subject:( Student support)

University of Texas – Austin

1. Lee, Ji-Eun, active 2013. A study of the relationship between different types of autonomy support and student interest.

Degree: MA, Educational Psychology, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-12-4718

► Representing one of the influential motivational variables on learning, interest includes both cognitive and affective components, arising from the interplay between an individual and a… (more)

Subjects/Keywords: Student interest; Autonomy support; Cognitive autonomy support

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APA (6^th Edition):

Lee, Ji-Eun, a. 2. (2011). A study of the relationship between different types of autonomy support and student interest. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4718

Chicago Manual of Style (16^th Edition):

Lee, Ji-Eun, active 2013. “A study of the relationship between different types of autonomy support and student interest.” 2011. Masters Thesis, University of Texas – Austin. Accessed February 28, 2021. http://hdl.handle.net/2152/ETD-UT-2011-12-4718.

MLA Handbook (7^th Edition):

Lee, Ji-Eun, active 2013. “A study of the relationship between different types of autonomy support and student interest.” 2011. Web. 28 Feb 2021.

Vancouver:

Lee, Ji-Eun a2. A study of the relationship between different types of autonomy support and student interest. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4718.

Council of Science Editors:

Lee, Ji-Eun a2. A study of the relationship between different types of autonomy support and student interest. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4718

Texas A&M University

2. Berthold, David Arthur. Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

URL: http://hdl.handle.net/1969.1/174336

► This one-group pretest-posttest action research study of 2017–2018 eighth-grade students at a Pre-K through 12th grade independent school in Houston, Texas, will present information related… (more)

Subjects/Keywords: student support; peer mentoring

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APA (6^th Edition):

Berthold, D. A. (2018). Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174336

Chicago Manual of Style (16^th Edition):

Berthold, David Arthur. “Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming.” 2018. Doctoral Dissertation, Texas A&M University. Accessed February 28, 2021. http://hdl.handle.net/1969.1/174336.

MLA Handbook (7^th Edition):

Berthold, David Arthur. “Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming.” 2018. Web. 28 Feb 2021.

Vancouver:

Berthold DA. Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/1969.1/174336.

Council of Science Editors:

Berthold DA. Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174336

University of Minnesota

3. Berman-Young, Sarah B. Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

URL: http://hdl.handle.net/11299/165192

► The purpose of this study was to determine the relationship between urban middle school students' perceptions of the support provided by their teachers, and student… (more)

Subjects/Keywords: Student engagement; Teacher-student relationships; Teacher support

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APA (6^th Edition):

Berman-Young, S. B. (2014). Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165192

Chicago Manual of Style (16^th Edition):

Berman-Young, Sarah B. “Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.” 2014. Doctoral Dissertation, University of Minnesota. Accessed February 28, 2021. http://hdl.handle.net/11299/165192.

MLA Handbook (7^th Edition):

Berman-Young, Sarah B. “Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.” 2014. Web. 28 Feb 2021.

Vancouver:

Berman-Young SB. Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/11299/165192.

Council of Science Editors:

Berman-Young SB. Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165192

4. Despres-Bedward, Antoine. Comparing the effect of support on student satisfaction in online and face-to-face universities.

Degree: 2014, Athabasca University

URL: http://hdl.handle.net/10791/43

►

The faculty-student relationship is very important in distance education. The effects of faculty support to the student have received less attention in the literature. The… (more)

Subjects/Keywords: Student support; Student satisfaction; Comparative study; Online support; Transactional Distance

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APA (6^th Edition):

Despres-Bedward, A. (2014). Comparing the effect of support on student satisfaction in online and face-to-face universities. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/43

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):

Despres-Bedward, Antoine. “Comparing the effect of support on student satisfaction in online and face-to-face universities.” 2014. Thesis, Athabasca University. Accessed February 28, 2021. http://hdl.handle.net/10791/43.

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

MLA Handbook (7^th Edition):

Despres-Bedward, Antoine. “Comparing the effect of support on student satisfaction in online and face-to-face universities.” 2014. Web. 28 Feb 2021.

Vancouver:

Despres-Bedward A. Comparing the effect of support on student satisfaction in online and face-to-face universities. [Internet] [Thesis]. Athabasca University; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10791/43.

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

Council of Science Editors:

Despres-Bedward A. Comparing the effect of support on student satisfaction in online and face-to-face universities. [Thesis]. Athabasca University; 2014. Available from: http://hdl.handle.net/10791/43

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

University of Texas – Austin

5. -9526-4791. Implementation of a learner support system in online education : a case study.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

URL: http://dx.doi.org/10.26153/tsw/2892

► Learner support systems that provide academic and non-academic supports, which are planned and strategically integrated into the online learning experience have been shown to have… (more)

▼ Learner support systems that provide academic and non-academic supports, which are planned and strategically integrated into the online learning experience have been shown to have a positive impact on student’s persistence and satisfaction in online environments. Insufficient research exists on how these systems are implemented, how support is provided, and how students perceive the support they receive, especially for adult learners. To address this gap in research, this descriptive case study analyzed the implementation of a learner support system in an online program in which three-quarters of the students are nontraditional. Through the use of qualitative methods, the study describes the experiences and perceptions of faculty, the academic advisor, and students who administered or received support through the system. This study contributes needed research to the field of education by exploring student support as a method of improving student persistence in online education. This study found that learner support systems require oversight and management to ensure that they remain a working system. It was uncovered that the originally envisioned support system ultimately broke down as support became compartmentalized to those providing support resulting in gaps in a learner support system that was envisioned to encircle students with assistance when needed. However, despite this breakdown, the results showed that learner support can help students feel encouraged and satisfied with their online experience. The majority of students found the support they received was helpful and that alerts about their academic standing motivated to continue in their course. This research study also illuminated support strategies the faculty and the academic advisor used to optimize student interaction and persistence. The academic advisor, as a one-stop resource for providing nonacademic support, increased students’ feelings of connectedness. This study also found that regular support interactions and timely responses from course faculty helped students’ feel supported and reduced their perception of being isolated. This study also uncovered the faculty and advisors’ perceptions and challenges in providing support to students. Lastly, the study identified the types of support that students found most helpful to their learning in an online environment. The students found timely responses to their requests for assistance as most important to their learning and preferred easy methods to communicate with their professors. The support preferences between traditional and nontraditional students were also investigated Advisors/Committee Members: Resta, Paul E. (advisor), Hughes, Joan E. (committee member), Riegle-Crumb, Catherine (committee member), Alvarado, Cassandre G. (committee member).

