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 Collection: UNT Theses and Dissertations
Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?

Academic Advising Professional Characteristics and Standards: Do Academic Advisors Follow Recognized Professional Standards in Their Work?

Date: May 2014
Creator: Shelton, Kiesha R.
Description: There were two main purposes of this quantitative study. The first purpose was to identify characteristics associated with the selected sample of academic advisors that comprise study. Secondly, the study sought to determine how well work related activities of a selected population of academic advisors correlate with professional characteristics constructs and professional standards constructs of academic advising as a profession. The study used Habley’s (1986) characteristics of a profession to derive the studies professional characteristic construct, education activities, research activities, and professional development activities as it relates to a selected group of academic advisors work related activities. The studies professional standards construct was derived from five Council for the Advancement of Standards (CAS) professional standards for academic as it relates to a selected group of academic advisors work related activities. The study of 78 out of 210 identified full-time academic advisors at two-and four-year public colleges and universities in the North Texas Region utilized a multidimensional researcher-developed Web survey instrument designed to measure professional standards and characteristic within the field of academic advising. Study results reinforced current criticism of research and education activities within the field of academic advising showing that the lack of scholarly research and education activities among ...
Contributing Partner: UNT Libraries
The Academic and Athletic Experiences of African-american Males in a Division I (Fbs) Football Program

The Academic and Athletic Experiences of African-american Males in a Division I (Fbs) Football Program

Date: December 2013
Creator: Salinas, Silvia M.
Description: This study investigated the academic and athletic experiences of African-American males in a Division I football bowl subdivision football program. Critical race theory, identity development model, and social learning model were the theoretical frameworks used as the critical lenses in a qualitative design to examine the participants. The participants’ responses were analyzed and interpreted using thematic analysis. A qualitative research design, which included individual interviews with 10 second year African-American male football players, was used to address this research problem. The goal was to bring together both the psychological and sociological perspectives and to challenge participants to candidly describe their academic and athletic experiences and attitudes toward obtaining an undergraduate degree. Four themes were determined in the data analysis: differential treatment and determining oneself, time management, relationships, and career aspirations. In relation to the theoretical frameworks, the development of self-confidence and knowledge of balancing their academic and athletic schedules was critical for all participants. The sense of feeling different and challenged because of the differences in culture and experience was evident. From this study, university and collegiate athletics administrators may better understand the backgrounds, challenges, and learning needs of this population. As a result, higher education personnel may improve the ...
Contributing Partner: UNT Libraries
Academic, Behavioral, and Social Competency Characteristics of Non-Handicapped, Learning Disabled, and Emotionally/Behaviorally Disordered Adjudicated Juveniles

Academic, Behavioral, and Social Competency Characteristics of Non-Handicapped, Learning Disabled, and Emotionally/Behaviorally Disordered Adjudicated Juveniles

Date: August 1990
Creator: Campbell, Robert E.
Description: None
Contributing Partner: UNT Libraries
The Academic Dean and His Role in the Improvement of Instruction

The Academic Dean and His Role in the Improvement of Instruction

Date: January 1960
Creator: Eskew, Cletis Theodore
Description: The purpose of this study was to determine changes in practices and beliefs which would be needed by certain academic deans to provide a sound program for the improvement of college instruction.
Contributing Partner: UNT Libraries
Academic Dishonesty:  Attitudes and Behaviors of Fundamentalist Christian College Students

Academic Dishonesty: Attitudes and Behaviors of Fundamentalist Christian College Students

Access: Use of this item is restricted to the UNT Community.
Date: December 2000
Creator: Sunday, William G.
Description: This study was designed to examine: (1) the extent to which cheating occurs in fundamentalist Christian colleges; (2) the attitudes of fundamentalist Christian college students toward cheating; (3) attitudes of fundamentalist Christian college students toward cheating among their peers; (4) the kinds of cheating practices of fundamentalist Christian college students; (5) the degree to which students engage in neutralizing behavior to justify cheating; (6) differences in cheating behaviors according to gender; (7) differences in cheating behaviors according to ethnicity; and (8) differences in cheating behaviors according to the length of duration of Christian commitment. Based upon the responses of 337 students attending 3 different Christian colleges, it was concluded that: (1) most Christian fundamentalist students do not engage in cheating; (2) respondents believe that each of 17 self-reported cheating behaviors are serious forms of cheating; (3) respondents are unlikely to report cheating among peers; (4) plagiarism is the most common cheating behavior; (5) most respondents justify cheating on the basis of the workload at school and the pressure to obtain good grades; (6) there are no differences in cheating behavior according to gender; (7) there are differences in cheating behavior according to groups; and (8) most respondents do not cheat ...
Contributing Partner: UNT Libraries
Academic excellence and instructional expenditures in Texas.

