Education

Permanent URI for this communityhdl:10365/32468

Research from the Department of Education. The department website may be found at https://www.ndsu.edu/education/

Browse

Now showing 1 - 20 of 180

A study of the job and educational experiences of North Dakota vocational agriculture graduates who received the State Farmer degree from 1960 through 1965
(North Dakota State University, 1969) Phillips, Terrance George
It was the purpose of this study to determine the job and educational experiences of North Dakota vocational agriculture graduates who received the State Farmer degree from 1960 through 1965. The specific objectives of the study were to determine: 1. Their present job or educational status, 2. The highest level and nature of their formal educational experiences, 3. The number of different types or grades of jobs they had held, 4. Their present geographic location. This study was limited to gathering the evidence needed to attain the stated objectives. The State Farmer degree recipients represent a select group of Future Farmers of America (FFA) members. It was not intended to be a study in depth of any particular occupational or educational characteristic or factor related thereto. Nor was the study to analyze the occupational and educational choice of the entire FFA membership in North Dakota or make inferences concerning all vocational agriculture graduates during the time period 1960 through 1965. Because of the limits of the scope of this study and the time element involved, no control group was used and therefore no comparisons were made.
Personality Deterioration of Relapsed Alcoholics Employing the MMPI: An Exploratory Study
(North Dakota State University, 1978) Vantine, Denise
There are two schools of thought concerning alcoholism and recovery thereof. Pattison, Sobel & Sobel and others seemed to represent those who were not positive alcoholism was progressive; and consequently, they indicated social drinking might be resumed under certain circumstances by alcoholics. For the purposes of this study, hereafter, this school of thought was termed non-traditionalist. Others in the field, such as Milam, Fox, Mann, and Jellenik, stated alcoholism was progressive and accordingly abstinence was the only viable method for recovery. For the purposes of this study, hereafter, this school of thought was termed traditionalist. This research study was undertaken with the intent to verify progressive personality deterioration and therefore support the traditionalists or to refute them if personality deterioration was not identified.
Relational Aggression: K-12 School Counselors' Perceived Preparedness, Attitudes, and Interventions
(North Dakota State University, 2009) Odden Heide, Chasity Lynn
The purpose of this concurrent mixed methods study was to explore school counselors' responses to relational aggression in schools. A convenience sample of K-12 school counselors (n = 370) who use the Internet was used. Participants were recruited by postings made to ASCA Scene and through advertisements by state counseling associations. Participants were screened to include school counselors who (1) had licensure/certification from the Department of Education as a school counselor, and (2) were currently employed as a licensed/credentialed school counselor as defined by the Department of Education. The School Counselors' Responses to Aggression in Schools survey instrument was designed for the present study to explore school counselors' perceived preparedness and attitudes towards, along with interventions for relational aggression in schools. Results indicated that when compared to overtly aggressive incidents, school counselors were less likely to define relationally aggressive incidents as aggression, rated relationally aggressive incidents as significantly less serious, and reported being significantly less likely to intervene in relationally aggressive incidents between students. Results indicated that gender was not a determinant in whether overt or participants defined relational aggression incidents as aggression. Most participants felt prepared to provide education about relational aggression to students, parents/guardians, and teachers/administrators. School counselors with prior education and/or training in both overt and relational aggression reported a significantly higher degree of perceived preparedness to provide education about relational aggression to the various parties. Further, participants with prior training in both overt and relational aggression reported a significantly higher degree of perceived preparedness to intervene in relationally aggressive incidents between students. Participants reported similar interventions for relational and overt aggression, however exceptions were noted. Limitations of this study, recommendations for future research, and implications for school counselors and counselor educators are discussed.
The Effects of 'Crucial Conversations' Training on Roommate Satisfaction and Roommate Friendship
(North Dakota State University, 2010) Kenfield, Mikal Christina
This study examined the impact of a communication skills workshop called 'Crucial Conversations' on the satisfaction and friendship levels of first-year roommate dyads. Roommate satisfaction and roommate friendship were measured for students who had attended the workshop with their roommates; for students who attended, but their roommate did not; for students who did not attend, but their roommate did; and for roommate pairs in which neither student attended. Overall, the students who attended this workshop with their roommates reported higher levels of roommate satisfaction and roommate friendship. Suggestions for further research were also offered.