Subjects/Keywords: Learner support system; Student support; Nontraditional students; Virtual office hours; Faculty support; Academic advising; Academic support; Non-academic support; Enrollment coaching; Online education learner support; Online student support

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APA (6^th Edition):

-9526-4791. (2019). Implementation of a learner support system in online education : a case study. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2892

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-9526-4791. “Implementation of a learner support system in online education : a case study.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed February 28, 2021. http://dx.doi.org/10.26153/tsw/2892.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-9526-4791. “Implementation of a learner support system in online education : a case study.” 2019. Web. 28 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9526-4791. Implementation of a learner support system in online education : a case study. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2021 Feb 28]. Available from: http://dx.doi.org/10.26153/tsw/2892.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-9526-4791. Implementation of a learner support system in online education : a case study. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2892

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Waikato

6. Lewis, Narissa. Rethinking support for the digital age: support for online learners from a teaching staff perspective .

Degree: 2014, University of Waikato

URL: http://hdl.handle.net/10289/9296

► Although the internet has contributed to a rapid increase in online education provision and student numbers, the withdrawal rate in online settings is higher than… (more)

▼ Although the internet has contributed to a rapid increase in online education provision and student numbers, the withdrawal rate in online settings is higher than that in face to face. Consequently, the need for adequate infrastructure and support systems for online education cannot be ignored. With a growing online student base, there is a need for tertiary organisations to be responsive and supportive to students who are completing their education outside of the traditional, face to face classroom scenario. However, within the tertiary organisation that this study takes place, support services are predominantly focused towards students who are studying face to face. The purpose of this research was to identify current thinking and practices of support for online students from a teaching staff perspective to contribute to the development of support for online students. As the main point of contact for students who are studying online with the organisation, tutors of online programmes were interviewed to identify how they currently support their students and in turn, enable them to progress with their education. Tutors were also interviewed to identify the organisational factors they believe should exist when supporting students who are studying online. This study identified that tutors believe that managerial staff who make decisions about offering online courses perceive these as an extension of face to face courses. As a result, the time and effort required to develop, teach and support online programmes and students is underestimated which causes challenges for teaching staff. Nevertheless, tutors in this study were committed to supporting their students and do this through providing timely feedback, encouraging online learning communities and self-directed learning. Tutors are driven to provide this level of support as they describe their students as having many commitments in addition to their studies. They also describe students as second-chance learners who may have had negative educational experiences in the past. This awareness of students’ circumstances drives tutors to provide support when students are studying which can be after hours or during weekends. Tutors also believe that support services should be more flexible and operate during these times. To compensate, tutors take on roles that they might not otherwise do in the face to face learning environment. However, such practices are challenging and may be unsustainable if the number of courses and student numbers are to increase. Tutors in this study would prefer a collaborative organisational approach to online education to ensure the services and resources required to develop, teach and support online programmes are provided in a seamless manner. This study does not suggest that support services are made available 24/7; rather, it recommends that the organisation first needs to clarify their position and staff roles in online education to ensure those who develop, teach and support online programmes have a shared understanding of… Advisors/Committee Members: Earl, Kerry (advisor), Archard, Simon (advisor).

Subjects/Keywords: online learning; student support; online teaching; learning support

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APA (6^th Edition):

Lewis, N. (2014). Rethinking support for the digital age: support for online learners from a teaching staff perspective . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9296

Chicago Manual of Style (16^th Edition):

Lewis, Narissa. “Rethinking support for the digital age: support for online learners from a teaching staff perspective .” 2014. Masters Thesis, University of Waikato. Accessed February 28, 2021. http://hdl.handle.net/10289/9296.

MLA Handbook (7^th Edition):

Lewis, Narissa. “Rethinking support for the digital age: support for online learners from a teaching staff perspective .” 2014. Web. 28 Feb 2021.

Vancouver:

Lewis N. Rethinking support for the digital age: support for online learners from a teaching staff perspective . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10289/9296.

Council of Science Editors:

Lewis N. Rethinking support for the digital age: support for online learners from a teaching staff perspective . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/9296

7. Gonko, Lori M. Community College Support Staff: What Role do they play in Student Success?.

Degree: 2014, Ferris State University

URL: http://hdl.handle.net/2323/5264

► Community colleges are currently facing a myriad of challenges that affect student achievement, including changing student demographics, evolving missions, and financial issues. In response to… (more)

Subjects/Keywords: Community colleges; Support staff; Student retention; Community collegess- support staff

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APA (6^th Edition):

Gonko, L. M. (2014). Community College Support Staff: What Role do they play in Student Success?. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5264

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):

Gonko, Lori M. “Community College Support Staff: What Role do they play in Student Success?.” 2014. Thesis, Ferris State University. Accessed February 28, 2021. http://hdl.handle.net/2323/5264.

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

MLA Handbook (7^th Edition):

Gonko, Lori M. “Community College Support Staff: What Role do they play in Student Success?.” 2014. Web. 28 Feb 2021.

Vancouver:

Gonko LM. Community College Support Staff: What Role do they play in Student Success?. [Internet] [Thesis]. Ferris State University; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2323/5264.

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

Council of Science Editors:

Gonko LM. Community College Support Staff: What Role do they play in Student Success?. [Thesis]. Ferris State University; 2014. Available from: http://hdl.handle.net/2323/5264

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

Delft University of Technology

8. Overklift Vaupel Klein, Thomas (author). Intelligent Agents that Support Students with Self-Study.

Degree: 2019, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:71ea726b-5177-4882-b578-45d17dca09a1

►

University students are expected to study on their own for large amounts of time. However a lot of these hours are not spent effectively by… (more)

Subjects/Keywords: Artificial Intelligence; Agent; Support; Self-Study; Student; Self-Study Support

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APA (6^th Edition):

Overklift Vaupel Klein, T. (. (2019). Intelligent Agents that Support Students with Self-Study. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:71ea726b-5177-4882-b578-45d17dca09a1

Chicago Manual of Style (16^th Edition):

Overklift Vaupel Klein, Thomas (author). “Intelligent Agents that Support Students with Self-Study.” 2019. Masters Thesis, Delft University of Technology. Accessed February 28, 2021. http://resolver.tudelft.nl/uuid:71ea726b-5177-4882-b578-45d17dca09a1.

