+publisher:"University of North Texas" +contributor:("Whitson, Kathleen Krebbs, 1947-")

University of North Texas

1. Weisel, Jessica W. Examining Self-efficacy in Community College Adjunct Faculty.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc801926/

► Though professional development interventions are widespread in higher education, administrators often do not formally assess their effectiveness, particularly in relation to teacher self-efficacy. The purposes… (more)

▼ Though professional development interventions are widespread in higher education, administrators often do not formally assess their effectiveness, particularly in relation to teacher self-efficacy. The purposes of this study were to determine if any statistically significant difference existed between the self-efficacy scores of adjunct faculty participants in a community college’s professional development program and nonparticipants and to identify the variables with a statistically significant relationship with self-efficacy. A modified version of the Teachers’ Sense of Efficacy Scale (TSES) was administered to 21 adjunct faculty participants in Lone Star College’s Adjunct Certification Program (ACP) and 312 adjunct faculty not currently participating in the program. A demographic questionnaire development by the researcher was also administered. Independent variables of the demographic questionnaire included gender, ethnicity, age, K-12 teaching experience, highest degree earned, subject taught, years of college teaching experience, and number of courses taught each semester. Paired t-test results indicated statistically significant differences in Efficacy in Instructional Strategies for adjunct participants in the ACP program. No significant differences were found for Efficacy in Student Engagement and Efficacy in Classroom Management. Multiple regression analyses indicated that gender has a statistically significant relationship to Efficacy Instructional Strategies. A statistically significant relationship was found for race for Efficacy in Classroom Management. Finally, analysis also indicated a positive relationship between race and gender for Efficacy in Student Engagement. No other statistically significant relationships were found across the other demographic variables. Findings of this study revealed that the ACP increased teacher self-efficacy across two of the three dimensions of the TSES indicating that the professional development intervention had a positive effect on the efficacy of its participants. The present study contributes to the research on teacher self-efficacy, adjunct faculty and professional development interventions. Advisors/Committee Members: Whitson, Kathleen Krebbs, 1947-, Chen, Daniel, Bower, Beverly L..

Subjects/Keywords: self-efficacy; adjunct faculty; professional development; community college; Self-efficacy.; Community college teachers – Psychology.; College teachers, Part-time – Psychology.

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APA (6^th Edition):

Weisel, J. W. (2015). Examining Self-efficacy in Community College Adjunct Faculty. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801926/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Weisel, Jessica W. “Examining Self-efficacy in Community College Adjunct Faculty.” 2015. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc801926/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Weisel, Jessica W. “Examining Self-efficacy in Community College Adjunct Faculty.” 2015. Web. 19 Jan 2021.

Vancouver:

Weisel JW. Examining Self-efficacy in Community College Adjunct Faculty. [Internet] [Thesis]. University of North Texas; 2015. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801926/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Weisel JW. Examining Self-efficacy in Community College Adjunct Faculty. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801926/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

2. Kessler, M. David. Establishing a History and Trajectory of LGBT and Queer Studies Programs in the American Research University: Context for Advancing Academic Diversity and Social Transformation.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc804893/

► The system of higher education in the United States of America has retained some of its original character yet it has also grown in many… (more)