Success and Sustainability of the TriCollege University Consortium
(North Dakota State University, 2010) Allar, Candice
The purpose of this study was to document the history of the Tri-College University (TCU) consortium from 1969 to the present. The two research objectives are to: 1. Identify the factors which played an important role in the success and sustainability of the Tri-College University Consortium. 2. Conduct an evaluation of the needs, satisfaction, and concerns of current and past faculty and administration involved with the Tri-College University Consortium. Both research questions were addressed with the use of a structural equation model developed and tested by Schmidt (2000) to identify the conditions, common values, attitudes, themes, and patterns of behaviors that contribute to consortia or collaborative longevity. The findings of the study supported many of the principles associated with Schmidt's research. Those principles were documented in Schmidt's research in the form of constructs within a systems context. The two main systems included: organizational structures and the adaptive process. The following constructs associated with organizational structures, specifically with organizational support, (Executive Function: Commitment and Organizational Control Structure), along with the associated constructs for the adaptive process (Archival, Status Monitoring Function, and Action) were supported in Schmidt's data as significant indicators of consortium success and sustainability.
Transfer Students and the Success of Registration on Degree Completion and Retention
(North Dakota State University, 2010) Soleim, Heather Marie
A transfer student has different needs than a first-year student. For this reason, many four-year institutions have developed orientation and registration programs for transfer students. The transfer orientation and registration programs differ from the traditional programs that a first-year student attends and are potentially designed to meet the wide scale needs of a diverse transfer student population. Have these programs had any effect on the academic success of transfer students? Research on the effectiveness of these programs 1s scarce. The purpose of this study was to determine if attending registration programs developed at North Dakota State University improved degree completion and retention rates for transfer students, how these numbers differ regarding different characteristics of these students, and if these students eventually completed a degree elsewhere if they did not complete at North Dakota State University. This paper explored the effectiveness of the types of registration programs a transfer student attends when transferring to North Dakota State University compared to the transfer student registering on his or her own. It compared the degree completion and retention rates of the transfer students in the study and looked for evidence that the programming offered transfer students to facilitate registration for their course work is beneficial to their academic success. This paper is an analysis of the data provided by North Dakota State University and the National Student Clearinghouse on a group of transfer students who matriculated from a transferring institution to North Dakota State University in the fall of 2006. These students transferred from two- and four-year institutions and their data was compared in a number of patterns to ascertain the effectiveness of registration programs offered at North Dakota State University. From the analysis of this data emerged recommendations as to how to improve transfer student programming to ensure transfer student success at North Dakota State University.
Elementary Teachers' Perceptions of Practices to Increase the Academic Achievement of Economically Disadvantaged Rural Students in High Poverty Schools
(North Dakota State University, 2010) Follman, Debra Kay
Education is the key to breaking the cycle of poverty, beginning with children in their earliest years. The greatest challenge facing public education has been the education of all students to proficiency, with the most difficult aspect of this challenge as teaching the underachieving children of poverty. The enactment of No Child Left Behind, Public Law 107-110 (NCLB) has brought increased accountability standards for public schools to the forefront. Narrowing the achievement gap for poor and minority students has become a concentrated focus. It is necessary that elementary school teachers are knowledgeable of the instructional strategies, interventions, best practices, and environments to ensure that students who live in poverty learn and achieve acceptable standards of academic excellence and school success. This study investigated the interventions implemented for increased student achievement in elementary schools in North Dakota with high-poverty enrollments. It was accomplished by examining the factors associated with lower academic achievement for children living in poverty. The study also explored the school-based practices that are perceived to help increase the academic achievement of children living in poverty. This was a quantitative survey study with a target population of 29 elementary schools in North Dakota who are considered high-poverty. Survey data from 176 elementary teachers ( 69% response rate) indicated that both rural and urban schools participated in the study. The data were collected and analyzed to ascertain basic descriptive statistics, t-test, and