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You searched for subject:(postsecondary outreach). Showing records 1 – 3 of 3 total matches.

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Louisiana State University

1. LeSage, Kimberly Powell. Student perceptions of the impact of precollege programs.

Degree: PhD, Education, 2012, Louisiana State University

Precollege-to-college outreach is abundant, with programs established on college campuses throughout the nation. Precollege programs provide students with knowledge pertinent to academic success and successful transitions between educational systems. The programs are also viable options in the effort to overcome disadvantage and disparity, and may best serve students who are considered underserved, and who encounter a multitude of barriers that inhibit their pursuit of a college education. A mixed-method, case study methodology was used to explore the perceptions of students who participated in two university precollege engineering programs. The findings of this study suggest that well defined and organized outreach efforts, with clear agendas and objectives, are perceived by participants as beneficial to their academic persistence and successful socialization into postsecondary environments. The findings also suggest that precollege programming may better serve students who are considered underserved, rather than students who have a precedent of exhibiting academically successful behaviors.

Subjects/Keywords: socialization; underserved students; student perceptions; college impact theory; postsecondary preparation; postsecondary outreach; precollege programs

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APA (6th Edition):

LeSage, K. P. (2012). Student perceptions of the impact of precollege programs. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11142012-132112 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2045

Chicago Manual of Style (16th Edition):

LeSage, Kimberly Powell. “Student perceptions of the impact of precollege programs.” 2012. Doctoral Dissertation, Louisiana State University. Accessed November 17, 2019. etd-11142012-132112 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2045.

MLA Handbook (7th Edition):

LeSage, Kimberly Powell. “Student perceptions of the impact of precollege programs.” 2012. Web. 17 Nov 2019.

Vancouver:

LeSage KP. Student perceptions of the impact of precollege programs. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2019 Nov 17]. Available from: etd-11142012-132112 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2045.

Council of Science Editors:

LeSage KP. Student perceptions of the impact of precollege programs. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-11142012-132112 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2045


East Tennessee State University

2. Craig, Flora R, Mrs. A Qualitative Study of School Staff Perceptions of Lasting Effects after Implementation of GEAR UP in Five Rural East Tennessee Counties.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

This study analyzed the perceptions of 13 school staff and their experiences with the implementation of GEAR UP TN. The primary purpose of this study was to examine how program activities and services are being sustained after funding for GEAR UP TN ceased. Qualitative methodology guided this study. This approach allowed for the perspectives and lived experiences of the school staff to be voiced and heard. Data collected included their stories based on semistructured interviews and observations. Findings are presented in 4 themes that pertain directly to the research questions regarding key elements that contributed to program continuation, procedures that initiated program continuation, organizations in a collaborative that were sustained after funding, and program services not continued. In this specific case there continues to be school district support, community support, parental support, and a level of financial and technical support from other funding sources. Recommendations based on the results of the study are (1) implement college visits, ACT workshops, dual enrollment classes, and parent FAFSA workshops to create a college going culture; (2) gain support from the school board, parents, and the community; (3) maintain sufficient financial and human resources for precollege access programs and services; and (4) build partnerships with local colleges and universities.

Subjects/Keywords: GEAR UP Tennessee; P-16 Initiatives; Postsecondary Education; College Access; CollegeforTN.org; Precollege Outreach Programs; Higher Education

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

APA (6th Edition):

Craig, Flora R, M. (2013). A Qualitative Study of School Staff Perceptions of Lasting Effects after Implementation of GEAR UP in Five Rural East Tennessee Counties. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1780

Chicago Manual of Style (16th Edition):

Craig, Flora R, Mrs. “A Qualitative Study of School Staff Perceptions of Lasting Effects after Implementation of GEAR UP in Five Rural East Tennessee Counties.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed November 17, 2019. https://dc.etsu.edu/etd/1780.

MLA Handbook (7th Edition):

Craig, Flora R, Mrs. “A Qualitative Study of School Staff Perceptions of Lasting Effects after Implementation of GEAR UP in Five Rural East Tennessee Counties.” 2013. Web. 17 Nov 2019.