▼ The system of higher education in the United States of America has retained some of its original character yet it has also grown in many ways. Among the contemporary priorities of colleges and universities are undergraduate student learning outcomes and success along with a growing focus on diversity. As a result, there has been a growing focus on ways to achieve compositional diversity and a greater sense of inclusion with meaningful advances through better access and resources for individuals from non-dominant populations. The clearest result of these advances for sexual and gender diversity has been a normalization of lesbian, gay, bisexual, transgender, and queer (LGBTQ) identities through positive visibility and greater acceptance on campus. However, it appears that relatively few institutions have focused on improving academic diversity and students’ cognitive growth around LGBTQ issues. Through historical inquiry and a qualitative approach, this study explored the fundamental aspects of formal LGBTQ studies academic programs at some of the leading American research universities, including Cornell University, the University of Maryland, College Park, and the University of Texas at Austin – a purposeful sample chosen from the Association of American Universities (AAU) member institutions with organized curricula focused on the study of sexual and gender diversity. The analysis of primary and secondary sources, including documents and interviews, helped create historical narratives that revealed: a cultural shift was necessary to launch a formal academic program in LGBTQ studies; this formalization of LGBTQ studies programs has been part of the larger effort to improve the campus climate for sexual and gender diversity; and there has been a common pattern to the administration and operation of LGBTQ studies. Clearly, the research shows that LGBTQ studies, as a field of study and formal curriculum, has become institutionalized at the American research university. A key outcome of this research is the creation of a historiography of curricular development around sexual and gender diversity at a sample of premier research universities. This work also begins to fill the gap in the study of academic affairs at the postsecondary level of education related to LGBT and queer studies and the organization and administration of learning about diversity and inclusion. Ultimately, the results of this study can influence the continued advancement and maturity of this legitimate field of study as well as academic diversity and social transformation around sexual and gender diversity. Advisors/Committee Members: Fann, Amy, Cutright, W. Marc, Whitson, Kathleen Krebbs, 1947-.

Subjects/Keywords: LGBTQ studies; queer studies; academic programs; academic diversity; social transformation; history of higher education; Gay and lesbian studies – United States.; Sexual minorities – United States.; Bisexuals – United States.; Transgender people – United States.

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APA (6^th Edition):

Kessler, M. D. (2015). Establishing a History and Trajectory of LGBT and Queer Studies Programs in the American Research University: Context for Advancing Academic Diversity and Social Transformation. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804893/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kessler, M David. “Establishing a History and Trajectory of LGBT and Queer Studies Programs in the American Research University: Context for Advancing Academic Diversity and Social Transformation.” 2015. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc804893/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kessler, M David. “Establishing a History and Trajectory of LGBT and Queer Studies Programs in the American Research University: Context for Advancing Academic Diversity and Social Transformation.” 2015. Web. 19 Jan 2021.

Vancouver:

Kessler MD. Establishing a History and Trajectory of LGBT and Queer Studies Programs in the American Research University: Context for Advancing Academic Diversity and Social Transformation. [Internet] [Thesis]. University of North Texas; 2015. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804893/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kessler MD. Establishing a History and Trajectory of LGBT and Queer Studies Programs in the American Research University: Context for Advancing Academic Diversity and Social Transformation. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804893/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

3. Placido, Robert B. Self-determination of Military Students in Postsecondary Education.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc699858/

► The purpose of this quantitative study was to examine undergraduate military veteran students’ self-determination and academic effort in relation to their nonveteran college peers. A… (more)

Subjects/Keywords: veterans; self-determination; academic effort; self-efficacy; Veterans – Education (Higher) – Texas.; Autonomy (Psychology); Self-efficacy.

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APA (6^th Edition):

Placido, R. B. (2014). Self-determination of Military Students in Postsecondary Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699858/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Placido, Robert B. “Self-determination of Military Students in Postsecondary Education.” 2014. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc699858/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Placido, Robert B. “Self-determination of Military Students in Postsecondary Education.” 2014. Web. 19 Jan 2021.

Vancouver:

Placido RB. Self-determination of Military Students in Postsecondary Education. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699858/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Placido RB. Self-determination of Military Students in Postsecondary Education. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699858/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

4. Shelton, Kiesha R. Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc500023/

► There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that… (more)

Subjects/Keywords: Academic advising; profession; Counseling in higher education – Standards.; Faculty advisors.

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APA (6^th Edition):

Shelton, K. R. (2014). Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500023/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shelton, Kiesha R. “Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?.” 2014. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc500023/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shelton, Kiesha R. “Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?.” 2014. Web. 19 Jan 2021.

Vancouver:

Shelton KR. Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500023/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shelton KR. Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500023/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

5. Smith, Dantrayl. The Success Factors of African American Males in Master of Arts Teaching Programs.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc500056/

► The problem of not enough African American males enrolling in masters level teaching programs was addressed in this study. This phenomenological study examined the experiences… (more)

Subjects/Keywords: African American males; Graduate; Programs; African American teachers – Training of.; African American men – Education (Graduate); African American graduate students.; Persistence.