ANOV A analysis. The comments from each section of the survey were qualitatively coded, themed, and reported. The conclusions were that the elementary schools in North Dakota, serving 40% or more students living in poverty who made Adequate Yearly Progress as determined by performance on the North Dakota State Assessment, are using a majority of the best practices reflected in the research about high high-performing, high-poverty schools. The data suggest that parenting skills and attendance issues were identified as having an effect on student achievement most often. The study revealed that there should be a concentrated effort towards parenting workshops for families living in poverty through the school and other community organizations. The study also indicated that the teachers' highest level of agreement for increasing achievement was having high expectations for all students. Teachers reported that the use of assessments to monitor progress, to measure progress, and guide instruction were utilized to a high degree. Classroom management with rules and routines established, rapid pace of instruction, and a combination of negative and positive reinforcements were also identified as being used in high-achieving schools serving students living in poverty
Sensory Processing Disorder: Family Perspectives on the Disorder and the Role of Counseling
(North Dakota State University, 2010) Fullerton, Susan Patricia
Sensory Processing Disorder (SPD) is defined as an "inability to use information received through the senses in order to function smoothly in daily life" (Kranowitz, 2005, p. 9). The purpose of this study was to examine the perspectives and experiences of families in the process of seeking treatment for their child's sensory processing disorder and the availability of family mental health support (defined as counseling). There is limited literature in the area of the mental health support for children living with SPD. A qualitative interview methodology was utilized in this study. The qualitative research data consisted of seven telephone interviews with parents of children living with SPD. These parents were either Parent Connection Hosts or Parent Connection group members from the Sensory Processing Foundations Parents' support groups for SPD parents. Comparative data analysis involved looking for similar and distinct themes in the participant's stories from which several main themes emerged. Findings indicated that counseling was not offered to most of the participants and that they had to independently seek out other necessary services for their children. In light of the experiences of the participants, implications for counselors are provided. It was concluded that counselors should endeavor to become a part of the collaboration process necessary to better provide mental health support to families with children living with SPD.
Teacher Burnout in North Dakota
(North Dakota State University, 2010) Mowers, Erin N.
The purpose of this mixed study dissertation was to determine if teachers in North Dakota public schools show signs of teacher burnout and the extent to which NCLB is a 111 major stress factor. The research questions were: To what extent are teachers experiencing symptoms of burnout? What are the factors of burnout? The research hypothesis was: The policies of No Child Left Behind are the highest stress factor for teachers in North Dakota public schools. This study used an electronic, web-based data collection procedure. This was accomplished by surveying members of the North Dakota Education Association. The target population was 2,000 teachers in public schools in North Dakota, with 687 (34% response rate) participating in this study. The data collected and analyzed basic descriptive statistics (means and standard deviations) and a one-way ANOVA test. The comments from teachers on their present job satisfaction were qualitatively coded, themed and reported. The Maslach Burnout Inventory for educators was used for instrumentation which included 22 questions forming three sub-scales: Depersonalization, Emotional Exhaustion, and Personal Accomplishment. A seven job satisfaction variable survey was used to determine what variables may cause teacher burnout. The seven variables were: principal leadership, school funding, AYP, salaries, work environment, feedback on teaching and superintendent leadership. Conclusions for question one were: teachers in ND do not feel good about their competency or effectiveness in the classroom: there is low teacher morale; teachers do not exhibit depersonalization or blaming of their students; ND teachers are not cynical; and teachers have moderate levels of emotional exhaustion and struggle with factors of time on job and meetings. Question two conclusions were: female, elementary teachers in large school districts show the most stress for making AYP, a factor for burnout; the more education a teacher has the less satisfied they are with the leadership of the principal; which is not the case for their superintendent. Teachers were satisfied with work environment and feedback on their job performance. The Research hypothesis was rejected because teachers do not feel that the NCLB policies are the highest stress factors compared to those on the MBI-ES survey. The highest stress factors for North Dakota teachers were salaries and school funding. Four themes emerged from the survey respondent comments: lack of time, highstakes testing, financial concerns and control issues.