MLA Handbook (7^th Edition):

Overklift Vaupel Klein, Thomas (author). “Intelligent Agents that Support Students with Self-Study.” 2019. Web. 28 Feb 2021.

Vancouver:

Overklift Vaupel Klein T(. Intelligent Agents that Support Students with Self-Study. [Internet] [Masters thesis]. Delft University of Technology; 2019. [cited 2021 Feb 28]. Available from: http://resolver.tudelft.nl/uuid:71ea726b-5177-4882-b578-45d17dca09a1.

Council of Science Editors:

Overklift Vaupel Klein T(. Intelligent Agents that Support Students with Self-Study. [Masters Thesis]. Delft University of Technology; 2019. Available from: http://resolver.tudelft.nl/uuid:71ea726b-5177-4882-b578-45d17dca09a1

Massey University

9. Simpson, Mark Trevor. Tertiary students' views on the usefulness of eportfolio support services : a thesis presented in partial fulfilment of the requirements for a degree of Master of Education in E-learning at Massey University, Manawatu, New Zealand .

Degree: 2011, Massey University

URL: http://hdl.handle.net/10179/3173

► The benefits of eportfolios as a tool for learning and assessment have received recognition from numerous writers, researchers and practitioners internationally. Eportfolio use has been… (more)

Subjects/Keywords: Electronic portfolios; Learning; Student support; Support services (Education)

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APA (6^th Edition):

Simpson, M. T. (2011). Tertiary students' views on the usefulness of eportfolio support services : a thesis presented in partial fulfilment of the requirements for a degree of Master of Education in E-learning at Massey University, Manawatu, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3173

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):

Simpson, Mark Trevor. “Tertiary students' views on the usefulness of eportfolio support services : a thesis presented in partial fulfilment of the requirements for a degree of Master of Education in E-learning at Massey University, Manawatu, New Zealand .” 2011. Thesis, Massey University. Accessed February 28, 2021. http://hdl.handle.net/10179/3173.

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

MLA Handbook (7^th Edition):

Simpson, Mark Trevor. “Tertiary students' views on the usefulness of eportfolio support services : a thesis presented in partial fulfilment of the requirements for a degree of Master of Education in E-learning at Massey University, Manawatu, New Zealand .” 2011. Web. 28 Feb 2021.

Vancouver:

Simpson MT. Tertiary students' views on the usefulness of eportfolio support services : a thesis presented in partial fulfilment of the requirements for a degree of Master of Education in E-learning at Massey University, Manawatu, New Zealand . [Internet] [Thesis]. Massey University; 2011. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10179/3173.

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

Council of Science Editors:

Simpson MT. Tertiary students' views on the usefulness of eportfolio support services : a thesis presented in partial fulfilment of the requirements for a degree of Master of Education in E-learning at Massey University, Manawatu, New Zealand . [Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3173

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

University of Georgia

10. Na, Jaekwon. Students' and parents' lived experiences in physical education and youth sport.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/28062

► The purpose of this study was two-fold: (a) to explore students’ experiences and learning in physical education and youth sport, and (b) to examine parents’… (more)

▼ The purpose of this study was two-fold: (a) to explore students’ experiences and learning in physical education and youth sport, and (b) to examine parents’ perceptions of their children’s experiences in physical education and youth sport. Phenomenological research method was employed in this study. The participants of this study included ten students, ages 12 to 15 and their parents (either father or mother). Data collection included phenomenological interviews, survey questionnaires, self-taken pictures of choice, and student diaries. Phenomenological analysis was used. This includes transcription, bracketing and the phenomenological reduction, listening to the interview for a sense of the whole, delineating units of general meaning, delineating another unit of meaning relevant to the research questions, clustering units of relevant meaning, determining themes from clusters of meaning, and contextualizing meaningful themes (Hycner, 1985). The findings of the study indicated students had positive thoughts toward physical education because they had fun and experienced feeling good about themselves. In spite of these positive views, students did not regard physical education as a learning environment. They had a separate perception of what they did and learned in physical education. Unlike physical education, students considered experiences in youth sport to present learning opportunities. In particular, students believed constructing a relationship with people, especially with their peers, in a youth sport program as a valuable learning opportunity. They learned social skills more in youth sport than in physical education. Students who involved in youth sport benefited from parents' psychosocial support including emotional support and informational support. Also, sibling relationships had an important influence on a students’ participation in youth sport both competitively and cooperatively. Finally, all students agreed that they liked youth sport more than physical education because of the level of learning, engagement or feeling free, and the involvement of the youth sports coach. Parents stressed the importance of their children’s social development in school life. They believed physical education to be a part of total education and to contribute to the social learning process through cooperative activities such as team sports. Parents also believed that physical education represented a playing time rather than learning time. However, they understood that the nature of physical education changes depending on the grade level: in secondary level, parents believed physical education relies on health education and physical fitness test more than doing physical activities. Parents believed that youth sport experiences helped their children to learn a variety of life skills to promote social development including respect for other and cooperation, and to learn self-discipline such as patience and self-control applicable to their children's daily life. From parents' viewpoint, participation in a youth sport program…

Subjects/Keywords: Student experience; Student learning; Parent perception; Parental support; Social development

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APA (6^th Edition):

Na, J. (2014). Students' and parents' lived experiences in physical education and youth sport. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28062

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):

Na, Jaekwon. “Students' and parents' lived experiences in physical education and youth sport.” 2014. Thesis, University of Georgia. Accessed February 28, 2021. http://hdl.handle.net/10724/28062.

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

MLA Handbook (7^th Edition):

Na, Jaekwon. “Students' and parents' lived experiences in physical education and youth sport.” 2014. Web. 28 Feb 2021.

Vancouver:

Na J. Students' and parents' lived experiences in physical education and youth sport. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10724/28062.