Vancouver:

Craig, Flora R M. A Qualitative Study of School Staff Perceptions of Lasting Effects after Implementation of GEAR UP in Five Rural East Tennessee Counties. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Nov 17]. Available from: https://dc.etsu.edu/etd/1780.

Council of Science Editors:

Craig, Flora R M. A Qualitative Study of School Staff Perceptions of Lasting Effects after Implementation of GEAR UP in Five Rural East Tennessee Counties. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1780


Virginia Commonwealth University

3. Fritton, Sandra. The Bridge to Postsecondary Education for Students with Disabilities: Perceptions of Emerging Best Practice in Preparation to Access Accommodations and Communication across Systems.

Degree: PhD, Educational Studies, 2009, Virginia Commonwealth University

Perceptions of college Disability Support Services (DSS) and school system personnel regarding emerging best practices, adequacy of preparation of students with disabilities to access accommodations in college, and communication across systems were examined in this study. Once in college, students with disabilities have a lower rate of completion/success than their peers. Accommodations promote success in college, yet students with disabilities are not accessing them, thereby reducing their success. Adequacy of student preparation to access accommodations and communication across systems affects the access of accommodations by college students with disabilities. This study is qualitative, with 43 participants. It includes DSS personnel from five, four-year and five, two-year colleges/universities and transition personnel from five public school divisions in Virginia. Snowball sampling and a guided interview format were used. Rigor was addressed through triangulation, including document and web review. Results indicate that differences between the ADA and IDEA require students, teachers, and parents of students with disabilities to have knowledge of students’ rights and responsibilities under the ADA to prepare them for accessing accommodations in college. Students were more likely to be prepared when they had knowledgeable and supportive parents, transition teams, and teachers/case managers. Characteristics of individual students also help determine the effectiveness of student preparation. School system participants feel they have lack of access to students with disabilities transitioning to college to effectively prepare them for accessing accommodations in college. They also lack feedback about preparation effectiveness. Participants believe additional communication is needed. Existing communication is directional with school system staff making requests of DSS staff. There is also need for additional college outreach to school systems and a structure for ongoing communication is desired. It is recommended that best practices in preparation and communication be identified, knowledge of transition teams/parents be improved, and usefulness of the Summary of Performance be determined. Development of a system for students with less severe disabilities for transition preparation and a system for increased feedback and communication between systems personnel is needed. The VDOE and SCHEV should work to improve avenues for joint preparation and develop goals and an action plan for implementation. Advisors/Committee Members: John Kregel.

Subjects/Keywords: Transition; Postsecondary Education; Secondary Education; Accommodations; Communication; Preparation; Best Practice; Self-advocacy; College Outreach; Disabilities; Universal Design; Education

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

APA (6th Edition):

Fritton, S. (2009). The Bridge to Postsecondary Education for Students with Disabilities: Perceptions of Emerging Best Practice in Preparation to Access Accommodations and Communication across Systems. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/1997

Chicago Manual of Style (16th Edition):

Fritton, Sandra. “The Bridge to Postsecondary Education for Students with Disabilities: Perceptions of Emerging Best Practice in Preparation to Access Accommodations and Communication across Systems.” 2009. Doctoral Dissertation, Virginia Commonwealth University. Accessed November 17, 2019. https://scholarscompass.vcu.edu/etd/1997.

MLA Handbook (7th Edition):

Fritton, Sandra. “The Bridge to Postsecondary Education for Students with Disabilities: Perceptions of Emerging Best Practice in Preparation to Access Accommodations and Communication across Systems.” 2009. Web. 17 Nov 2019.

Vancouver:

Fritton S. The Bridge to Postsecondary Education for Students with Disabilities: Perceptions of Emerging Best Practice in Preparation to Access Accommodations and Communication across Systems. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2009. [cited 2019 Nov 17]. Available from: https://scholarscompass.vcu.edu/etd/1997.

Council of Science Editors:

Fritton S. The Bridge to Postsecondary Education for Students with Disabilities: Perceptions of Emerging Best Practice in Preparation to Access Accommodations and Communication across Systems. [Doctoral Dissertation]. Virginia Commonwealth University; 2009. Available from: https://scholarscompass.vcu.edu/etd/1997

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