Applying Group Perspectives: Student Behavior Change Resulting from a Co-Curricular Leadership Development Program
(North Dakota State University, 2011) Almlie, Jessica Marie
This descriptive study explored undergraduate student application of leadership concepts and corresponding change in leadership behavior resulting from participation in a co-curricular leadership development program. Students who completed workshops related to effective group leadership contributed in focus group discussions regarding their application of learned skills. Students discussed applying knowledge of leadership concepts across the scope of their lives, both in and outside the classroom. This indicated a change in leadership behavior. Concepts applied emerged in five major themes: (a) addressing and managing conflict, (b) facilitating small groups, (c) appreciating and valuing diversity, (d) utilizing collaboration, and (e) accepting shared leadership. Two minor themes also emerged related to defining power and privilege and living with congruence. Implications for practice and suggestions for future research were also addressed.
The Relationship among Workload, Job Satisfaction, and Burnout of Extension 4-H Youth Development Professionals from Six Land-Grant Universities
(North Dakota State University, 2011) Stark, Carrie Beth
The purpose of this study was to determine what job responsibilities Extension 4-H youth development professionals (n = 241) chose to spend their work time doing and how the workload related to their job satisfaction and burnout. They were asked to rank order seven common, predetermined job responsibilities, based on the 4-H Professional, Research, Knowledge, and Competencies ( 4-H PRKC), and to identify their level of job satisfaction and burnout. The study utilized quantitative methods for gathering data from 4-H youth development Extension professionals from 6 land-grant universities. Over the past 25 years, there has been an increase in research investigating burnout and job satisfaction. Burnout is a serious issue that can lead to decreased productivity for the employee and increased costs for the employer. Finding the connections among burnout, job satisfaction, and work environment is important to help reduce problems, including work overload. Based on the previous research on workload, burnout, and job satisfaction, 4-H youth development professionals are prime candidates for experiencing low job satisfaction and increased burnout, which may lead to professionals leaving the organization early. To determine the workload, 4-H youth development professionals were asked to rank seven job responsibilities for each of the domains that are common to the youth development profession. The job responsibility that had the lowest mean of any from the six domains was #1 "using volunteer committees" in the volunteerism domain, with 71.9% of the respondents ranking it as one of the top two job responsibilities within the domain. Determining job satisfaction related to the individual job responsibilities was the first measurement used in identifying the level of job satisfaction in the survey. The youth development domain's job responsibility #6 "develop programs to practice life skills" provided the respondents the greatest degree of job satisfaction (M = 1.93, SD= 0.72) of any of the responsibilities with the six 4-H PRKC domains. The second instrument used to assess job satisfaction for 4-H youth development professionals was the Job Satisfaction Survey (JSS), in which the mean score was 3.72 (SD= 0. 79). The third and final measurement used to determine job satisfaction was the self-reported overall level of job satisfaction. The mean for the self-reported overall job satisfaction was 2.20 (SD= 0.83). The greatest degree of burnout (M = 3 .21, SD= 1.26) within any of the domains was in the youth development domain with job responsibility #7 "dealing with conflict management." This job responsibility also indicated a negative relationship between the workload rank score and job responsibility burnout (r = -0.250). The overall mean for the Burnout survey was 3.84 (SD= 0.86). The greatest burnout came from the work within the youth development domain. The 4-H youth development professionals reported feeling very little overall burnout related to their job. The overall self-reported mean for burnout was 2.75 (SD=1.17). They also reported being satisfied with their current job (M= 2.20, SD= 0.83).