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

Council of Science Editors:

Na J. Students' and parents' lived experiences in physical education and youth sport. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28062

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

Northeastern University

11. Kuczik, Meredith R. LGBTQA validation: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2016, Northeastern University

URL: http://hdl.handle.net/2047/D20237750

► Despite increased attention to LGBTQA issues, campus climate studies suggest that LGBTQA students continue to be at heightened risk for mental health concerns and experiences… (more)

Subjects/Keywords: college student development; LGBTQA resource centers; LGBTQA students; student empowerment; student support; validation

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APA (6^th Edition):

Kuczik, M. R. (2016). LGBTQA validation: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237750

Chicago Manual of Style (16^th Edition):

Kuczik, Meredith R. “LGBTQA validation: an interpretative phenomenological analysis.” 2016. Doctoral Dissertation, Northeastern University. Accessed February 28, 2021. http://hdl.handle.net/2047/D20237750.

MLA Handbook (7^th Edition):

Kuczik, Meredith R. “LGBTQA validation: an interpretative phenomenological analysis.” 2016. Web. 28 Feb 2021.

Vancouver:

Kuczik MR. LGBTQA validation: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2047/D20237750.

Council of Science Editors:

Kuczik MR. LGBTQA validation: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237750

Northeastern University

12. Boudreau, Michael. Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online.

Degree: EdD, School of Education, 2017, Northeastern University

URL: http://hdl.handle.net/2047/D20258556

► The purpose of this study was to explore the lived experiences of online, adult learners who navigated transitions and overcame challenges to succeed in earning… (more)

Subjects/Keywords: adult learner support; baccalaureate attainment; community college student persistence; innovation in higher education; online student support; student engagement

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APA (6^th Edition):

Boudreau, M. (2017). Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20258556

Chicago Manual of Style (16^th Edition):

Boudreau, Michael. “Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online.” 2017. Doctoral Dissertation, Northeastern University. Accessed February 28, 2021. http://hdl.handle.net/2047/D20258556.

MLA Handbook (7^th Edition):

Boudreau, Michael. “Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online.” 2017. Web. 28 Feb 2021.

Vancouver:

Boudreau M. Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2047/D20258556.

Council of Science Editors:

Boudreau M. Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20258556

University of Pretoria

13. [No author]. Providing and managing student development and support in higher education in a developing country .

Degree: 2009, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-07212009-144105/

► This study is a qualitative review to identify factors impacting on the management and provision of student development and support in higher education in a… (more)

Subjects/Keywords: Student profile; Student needs; Curriculum development; Management in student support; Institutional development; Student development service portfolio; Organisational structure; Higher education; Academic development; Student development and support; UCTD

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APA (6^th Edition):

author], [. (2009). Providing and managing student development and support in higher education in a developing country . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07212009-144105/

Chicago Manual of Style (16^th Edition):

author], [No. “Providing and managing student development and support in higher education in a developing country .” 2009. Doctoral Dissertation, University of Pretoria. Accessed February 28, 2021. http://upetd.up.ac.za/thesis/available/etd-07212009-144105/.

MLA Handbook (7^th Edition):

author], [No. “Providing and managing student development and support in higher education in a developing country .” 2009. Web. 28 Feb 2021.

Vancouver:

author] [. Providing and managing student development and support in higher education in a developing country . [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2021 Feb 28]. Available from: http://upetd.up.ac.za/thesis/available/etd-07212009-144105/.

Council of Science Editors:

author] [. Providing and managing student development and support in higher education in a developing country . [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-07212009-144105/

University of Pretoria

14. Van Heerden, Maria Susanna. Providing and managing student development and support in higher education in a developing country.

Degree: Curriculum Studies, 2009, University of Pretoria

URL: http://hdl.handle.net/2263/26492

► This study is a qualitative review to identify factors impacting on the management and provision of student development and support in higher education in a… (more)

Subjects/Keywords: Student profile; Student needs; Curriculum development; Management in student support; Institutional development; Student development service portfolio; Organisational structure; Higher education; Academic development; Student development and support; UCTD

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

APA (6^th Edition):

Van Heerden, M. (2009). Providing and managing student development and support in higher education in a developing country. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26492

Chicago Manual of Style (16^th Edition):

Van Heerden, Maria. “Providing and managing student development and support in higher education in a developing country.” 2009. Doctoral Dissertation, University of Pretoria. Accessed February 28, 2021. http://hdl.handle.net/2263/26492.

MLA Handbook (7^th Edition):

Van Heerden, Maria. “Providing and managing student development and support in higher education in a developing country.” 2009. Web. 28 Feb 2021.

Vancouver:

Van Heerden M. Providing and managing student development and support in higher education in a developing country. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2263/26492.

Council of Science Editors:

Van Heerden M. Providing and managing student development and support in higher education in a developing country. [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/26492

Northeastern University

15. Plasko, Andrea R. Understanding and teaching the past to students in a college prep world history class: a qualitative action research design.

Degree: EdD, School of Education, 2016, Northeastern University

URL: http://hdl.handle.net/2047/D20238472

► This doctoral study reflected the need for research in the field of history education specific to how students with various learning abilities understand the past… (more)

▼ This doctoral study reflected the need for research in the field of history education specific to how students with various learning abilities understand the past when they use historical evidence. By using developmental theory as a lens to understand this process, this qualitative action research study answered the following question: How do ninth grade students who have been placed in a College Prep World History class explain how they understand the past through the use of historical evidence? This study took place in one, ninth grade College Prep World History classroom at a suburban high school located west of Boston and involved nine student participants, eight girls and one boy. These participants were enrolled in the ninth grade College Prep World History course, a course specifically designed for students who need more content and skill support than they would receive in other ninth grade World History classes. Since the action research nature of this study allowed for both researcher and student reflection and collaboration, the data was collected in a comfortable and familiar environment. The data collected was provided through student interviews, assessments, and classroom observations following student participation in activities that required the use of historical evidence. While much of the data collected confirmed and complemented the current literature on developmental theory, student understanding of the past, and the use of student voice, data analysis also complicated some of the existing ideas in the literature and offered new insights, specific to how students, who need more content and skill support, understand the past when they use historical evidence. Therefore, the findings revealed how various instructional strategies, activity formats and requirements, student interaction with varied and multiple sources, and student historical thinking skills both positively and negatively impacted student understanding of the past. Participants' explanations provided insights into how these activities hindered or helped their ability to make meaning of the past.

