the program’s coursework and what is relevant to practicum experience.
Evaluation Of The School Psychology Program At Marshall University Graduate College, Mary L. Winters
Evaluation Of The School Psychology Program At Marshall University Graduate College, Mary L. Winters
Theses, Dissertations and Capstones
This research evaluates the structure, purpose, and efficiency of the School Psychology Program at Marshall University Graduate College and will be utilized as baseline research for further measures of program efficiency and accountability. This study investigates the satisfaction levels and opinions of the student population, including all current and recent students who have graduated from the program. The methods of data collection were a survey, developed primarily from the goals and objectives of the program, and telephone interviews. The information requested in these methods was structured to provide both qualitative and quantitative data. Frequency analysis of the data resulted in …