A Mixed-Methods Study Examining the Effectiveness of Psychosocial Occupational Therapy Preparation for Therapists Working with Children in Schools
(North Dakota State University, 2011) Nielsen, Sarah Kaye
This mixed-methods research study was conducted for the purpose of examining school-based occupational therapists' child psychosocial knowledge and attitudes, along with how therapists developed this knowledge and attitudes. Using a phenomenological qualitative approach, the study addressed the following broad research question: What meaning do school-based occupational therapists give to their experience in developing child psychosocial knowledge? Using a quantitative approach, a survey instrument was used to answer the following questions: (a) What level of child psychosocial knowledge and attitudes do school-based occupational therapists possess? (b) How do the following variables impact child psychosocial knowledge and attitudes: (1) level of education, (2) academic course content, (3) participation in mental health fieldwork, (4) application of psychosocial knowledge in non-mental health fieldwork, (5) professional practice experiences, and ( 6) continuing education experiences. Snowball sampling was used to select 11 school-based occupational therapists for the phenomenological portion of the design. Data were analyzed using Giorgi and Giorgi's (2008) method of phenomenological analysis. Random sampling was used to select 1,000 school-based therapists who were mailed the Occupational Therapy Child Mental Health Questionnaire based upon The Teacher Mental Health Opinion Inventory (Morris, 2002). The response was N = 630. Data were analyzed using descriptive statistics and analysis of association. Using the mixed-methods triangulation convergence model, where both quantitative and qualitative data were collected at the same time and the results converged during interpretation by comparing and contrasting them, the following conclusions were made: (a) school-based occupational therapists possess and use child psychosocial knowledge: however. they do not believe it is sufficient; (b) school-based occupational therapists have a difficult time articulating psychosocial knowledge; however. through case descriptions they are able to give many examples of psychosocial knowledge they use in practice; (c) school-based occupational therapists believe that holistic, occupation-based, and client-centered practice, along with additional psychosocial intervention strategics, help them maintain a positive attitude toward children with emotional disturbance; (d) school-based occupational therapists experience tension when attempting to apply their holistic, occupation-based, and client-centered practice in an environment that is typically focused on students changing to meet the environmental demands; (e) due to the constraints of the educational system and the IEP, school-based occupational therapists practice holistically by incorporating psychosocial knowledge in a hidden fashion; (f) school-based occupational therapists believe that mental health fieldwork and rich experiences with individuals who have mental illness is important to developing a comfort level with people who have mental illness; (g) school-based occupational therapists do not readily connect the learning from adult mental health fieldwork that they apply in their school-based practices.
The Impact of Baby-Friendly Hospital Designation, Employment Status, Parity, and Other Social-Ecological Factors on Lactation Duration for New Mothers in Upstate New York
(North Dakota State University, 2011) Bailey DeJong, Jennifer Lynne
The purpose of this study, that analyzed the existing Feeding Your Infant (FYI) dataset, was to examine the impact of Baby-Friendly (BF) Hospital designation, employment, parity, and other social-ecological factors on lactation status at three months postpartum in upstate New York. The FYI dataset was analyzed using an adapted version of the Bronfenbrenner Social-Ecological Systems Framework. A covenience sample of 842 breastfeeding mothers was surveyed at baseline between two sites - one a BF designated hospital, and one a community-based hospital with a mature breastfeeding program. Of the 515 mothers who returned the three month survey, 409 (79.4%) were still breastfeeding. Using t-tests, Chi square, multiple correspondence analysis and multiple logistic regression analysis, the following findings were reported: Maternal age of 31 to 35 years, women with 16 or more years of education, and married women, were statistically more likely to be breastfeeding at three months postpartum than younger, unmarried, and less educated women. In addition, mothers who reported a history of "mastitis and/or breast infection", and those who expected a maternity leave greater than 3 months, were also more likely to be breastfeeding. Those who had a prior live birth, who reported having a "not fussy" baby, and those who associated breastfeeding with "convenience" were more likely to be breastfeeding. A mother's race, parity status, expected amount of paid maternity leave, perception of having a "sleepy haby," experience with engorgement, experience with sore and or bleeding nipples, and a mother's delivery site, whether BF designated or not, were not statistically significant. Within the multiple logistic regression analysis, predictors of breastfeeding status at three months postpartum were: insufficient milk, the perception of "too much time," and mothers' educational level. In light of "The 2011 U.S. Surgeon's Call to Action to Support Breastfeeding," and the growing interest in The Ten Steps to Successful Breastfeeding and the WHO/UNICEF Baby-Friendly Hospital Initiative, these findings have important implications for education, practice, policy, and future research.