Subjects/Keywords: cognitive development; content support; historical evidence; historical understanding; skill support; student voice

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APA (6^th Edition):

Plasko, A. R. (2016). Understanding and teaching the past to students in a college prep world history class: a qualitative action research design. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20238472

Chicago Manual of Style (16^th Edition):

Plasko, Andrea R. “Understanding and teaching the past to students in a college prep world history class: a qualitative action research design.” 2016. Doctoral Dissertation, Northeastern University. Accessed February 28, 2021. http://hdl.handle.net/2047/D20238472.

MLA Handbook (7^th Edition):

Plasko, Andrea R. “Understanding and teaching the past to students in a college prep world history class: a qualitative action research design.” 2016. Web. 28 Feb 2021.

Vancouver:

Plasko AR. Understanding and teaching the past to students in a college prep world history class: a qualitative action research design. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2047/D20238472.

Council of Science Editors:

Plasko AR. Understanding and teaching the past to students in a college prep world history class: a qualitative action research design. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20238472

16. Konovalov, Patricia Marie. Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College.

Degree: 2013, Ferris State University

URL: http://hdl.handle.net/2323/4706

► This qualitative study was an exploration of the experiences of a cohort of nontraditional students with identified barriers to academic success who completed their program… (more)

Subjects/Keywords: Non-traditional students; Advisors; Student success; Support services; Engagement; Learning support center; Completion

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APA (6^th Edition):

Konovalov, P. M. (2013). Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/4706

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):

Konovalov, Patricia Marie. “Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College.” 2013. Thesis, Ferris State University. Accessed February 28, 2021. http://hdl.handle.net/2323/4706.

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

MLA Handbook (7^th Edition):

Konovalov, Patricia Marie. “Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College.” 2013. Web. 28 Feb 2021.

Vancouver:

Konovalov PM. Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College. [Internet] [Thesis]. Ferris State University; 2013. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/2323/4706.

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

Council of Science Editors:

Konovalov PM. Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College. [Thesis]. Ferris State University; 2013. Available from: http://hdl.handle.net/2323/4706

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

Ohio University

17. Hodges, Ariel C. Where Do I Play Next? A Sociological Study of Student-Athletes, Their Retirement Transition and Their Social and Emotional Support Systems.

Degree: MA, Sociology (Arts and Sciences), 2018, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1524585381500747

► While previous studies have examined the identity of student-athletes, more information is needed about the identity, type of retirement and social and emotional support received… (more)

Subjects/Keywords: Sociology; Social Support; Emotional Support; Student-Athletes; Collegiate Athlete; Sociology; Sociology of Sport

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APA (6^th Edition):

Hodges, A. C. (2018). Where Do I Play Next? A Sociological Study of Student-Athletes, Their Retirement Transition and Their Social and Emotional Support Systems. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1524585381500747

Chicago Manual of Style (16^th Edition):

Hodges, Ariel C. “Where Do I Play Next? A Sociological Study of Student-Athletes, Their Retirement Transition and Their Social and Emotional Support Systems.” 2018. Masters Thesis, Ohio University. Accessed February 28, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1524585381500747.

MLA Handbook (7^th Edition):

Hodges, Ariel C. “Where Do I Play Next? A Sociological Study of Student-Athletes, Their Retirement Transition and Their Social and Emotional Support Systems.” 2018. Web. 28 Feb 2021.

Vancouver:

Hodges AC. Where Do I Play Next? A Sociological Study of Student-Athletes, Their Retirement Transition and Their Social and Emotional Support Systems. [Internet] [Masters thesis]. Ohio University; 2018. [cited 2021 Feb 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1524585381500747.

Council of Science Editors:

Hodges AC. Where Do I Play Next? A Sociological Study of Student-Athletes, Their Retirement Transition and Their Social and Emotional Support Systems. [Masters Thesis]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1524585381500747

Virginia Tech

18. Duan, Xuejing. The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs.

Degree: PhD, Educational Research and Evaluation, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/96213

► The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement.… (more)

▼ The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The results of this study showed three sets of important findings. The first set showed that students' perception of teacher support and peer influence were significantly and directly related to students' math achievement, with the relationship between peer influence and math achievement being positive and the relationship between perceived teacher support and math achievement being negative. Controlling for other variables in the model, parental involvement was not significantly related to student math achievement. The second set of findings demonstrated that math motivation indeed plays a significant role in mediating the relationships of social support (from teachers and peers, but not from parental involvement) and student math achievement in high school. The third set of findings indicated that both family SES and prior math achievement influenced student social support and math achievement. Furthermore, two main deviations were found between White/Asian and African-American/Hispanic student models. Perceived teacher support negatively and significantly influenced White/Asian students' math achievement, but it had no significant influence on African-American/Hispanic students. In addition, math motivation had a stronger influence on the math achievement for White/Asian students than African-American/Hispanic students. The present study makes significant theoretical and practical contributions to the body of knowledge on the role of parental involvement, perceived teacher support, and peer influence on math achievement at the high school level using nationally representative data. Advisors/Committee Members: Singh, Kusum (committeechair), Miyazaki, Yasuo (committee member), Kniola, David John (committee member), Skaggs, Gary E. (committee member).

Subjects/Keywords: Social Support; Parental Involvement; Teacher Support; Motivation; Math Achievement; White/Asian Student; African-American/Hispanic Student

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APA (6^th Edition):

Duan, X. (2018). The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/96213

Chicago Manual of Style (16^th Edition):

Duan, Xuejing. “The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs.” 2018. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2021. http://hdl.handle.net/10919/96213.

MLA Handbook (7^th Edition):

Duan, Xuejing. “The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs.” 2018. Web. 28 Feb 2021.

Vancouver:

Duan X. The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10919/96213.

Council of Science Editors:

Duan X. The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/96213

Queensland University of Technology

19. Tshewang, Rinchen. Bhutanese eighth grade students' and teachers' perceptions of their classroom learning environment in relation to the new mathematics curriculum.

Degree: 2015, Queensland University of Technology

URL: https://eprints.qut.edu.au/86667/

► This thesis examined how Bhutanese eighth grade students and teachers perceived their classroom learning environment in relation to a new standards-based mathematics curriculum. Data were… (more)

Subjects/Keywords: Classroom Learning Environment; Curriculum; Perceptions; Teacher Support; Student Cohesiveness; Equity; Student Negotiation

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APA (6^th Edition):

Tshewang, R. (2015). Bhutanese eighth grade students' and teachers' perceptions of their classroom learning environment in relation to the new mathematics curriculum. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/86667/

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):

Tshewang, Rinchen. “Bhutanese eighth grade students' and teachers' perceptions of their classroom learning environment in relation to the new mathematics curriculum.” 2015. Thesis, Queensland University of Technology. Accessed February 28, 2021. https://eprints.qut.edu.au/86667/.