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APA (6^th Edition):

Smith, D. (2014). The Success Factors of African American Males in Master of Arts Teaching Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500056/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Dantrayl. “The Success Factors of African American Males in Master of Arts Teaching Programs.” 2014. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc500056/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Dantrayl. “The Success Factors of African American Males in Master of Arts Teaching Programs.” 2014. Web. 19 Jan 2021.

Vancouver:

Smith D. The Success Factors of African American Males in Master of Arts Teaching Programs. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500056/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith D. The Success Factors of African American Males in Master of Arts Teaching Programs. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500056/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

6. Mancone, Nichole A. Sovereign Immunity: a Study of Higher Education Cases.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc801943/

► This study explored the legal parameters of sovereign immunity and its waivers for employees of public institutions of higher education in the state of Texas.… (more)

Subjects/Keywords: sovereign immunity; Texas Tort Claims Act; higher education; Tort liability of universities and colleges – Texas.; Government liability – Texas.; Education, Higher – Law and legislation – Texas.

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APA (6^th Edition):

Mancone, N. A. (2015). Sovereign Immunity: a Study of Higher Education Cases. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801943/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mancone, Nichole A. “Sovereign Immunity: a Study of Higher Education Cases.” 2015. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc801943/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mancone, Nichole A. “Sovereign Immunity: a Study of Higher Education Cases.” 2015. Web. 19 Jan 2021.

Vancouver:

Mancone NA. Sovereign Immunity: a Study of Higher Education Cases. [Internet] [Thesis]. University of North Texas; 2015. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801943/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mancone NA. Sovereign Immunity: a Study of Higher Education Cases. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801943/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

7. Smith, Donna Gayle. A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc699861/

► This historical study chronicled events of the development and implementation of the Paris Small Business Development Center at Paris Junior College in Paris, Texas from… (more)

Subjects/Keywords: Higher education extension programs; entrepreneurial; learning; small business development; Paris Small Business Development Center (Paris, Tex.); Small business – Texas – Paris – Societies, etc.

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APA (6^th Edition):

Smith, D. G. (2014). A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699861/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Donna Gayle. “A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006.” 2014. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc699861/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Donna Gayle. “A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006.” 2014. Web. 19 Jan 2021.

Vancouver:

Smith DG. A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699861/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith DG. A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699861/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

8. Bunyard, Magen Lynn. Evaluation Practices of Community College Faculty Development Programs.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc699864/

► The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation… (more)

▼ The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation practices. Data from 184 survey responses and the Integrated Postsecondary Education Data System (IPEDS) were analyzed to answer three research questions. Multiple regression was used to determine if a relationship existed between the dependent/outcome variable (evaluation utilization score) and the independent/predictor variable (accrediting agency affiliation: MSCHE, NEASC, NCA, NWCCU, SACS, and WASC) and/or control variables (institution locale, student FTE, expenses per student FTE, percent spent on instruction, and percent of full-time faculty). Results were not statistically significant, F (12, 163) = 1.176, p = .305. The mean evaluation scores were similar for all six accrediting agencies ranging from 60-69. The rural variable was statistically significant with p = .003 and alpha = .05, but it only accounted for 3.6% of the variance explained. Logistic regression was used to determine if a relationship existed between the dependent/outcome variable (use of evaluation) and the above-specified independent/predictor variable and/or control variables for six faculty development program activities. Results revealed that significant predictor variables for the use of evaluation vary based on the faculty development program activity. Statistically significant predictors were identified for two of the six activities. The percent spent on instruction variable was statistically significant for financial support for attending professional conferences (p = .02; alpha = .05). The NCA affiliation and student FTE variables were statistically significant for orientation for new faculty (p = .007; alpha = .05 and p = .027; alpha = .05 respectively). The analysis of the evaluation methods was conducted using descriptive statistics and frequencies. The most frequently used evaluation methods were questionnaire and verbal feedback. NCA was identified as having the greatest number of institutions using the most frequently used evaluation methods for four of the activities. SACS was identified as having the largest number of institutions using the greatest number of evaluation methods for five of the activities. It was discovered that accrediting agencies with policies regarding faculty development program evaluation practices were not more likely to have higher evaluation utilization scores or utilize evaluation methods more frequently than accrediting agencies without such policies. The study revealed that among community college faculty development programs evaluation practice similarities were more prevalent than differences regardless of accrediting agency affiliation. As a result of this discovery, future research should extend beyond the accrediting agency affiliation emphasis and explore additional influences on institutional decision making processes regarding community college faculty development program evaluation practices. Advisors/Committee Members: Whitson, Kathleen Krebbs, 1947-, Taylor, Barrett Jay, Chen, Pu-Shih Daniel.