Development of an Instrument to Measure Collaborative Competencies in Interprofessional Health Care Education
(North Dakota State University, 2011) Gross, Carla Jean
Despite the widespread endorsement of interprofessional education (IPE), health care education has not implemented the strategy to the extent expected. Decisions to adopt and implement IPE must be based on evidence indicating that the approach is superior in promoting collaboration as compared to the traditional, uniprofessional educational approach. Evidence supports that incorporating IPE into the curricula generally improves students' attitudes, perceptions, and knowledge of teamwork skills on a short-term basis. Whether IPE produces graduates who are prepared to collaborate more effectively on the health care team in practice has not been determined because valid instruments have not been developed to measure the collaborative competencies expected for health care students and professionals. This dissertation examined the psychometric properties of an instrument designed by the researcher to measure collaborative competencies in health care students. In addition, this study examined the impact of IPE on undergraduate nursing students' ability to collaborate with other members of the health care team. Using an electronic version of the instrument, data were collected during the spring semester of 2011. The convenience sample (n = 293) included baccalaureate nursing students enrolled at two midwest state universities that incorporated IPE into the curriculum and six midwest state universities that did not incorporate IPE into the curriculum. Factor analysis was conducted using two, four, five, and six factor rotations with varimax and promax rotations. The four- factor model with promax rotation provided the best defined factor structure, demonstrating a combination of empirical findings and theoretical constructs. Results indicated that patient-centered care, role clarification, interprofessional communication, and teamwork are constructs that can be used to design competencies for collaboration. The construct of conflict resolution did not emerge as a separate factor. The independent-samples t-test revealed significant differences between the mean scores for interprofessional communication (p = 0.010) and health care teamwork (p = 0.044) between non-IPE and IPE groups. One-way ANOVA analysis revealed no significant differences for gender, previous experience, or GP A. Students in the older age group (> 31) rated themselves significantly higher in the factors of role clarification (p = 0.002), interprofessional teamwork (p < 0.001), and patient-centered care (p = 0.003).
Multiage Instruction: An Outdated Strategy, or a Timeless Best Practice? A Delphi Study
(North Dakota State University, 2011) Ritland, Valerie Ann Vanyo
The purpose of this study was to explore the practices of multiage instruction with experts who have best practice knowledge or practitioner expertise in the multiage classroom. This investigation provided a foundation of knowledge on multiage instruction regarding strategies and challenges, the pros and cons of multiage instruction, and training and resources needed for the successful implementation of multiage instruction. A Delphi methodology was utilized which consisted of three rounds of surveys. The population comprised two panels of experts, multiage theory experts and multiage practitioner experts, based on required criteria for each panel set. A total of 21 experts completed Round One, which consisted of 55 Likert scale statements. A total of 20 experts completed Round Two, which consisted of 31 statements/questions. A total of 20 experts completed Round Three, which consisted of 29 statements. The panel experts in this study agreed that multiage instruction remains a credible practice today that should be recognized and supported by state boards of education. They also agreed that once oriented to the philosophy and after their child has spent time in the classroom, parents tend to be generally excited about the practice of multiage instruction. The experts further agreed that children of all abilities and needs can be successful in the multiage classroom. In terms of training and preparation, experts agreed that parents, teachers, school boards, principals, and superintendents all should receive training on the philosophy and strategies of multiage instruction in order for it to be a successful practice. They further agreed that it is difficult to find regular training and conferences geared for elementary teachers who work in multiage settings. In this study, panel experts identified strategies that multiage teachers use including how the room is arranged, flexible grouping, theme-based learning, collaborative learning, and peer mentoring. Through open-ended questioning, panelists also identified challenges as well as training and resource needs.
Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm
(North Dakota State University, 2012) Stachler, Wendi Marie Mizer
The purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.
The Effectiveness of Parental Involvement in Preschool Education Programs on Parent Perceptions of their Child’s School Readiness
(North Dakota State University, 2012) Konerza, Judith Ann
The purpose of this study was to determine if the Gearing Up for Kindergarten program created a significant impact on parent understanding of children's development and aspects of school readiness. Parent perceptions of their child's readiness to make the transition to school were also assessed. The study also measured the Gearing Up for Kindergarten impact on children's scores on selected academic measures. A selected sample of 75 parents were surveyed with pre, post, and post post program assessments using the Practical Parent Assessment of School Readiness survey. The survey used Likert scale measures to assess parent perceptions of readiness in the 5 domains of child development: Approaches to learning, Social and emotional development, Physical well-being and motor development, Language development, and Cognition and general knowledge. The survey found significant differences between the treatment and control group on selected measures of the social and emotional scales. The survey also measured parent perceptions of their child's readiness for the transition to school and found no significant difference between treatment and control groups. The AIMS Web children's assessment measured children's academic knowledge with three one minute tests: letter identification, number identification, and oral counting. This assessment compared children's scores using an ANOVA and found no significant differences in children's scores between treatment and control groups.