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

MLA Handbook (7^th Edition):

Tshewang, Rinchen. “Bhutanese eighth grade students' and teachers' perceptions of their classroom learning environment in relation to the new mathematics curriculum.” 2015. Web. 28 Feb 2021.

Vancouver:

Tshewang R. Bhutanese eighth grade students' and teachers' perceptions of their classroom learning environment in relation to the new mathematics curriculum. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2021 Feb 28]. Available from: https://eprints.qut.edu.au/86667/.

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

Council of Science Editors:

Tshewang R. Bhutanese eighth grade students' and teachers' perceptions of their classroom learning environment in relation to the new mathematics curriculum. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/86667/

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

Eastern Illinois University

20. Michaels, Doug. Female Student Veteran's Transition to College.

Degree: MS, Counseling and Higher Education, 2020, Eastern Illinois University

URL: https://thekeep.eiu.edu/theses/4775

► This study was focused on learning more about the experiences female student veterans have while transitioning from the military to college as well as… (more)

Subjects/Keywords: Female Student Veterans; Military; Transition; Support; Higher Education; Higher Education; Student Counseling and Personnel Services

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APA (6^th Edition):

Michaels, D. (2020). Female Student Veteran's Transition to College. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4775

Chicago Manual of Style (16^th Edition):

Michaels, Doug. “Female Student Veteran's Transition to College.” 2020. Masters Thesis, Eastern Illinois University. Accessed February 28, 2021. https://thekeep.eiu.edu/theses/4775.

MLA Handbook (7^th Edition):

Michaels, Doug. “Female Student Veteran's Transition to College.” 2020. Web. 28 Feb 2021.

Vancouver:

Michaels D. Female Student Veteran's Transition to College. [Internet] [Masters thesis]. Eastern Illinois University; 2020. [cited 2021 Feb 28]. Available from: https://thekeep.eiu.edu/theses/4775.

Council of Science Editors:

Michaels D. Female Student Veteran's Transition to College. [Masters Thesis]. Eastern Illinois University; 2020. Available from: https://thekeep.eiu.edu/theses/4775

University of Georgia

21. Thompson, Daniel Isaiah. Improving student success for African American males.

Degree: 2016, University of Georgia

URL: http://hdl.handle.net/10724/35773

► In recent years, researchers have examined how to effectively improve student success outcomes for African American males and sustain this effort. The U.S. Department of… (more)

Subjects/Keywords: African American; Black male; student success; college access; college retention; student support services

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APA (6^th Edition):

Thompson, D. I. (2016). Improving student success for African American males. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35773

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):

Thompson, Daniel Isaiah. “Improving student success for African American males.” 2016. Thesis, University of Georgia. Accessed February 28, 2021. http://hdl.handle.net/10724/35773.

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

MLA Handbook (7^th Edition):

Thompson, Daniel Isaiah. “Improving student success for African American males.” 2016. Web. 28 Feb 2021.

Vancouver:

Thompson DI. Improving student success for African American males. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10724/35773.

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

Council of Science Editors:

Thompson DI. Improving student success for African American males. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35773

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

Penn State University

22. Zhang, Xiaoqiao. COMPARING TWO GENERATIONS OF CHINESE INTERNATIONAL STUDENTS STUDYING IN THE UNITED STATES.

Degree: 2020, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/18295xxz5271

► This study is an exploratory multiple case study that compares two different generations of Chinese international students in the United States and describes their experiences.… (more)

▼ This study is an exploratory multiple case study that compares two different generations of Chinese international students in the United States and describes their experiences. This research investigates three questions: How do acculturation stresses differ between the two generations of Chinese international students? How do individuals create their social networks? How do individuals learn from their social networks to cope with these acculturation stresses? The eight participants in this study represent two generations of Chinese international students. Four of the participants were born in the 1950s, 五零后, and studied in the United States after the China economic reform policy was implemented in 1978. The other four participants were born in the 1990s, 九零后, and studied in the United States during the peak period of globalization and international education in China. Situated learning is used to analyze and understand the path from the stressors students encounter to the final coping strategies the students deploy. The results suggest that the challenges facing participants from the two generations did not generally differ much despite differences in historical contexts, and the locations and types of universities at which the participants studied. All of the participants had difficulties with language, the U.S. education system, social support, and mental health. However, the patterns and the experiences of the stressors differed. The participants from the 1950s generation found that the language and education differences mostly emerged in academic settings. In contrast, the participants from the 1990s generation found that language challenges mainly arose during social interaction and everyday life. One surprising finding is that despite current digital technologies and tools, both generations found physical social support to be important. Likewise, for both generations the importance of communities working together was clear. Finally, for all the international students interviewed in this study, important learning happened not only in the classroom and among peers. In fact, much learning happened outside of the classroom and through various people and organizations. The communities of practice that the students created during their journeys impacted their overall growth in significant ways, both professionally and personally. Advisors/Committee Members: Adnan Qayyum, Dissertation Advisor/Co-Advisor, Adnan Qayyum, Committee Chair/Co-Chair, Craig A. Campbell, Committee Chair/Co-Chair, Roger C Shouse, Committee Member, Weifan Chen, Outside Member, Susan Mary Land, Program Head/Chair, Craig A. Campbell, Dissertation Advisor/Co-Advisor.

Subjects/Keywords: International Student; Chinese Student; Acculturation Stress; Generational Differnece; Social Support; Situated Learning

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APA (6^th Edition):

Zhang, X. (2020). COMPARING TWO GENERATIONS OF CHINESE INTERNATIONAL STUDENTS STUDYING IN THE UNITED STATES. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18295xxz5271

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):

Zhang, Xiaoqiao. “COMPARING TWO GENERATIONS OF CHINESE INTERNATIONAL STUDENTS STUDYING IN THE UNITED STATES.” 2020. Thesis, Penn State University. Accessed February 28, 2021. https://submit-etda.libraries.psu.edu/catalog/18295xxz5271.