Academic excellence and instructional expenditures in Texas.

Date: August 2006
Creator: Helvey, Jearl Kenton
Description: Public school per pupil costs and demands for better performance have increased over the past several decades. While the overall per pupil expenditures have increased, the percent of the educational dollar directed toward instructional activities has remained at approximately 60%. A grass-roots movement known as the "65% Solution" caught national attention by claiming that schools are not efficiently allocating resources into areas that have the greatest link to student achievement, such as instruction. Proponents of the 65% Solution claim that per pupil expenditures can be increased by shifting funds from areas considered non-instructional to areas that directly impact student instruction, such as teachers and instructional materials. The purpose of this study was to determine the relationship between district Panel Recommended and Commended Performance TAKS Reading/ELA and Math results and three measurements of instructional expenditures, Instructional Staff Percent; TEA Instructional Expenditure Ratio; and the NCES Instructional Expenditure Ratio (65% Solution), in Texas public schools. Data was collected from the 2003-2004 AEIS report. Multiple regression was used to conduct the analyses. In most instances, there was little, if any, relationship between TAKS Reading/ELA and TAKS Math, and the Instructional Staff Percent (ISP), TEA Instructional Expenditure Ratio (TIER), and NCES Instructional Expenditure Ratio ...
Contributing Partner: UNT Libraries
Academic Governance: Perceptions and Preferences of Administrators and Faculty in a Public and in a Private University

Academic Governance: Perceptions and Preferences of Administrators and Faculty in a Public and in a Private University

Date: December 1982
Creator: Igbineweka, Andrew O.
Description: None
Contributing Partner: UNT Libraries
Academic Lineage and Student Performance in Medical School

Academic Lineage and Student Performance in Medical School

Date: August 1999
Creator: Wright, James Scott
Description: This research investigated the association between academic lineage and student performance in medical school. The purposes of the study were to: (1) determine whether the Carnegie classifications of medical school applicants' institutions of origin are associated with academic performance in medical school; (2) consider the relationship between the admission selectivity of the schools of origin and the academic performance of medical school students; (3) compare the performance of medical students from institutions under public governing control with students from privately controlled institutions; and (4) establish a model by which the relative academic strengths of applicants from a variety of undergraduate institutions can be understood more clearly based on the previous performance of medical students from schools with similar institutional characteristics. A review of the literature on medical school admissions was completed and used to develop this research. Medical students from the University of Texas Southwestern Medical Center at Dallas who enrolled between the years 1990 and 1994 and graduated or were dismissed between the years 1994 and 1998 were selected as the sample for the study (n=933). The undergraduate institution of origin for each student was coded based on its Carnegie classification, admissions selectivity group, and whether its governing control ...
Contributing Partner: UNT Libraries
Academic Qualification and Employability of Teacher Education Graduates

Academic Qualification and Employability of Teacher Education Graduates

Date: May 1981
Creator: Perry, Nancy Cummings
Description: None
Contributing Partner: UNT Libraries
Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners

Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners

Date: May 2015
Creator: Knezek, Lois Ann
Description: English language learners (ELLs) face many linguistic and cultural challenges in their attempts to succeed academically. They encounter complex academic text, which is increasingly presented online. Although some research has addressed the challenges that university-level ELLs face when reading online texts, almost all of this prior work has focused on undergraduates. The purpose of the current study was to investigate the reading strategies employed by graduate-level ELLs when reading an academic English text online. Participating in the study were four foreign-born doctoral students from different first-language backgrounds—Arabic, Korean, Urdu, and Vietnamese—and the focus was on commonalities as well as differences among them. All four were enrolled in the same doctoral-level course, which included the reading of a specific online academic article as a course requirement. When reading this text individually, each student participated in a think-aloud procedure, followed by post-reading and discourse-based interviews. Analyses included unitizing data from the think-aloud protocols, coding units for strategies employed, and considering related interview commentary and classroom contributions. In their reading, these students made major use of problem-solving strategies, especially reading segments aloud and questioning. They also employed evaluative strategies as well as metacognitive strategies, which included affirming their understanding or indicating lack of ...
Contributing Partner: UNT Libraries