The Association between Factors Affecting Enrollment Decisions in Manufacturing Occupational Clusters in Two-Year Colleges
(North Dakota State University, 2012) Karl, Ralph J.
The purpose of the study was to investigate the relationships between factors that affect student enrollment decisions in manufacturing occupational programs in two-year colleges and to describe current enrollment status of these programs. This purpose was pursued by five hypotheses and one research question that addressed the categorical factors that affect student enrollment decisions in a diversity of academic programs in higher education. These factors are: awareness; influence; recruitment; and socioeconomic status. Quantitative data were gathered through an online survey instrument. The target populations were full time instructors, academic advisors, and program directors of manufacturing occupational programs in two-year colleges in the Great Lakes and Plains States. The two-year colleges were mostly community and technical colleges that offer certificate and associate's degree programs in manufacturing-related occupations. A total of 288 full time faculty and academic advisors from 155 two-year colleges participated in the study by responding to the survey instrument and providing the data that were later analyzed to address the research questions. PASW software was used for data processing and three statistical methods: descriptive statistics; path analysis; and discriminant analysis were employed for data analysis. The descriptive analysis corroborated most of what the literature suggest are the most and the least effective awareness, influence, recruitment, and socioeconomic factors that affect student enrollment decisions. While path analysis showed that, the path to student enrollment in manufacturing occupational programs in two-year colleges starts from awareness, and goes through influence, and recruitment factors, the discriminant analysis showed that, awareness and recruitment factors are the main independent categorical variables that predict enrollment size in manufacturing occupational programs.
Citizenship and Social Activism: A Mixed Methods Case Study to Understand Cultural Competence in Students of a Service-Learning Based Course
(North Dakota State University, 2012) Wohl, Anne Frances
This mixed methods case study sought to understand cultural competency in the students of a service-learning based course, “Citizenship and Social Activism (HDFS 310),” taught at North Dakota State University in Fargo, North Dakota. Cultural competency refers to how people interact with those who are of different cultural groups. For the purposes of this study, cultural competency was also defined by four components: attitudes, knowledge, awareness, and skills. Using a pre- and post-test survey, the participants showed statistically significant changes in the levels of self-reported cultural competency in the overall scores and in the subsection scores that correspond to the four components. Survey data was complemented by qualitative data collected by coding participants’ reflective journals. The qualitative data provided situation-specific information about what levels of cultural competency participants were demonstrating; additionally, the journals provided information about how participants define, perceive, and struggle with the concept of cultural competency.
Educational Social Software: The Use of Social Network Sites for Teaching and Learning
(North Dakota State University, 2012) LeNoue, Marvin Dale
Although social network sites (SNS) are in use by millions worldwide, the deployment of such sites as tools for teaching and learning is new. Topics related to the ways, means, and outcomes of SNS use in education and training contexts constitute a fresh research area within the field of educational technology. This mixed-methods research project gathered information regarding the use of SNS in education and training settings. Respondents to an Internet survey showed familiarity with a range of social media software, and several had used social network sites including Facebook, Ning, and MySpace in their professional practices. Respondents identified these sites as offering support for communication and community building, and rated this affordance as the most useful aspect of SNS for use in educational settings. Privacy control settings were the individual SNS feature identified as most important in the educational use of SNS. Personal publishing, content creation, and multimedia display functions were also rated as important. Respondents supported the utility of social network sites for use in the delivery of education. Themes expressed in the data regarding participant views of the use and importance of various features of educational social software indicated apparent acceptance of SNS-type tools as potential agents of paradigmatic change (as per Kuhn, 1996) in educational domains. Respondents made substantial commitments to working toward support of a new paradigm shaped by the use of SNS and social media tools.

Browse

Browsing Education by Issue Date