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

MLA Handbook (7^th Edition):

Zhang, Xiaoqiao. “COMPARING TWO GENERATIONS OF CHINESE INTERNATIONAL STUDENTS STUDYING IN THE UNITED STATES.” 2020. Web. 28 Feb 2021.

Vancouver:

Zhang X. COMPARING TWO GENERATIONS OF CHINESE INTERNATIONAL STUDENTS STUDYING IN THE UNITED STATES. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Feb 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/18295xxz5271.

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

Council of Science Editors:

Zhang X. COMPARING TWO GENERATIONS OF CHINESE INTERNATIONAL STUDENTS STUDYING IN THE UNITED STATES. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/18295xxz5271

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

University of Georgia

23. Harding, Laurie Michele. Examining the academic, personal/social, and career needs of mobile high school students.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/27974

► This study explored the essence of the academic, personal/social, and career needs of mobile students, those who enroll in a new school from outside the… (more)

Subjects/Keywords: Mobile students; new students; school counselors; school transition; new student support; new student program

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APA (6^th Edition):

Harding, L. M. (2014). Examining the academic, personal/social, and career needs of mobile high school students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27974

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):

Harding, Laurie Michele. “Examining the academic, personal/social, and career needs of mobile high school students.” 2014. Thesis, University of Georgia. Accessed February 28, 2021. http://hdl.handle.net/10724/27974.

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

MLA Handbook (7^th Edition):

Harding, Laurie Michele. “Examining the academic, personal/social, and career needs of mobile high school students.” 2014. Web. 28 Feb 2021.

Vancouver:

Harding LM. Examining the academic, personal/social, and career needs of mobile high school students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10724/27974.

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

Council of Science Editors:

Harding LM. Examining the academic, personal/social, and career needs of mobile high school students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27974

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

University of Georgia

24. Raphael, Amy B. Beyond admission.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/22486

► The purpose of this study was to examine what online learners express as their perceived needs with regard to the usual student support services that… (more)

Subjects/Keywords: Student Services; Online Services; Distance Learners; Student Affairs; Student Support Services; Distance Education; Virtual Education; Online Learning

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APA (6^th Edition):

Raphael, A. B. (2014). Beyond admission. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22486

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):

Raphael, Amy B. “Beyond admission.” 2014. Thesis, University of Georgia. Accessed February 28, 2021. http://hdl.handle.net/10724/22486.

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

MLA Handbook (7^th Edition):

Raphael, Amy B. “Beyond admission.” 2014. Web. 28 Feb 2021.

Vancouver:

Raphael AB. Beyond admission. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10724/22486.

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

Council of Science Editors:

Raphael AB. Beyond admission. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22486

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

University of Georgia

25. Marsh, Stephanie Rebecca. Online student services for distance learners.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/21109

► The purpose of this study was to identify and describe the student services that exemplary distance learning programs offer and the structure and process of… (more)

Subjects/Keywords: Student Services; Online Services; Distance Learners; e-learning; Student Affairs; Student Support; Distributed Education; Distance Education; Virtual Education; Online Learning

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

APA (6^th Edition):

Marsh, S. R. (2014). Online student services for distance learners. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21109

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):

Marsh, Stephanie Rebecca. “Online student services for distance learners.” 2014. Thesis, University of Georgia. Accessed February 28, 2021. http://hdl.handle.net/10724/21109.

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

MLA Handbook (7^th Edition):

Marsh, Stephanie Rebecca. “Online student services for distance learners.” 2014. Web. 28 Feb 2021.

Vancouver:

Marsh SR. Online student services for distance learners. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10724/21109.

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

Council of Science Editors:

Marsh SR. Online student services for distance learners. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21109

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

University of Utah

26. Sabey, Christian Vance. The social validity of schoolwide positive behavior supports in Utah schools: a student perspective.

Degree: MS, Educational Psychology, 2011, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/446/rec/2677

► Schoolwide Positive Behavior and Supports (SWPBS) are being used in thousands of schools throughout the United States with many positive results, including decreased office discipline… (more)

Subjects/Keywords: Schoolwide positive behavior support; Social validity; Student perspective

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

APA (6^th Edition):

Sabey, C. V. (2011). The social validity of schoolwide positive behavior supports in Utah schools: a student perspective. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/446/rec/2677

Chicago Manual of Style (16^th Edition):

Sabey, Christian Vance. “The social validity of schoolwide positive behavior supports in Utah schools: a student perspective.” 2011. Masters Thesis, University of Utah. Accessed February 28, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/446/rec/2677.

MLA Handbook (7^th Edition):

Sabey, Christian Vance. “The social validity of schoolwide positive behavior supports in Utah schools: a student perspective.” 2011. Web. 28 Feb 2021.

Vancouver:

Sabey CV. The social validity of schoolwide positive behavior supports in Utah schools: a student perspective. [Internet] [Masters thesis]. University of Utah; 2011. [cited 2021 Feb 28]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/446/rec/2677.

Council of Science Editors:

Sabey CV. The social validity of schoolwide positive behavior supports in Utah schools: a student perspective. [Masters Thesis]. University of Utah; 2011. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/446/rec/2677

University of Alberta

27. Nosworthy, Nicole, M. I. How Early Childhood Educators' Beliefs About Emotions and Educator-Student Relationships Enhance Understanding of Support of Emotion Regulation for Children with Varying Abilities: A Convergent Mixed Methods Study.

Degree: PhD, Department of Educational Psychology, 2016, University of Alberta

URL: https://era.library.ualberta.ca/files/c0r967375k

► Emotion regulation has been singled out as a critical component of social functioning and other psychological processes (e.g., focus attention, promote problem solving, support relationships).… (more)

▼ Emotion regulation has been singled out as a critical component of social functioning and other psychological processes (e.g., focus attention, promote problem solving, support relationships). Early Learning and Care (ELC) educators have been identified as key agents of children's emotion regulation support because of the ample time they spend with children who attend ELC centres. Supporting emotion regulation in young children is a complex process and there are many factors which contribute to how educators support emotion regulation development in young children (e.g., educator's beliefs and behaviours, culture, educator-student relationships, and psychological characteristics). Educators’ view of children's emotion regulation is influenced through the interaction of these factors, yet it is unknown how these factors may lead to the support they give to children with differing levels of emotion regulation abilities. The focus of this study was: how do emotion beliefs and educator-student relationships enhance understanding of early learning and care (ELC) educators' support of varying emotion regulation in young children? Two sub research questions were explored in this study, (a) how do ELC educators’ emotion beliefs enhance understanding of ELC educators’ support of varying abilities of emotion regulation in young children? and (b) how do educator-student relationships enhance understanding of ELC educators support of varying abilities of emotion regulation in young children? This convergent mixed method study was conducted using both qualitative (interview) and quantitative (questionnaire) data from seven ELC educators on their emotion beliefs, student’s emotion regulation, and educator-student relationships (with 41 students). The major finding was that the support educators provide children of varying emotion regulation is impacted by their emotion beliefs, which in turn impacts the quality of relationship with the children. These findings urge ELC educators to reflect on their emotion beliefs and relationship with students that may be constraining in their support of emotion regulation to students with differing emotion regulation abilities.