Subjects/Keywords: faculty development; community colleges; Community college teachers – United States.; Career development – United States – Evaluation.; Community colleges – United States – Faculty.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bunyard, M. L. (2014). Evaluation Practices of Community College Faculty Development Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699864/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bunyard, Magen Lynn. “Evaluation Practices of Community College Faculty Development Programs.” 2014. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc699864/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bunyard, Magen Lynn. “Evaluation Practices of Community College Faculty Development Programs.” 2014. Web. 19 Jan 2021.

Vancouver:

Bunyard ML. Evaluation Practices of Community College Faculty Development Programs. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699864/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bunyard ML. Evaluation Practices of Community College Faculty Development Programs. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699864/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

9. Jackson, Delores. Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc700075/

► This study examined differences between adult first-generation (AFG) and adult-continuing generation (ACG) students’ academic self-efficacy with regard to the online courses in which they were… (more)

▼ This study examined differences between adult first-generation (AFG) and adult-continuing generation (ACG) students’ academic self-efficacy with regard to the online courses in which they were currently enrolled. The study used an online survey methodology to collect self-reported quantitative data from 1,768 undergraduate students enrolled in an online course at a mid-sized, four-year public university in the southwestern United States; 325 cases were usable for the study. The t-tests revealed no statistically significant differences between the academic self-efficacy of the AFG and ACG students. Parents’ level of educational attainment was unrelated to adult students’ academic self-efficacy with online courses. Ordinary least-squares analysis was used to evaluate student characteristics that might be associated with academic self-efficacy in the online environment. A combination of gender, GPA, age, race/ethnicity (White, Black, Hispanic, and other), and number of previous online courses predicted a statistically significant 12% of the variance in academic self-efficacy in an online environment (p < .001). Age (p < .001) and self-efficacy were positively correlated, meaning that adult students reported greater academic self-efficacy than did younger students; and number of previous online courses (p < .001) was also positively correlated to academic self-efficacy, indicating that students with greater experience with online courses reported a greater sense of academic self-efficacy in that environment than students who had completed fewer online courses. This study has implications of providing additional insight for higher education practitioners working with adult learners. Identifying additional factors influencing adult learners’ academic self-efficacy in an online academic environment may be useful when building effective strategies to improve online retention and completion rates for these students. Future research should examine a wider variety of variables beyond demographic characteristics. External and internal factors, along with existing theories of behaviors should be investigated to help explain adult persistence and retention online and in face-to-face courses. Advisors/Committee Members: Whitson, Kathleen Krebbs, 1947-, Bower, Beverly L., Chen, Puh-Shih Daniel.

Subjects/Keywords: adult learner; online college courses; adult-continuing generation students; Self-efficacy.; First-generation college students – Psychology.; College students – Psychology.; Distance education students – Psychology.

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APA (6^th Edition):

Jackson, D. (2014). Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700075/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jackson, Delores. “Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses.” 2014. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc700075/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jackson, Delores. “Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses.” 2014. Web. 19 Jan 2021.