Subjects/Keywords: emotion beliefs; early childhood; support of emotion regulation; educator-student relationships

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

APA (6^th Edition):

Nosworthy, Nicole, M. I. (2016). How Early Childhood Educators' Beliefs About Emotions and Educator-Student Relationships Enhance Understanding of Support of Emotion Regulation for Children with Varying Abilities: A Convergent Mixed Methods Study. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c0r967375k

Chicago Manual of Style (16^th Edition):

Nosworthy, Nicole, M I. “How Early Childhood Educators' Beliefs About Emotions and Educator-Student Relationships Enhance Understanding of Support of Emotion Regulation for Children with Varying Abilities: A Convergent Mixed Methods Study.” 2016. Doctoral Dissertation, University of Alberta. Accessed February 28, 2021. https://era.library.ualberta.ca/files/c0r967375k.

MLA Handbook (7^th Edition):

Nosworthy, Nicole, M I. “How Early Childhood Educators' Beliefs About Emotions and Educator-Student Relationships Enhance Understanding of Support of Emotion Regulation for Children with Varying Abilities: A Convergent Mixed Methods Study.” 2016. Web. 28 Feb 2021.

Vancouver:

Nosworthy, Nicole MI. How Early Childhood Educators' Beliefs About Emotions and Educator-Student Relationships Enhance Understanding of Support of Emotion Regulation for Children with Varying Abilities: A Convergent Mixed Methods Study. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2021 Feb 28]. Available from: https://era.library.ualberta.ca/files/c0r967375k.

Council of Science Editors:

Nosworthy, Nicole MI. How Early Childhood Educators' Beliefs About Emotions and Educator-Student Relationships Enhance Understanding of Support of Emotion Regulation for Children with Varying Abilities: A Convergent Mixed Methods Study. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/c0r967375k

University of Georgia

28. Yuan, Jiangmei. A study of student engagement in autonomy-supportive peer assessment.

Degree: 2017, University of Georgia

URL: http://hdl.handle.net/10724/36570

► Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. This study provided students with autonomy support to… (more)

Subjects/Keywords: Autonomy support; Student engagement; Peer assessment; sense of autonomy

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

APA (6^th Edition):

Yuan, J. (2017). A study of student engagement in autonomy-supportive peer assessment. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36570

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):

Yuan, Jiangmei. “A study of student engagement in autonomy-supportive peer assessment.” 2017. Thesis, University of Georgia. Accessed February 28, 2021. http://hdl.handle.net/10724/36570.

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

MLA Handbook (7^th Edition):

Yuan, Jiangmei. “A study of student engagement in autonomy-supportive peer assessment.” 2017. Web. 28 Feb 2021.

Vancouver:

Yuan J. A study of student engagement in autonomy-supportive peer assessment. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10724/36570.

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

Council of Science Editors:

Yuan J. A study of student engagement in autonomy-supportive peer assessment. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36570

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

Texas A&M University

29. Duncan, Lucila Diaz. Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out.

Degree: EdD, Educational Administration, 2007, Texas A&M University

URL: http://hdl.handle.net/1969.1/4803

► Research data revealed that Mexican Americans have the highest dropout rate of any other Hispanic group. Since Hispanics are becoming the highest minority group in… (more)

Subjects/Keywords: Dropout; Student Support; Systems

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APA (6^th Edition):

Duncan, L. D. (2007). Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4803

Chicago Manual of Style (16^th Edition):

Duncan, Lucila Diaz. “Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out.” 2007. Doctoral Dissertation, Texas A&M University. Accessed February 28, 2021. http://hdl.handle.net/1969.1/4803.

MLA Handbook (7^th Edition):

Duncan, Lucila Diaz. “Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out.” 2007. Web. 28 Feb 2021.

Vancouver:

Duncan LD. Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out. [Internet] [Doctoral dissertation]. Texas A&M University; 2007. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/1969.1/4803.

Council of Science Editors:

Duncan LD. Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out. [Doctoral Dissertation]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/4803

University of South Africa

30. Zulu, Africa. Role parameters within the context of the practicum triad : teacher training perspectives from Namibia's Zambezi Region .

Degree: 2015, University of South Africa

URL: http://hdl.handle.net/10500/19013

► This study examined the varying roles of individual members of the teaching practicum triad, comprising the university supervisor, the student teacher and the school support… (more)

Subjects/Keywords: Triad; Practicum; Support teacher; Student teacher; University supervisor

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

APA (6^th Edition):

Zulu, A. (2015). Role parameters within the context of the practicum triad : teacher training perspectives from Namibia's Zambezi Region . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19013

Chicago Manual of Style (16^th Edition):

Zulu, Africa. “Role parameters within the context of the practicum triad : teacher training perspectives from Namibia's Zambezi Region .” 2015. Doctoral Dissertation, University of South Africa. Accessed February 28, 2021. http://hdl.handle.net/10500/19013.

MLA Handbook (7^th Edition):

Zulu, Africa. “Role parameters within the context of the practicum triad : teacher training perspectives from Namibia's Zambezi Region .” 2015. Web. 28 Feb 2021.

Vancouver:

Zulu A. Role parameters within the context of the practicum triad : teacher training perspectives from Namibia's Zambezi Region . [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10500/19013.

Council of Science Editors:

Zulu A. Role parameters within the context of the practicum triad : teacher training perspectives from Namibia's Zambezi Region . [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19013

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Open Access Theses and Dissertations