Vancouver:

Jackson D. Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700075/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jackson D. Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700075/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

10. Smethers, Misty L. Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc700082/

► In higher education, the field of student affairs, as demonstrated in previous research, suffers from high turnover, and often, the choice to leave the student… (more)

Subjects/Keywords: Student affairs; workplace supportiveness; family obligations; males; Student affairs administrators.; Work and family.; Quality of work life.; Male employees.

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APA (6^th Edition):

Smethers, M. L. (2014). Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700082/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smethers, Misty L. “Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers.” 2014. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc700082/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smethers, Misty L. “Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers.” 2014. Web. 19 Jan 2021.

Vancouver:

Smethers ML. Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700082/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smethers ML. Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700082/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

11. Keller, Judith. Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc500150/

► The student success rates for three developmental mathematics courses (prealgebra, elementary algebra, and intermediate algebra) taught through four instructional methods (lecture, personalized system of instruction… (more)

▼ The student success rates for three developmental mathematics courses (prealgebra, elementary algebra, and intermediate algebra) taught through four instructional methods (lecture, personalized system of instruction [PSI], hybrid, and online) were examined. The sample consisted of 9,211 students enrolled in a large Texas community college from fall 2009 through spring 2011. Student success was defined as a grade of C or better. Chi-square tests were used to compare the three developmental mathematics courses success rates. Statistically significant differences in student success were found between all four methods of instruction for all three mathematics courses (prealgebra: χ2 [df = 3] = 107.90, p < 0.001; elementary algebra: χ2 [df = 3] = 88.39, p < 0.001; intermediate algebra χ2 [df = 3] = 254.18, p < 0.001). Binary logistic regression modeling was used to determine to what extent age, gender, ethnicity, residency, Pell eligibility and mode of instruction accounted for the community college students’ course success for each of the three developmental mathematics courses. For prealgebra, the independent variables of gender, race, age, residency, and mode of instruction made statistically significant contributions to the model (χ2 [df = 14, n = 1,743] = 159.196, p < .001; Nagelkerke R2 = .119), with greater success among female, White, younger, out of country students taking the course through lecture. For elementary algebra, the independent variables of race, age, residency, and mode of instruction made statistically significant contributions to the logistic regression model (χ2 [df = 14, n = 2,731] = 816.223, p < .001; Nagelkerke R2 = .358), with greater success among , younger, out of country students taking the course through lecture, hybrid or PSI. For intermediate algebra, only race and Pell eligibility made a statistically significant contribution to the logistic regression, with greater success among White, Pell-eligible students, and mode of instruction did not contribute significantly to the model (χ2 [df = 14, n = 3,936] = 53.992, p < .001; Nagelkerke R2 = .019). Recommendations for research and implications for practice are provided. Advisors/Committee Members: Bower, Beverly L., Chen, P. Daniel, Whitson, Kathleen Krebbs, 1947-.

Subjects/Keywords: Community college; developmental mathematics; developmental education; instructional methods; Mathematics – Study and teaching (Higher); Community college students.; Prediction of scholastic success.; Teaching – Methodology.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Keller, J. (2014). Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500150/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Keller, Judith. “Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods.” 2014. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc500150/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Keller, Judith. “Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods.” 2014. Web. 19 Jan 2021.

Vancouver:

Keller J. Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500150/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keller J. Community College Student Success in Developmental Mathematics Courses: a Comparison of Four Instructional Methods. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500150/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

12. Gresham, Jennifer L. The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc500217/

► This phenomenological study investigated the transition experiences of clinical respiratory therapists who pursued second careers as respiratory faculty. Situated Learning Theory and Workplace Learning Theory… (more)

Subjects/Keywords: Transition experience; new faculty experience; new healthcare faculty; respiratory; academia; phenomenological; Respiratory therapists.; Career changes.; College teachers.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gresham, J. L. (2014). The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500217/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gresham, Jennifer L. “The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study.” 2014. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc500217/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gresham, Jennifer L. “The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study.” 2014. Web. 19 Jan 2021.

Vancouver:

Gresham JL. The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500217/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gresham JL. The Transition Experience of Second Career Respiratory Faculty: a Phenomenological Study. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500217/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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