You limited your search to:

  Partner: UNT Libraries
 Department: Department of Counseling and Higher Education
Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy

Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy

Date: May 2010
Creator: Carnes-Holt, Kara
Description: This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.
Contributing Partner: UNT Libraries
The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future.

The Historical Development of Tertiary Education in the Bahamas: The College of the Bahamas, Past, Present, and Future.

Date: May 2010
Creator: Dames, Terren L.
Description: The purpose of this study was to provide a historical overview of the development of the College of the Bahamas, and to examine the development of the College of the Bahamas in light of the College of the Bahamas Act of 1974 and the subsequent Act of 1995. The research was qualitative in nature using historical analysis. The primary means of investigation were analyses of both primary and secondary documents and interviews with key individuals who were important to the development of the College of the Bahamas since the 1960s. The methods of triangulation of data and findings were complemented by member checks to affirm the basic findings of the study. The study was limited in scope to the College of the Bahamas to the exclusion of other tertiary institutions within the country. The College of the Bahamas has advanced greatly and has largely fulfilled the directives and goals of the Act of 1974 and is currently engaged in efforts to meet the goals of the Act of 1995.
Contributing Partner: UNT Libraries
Living-learning communities and ethnicity: A study on closing the achievement gap at Regional University

Living-learning communities and ethnicity: A study on closing the achievement gap at Regional University

Date: May 2010
Creator: Bewley, Jason Loyd
Description: This quasi-experimental study examined the impact of living-learning communities on GPA and fall-to-fall retention rates for college freshmen at Regional University (RU). The specific focus of this study was the effect of these communities on students of different ethnic groups and on the potential of these communities to reduce the academic performance gap. RU was a small public university that offered both undergraduate and graduate degree programs. RU required all freshman students to live on campus in living-learning communities beginning with the 2007-2008 academic year. This study utilized the 343 student freshman cohort class of 2008 in the living-learning communities as the treatment group. This treatment group was compared against the 193 student freshman cohort class of 2008 living off campus and against the 643 student freshman cohort class of 2006 living on campus prior to the implementation of living-learning communities. In addition, the statistics were analyzed by ethnicity to examine the impact of these communities on White, Hispanic, African American, and Native American students and their ability to reduce the academic performance gap. The research revealed that the communities implemented at RU were not statistically significant at improving academic performance or at reducing the achievement gap. The results of ...
Contributing Partner: UNT Libraries
Medical School Admissions Across Socioeconomic Groups: An Analysis Across Race Neutral and Race Sensitive Admissions Cycles

Medical School Admissions Across Socioeconomic Groups: An Analysis Across Race Neutral and Race Sensitive Admissions Cycles

Date: May 2010
Creator: Kennedy, Mike
Description: While the relationship between academic variables and admission into medical school has been well documented, the relationship between socioeconomic background and admission has not been extensively examined. In 2001, the Texas Legislature passed HB 1641, which allowed for the use of socioeconomic variables in the admission of graduate and professional school students. Additionally, the Grutter v. Bollinger decision in 2003 removed a prohibition on the use of race or ethnicity in the admission of students in the state of Texas. The study examined the role medical school admissions selectivity as it relates to the socioeconomic background during a race neutral admissions cycle in 2005 and a race sensitive admissions cycle in 2006. The results of data analysis found that in a race neutral admissions cycle socioeconomic background was a significant factor in the admission of applicants to medical school. However, it was not a significant factor for applicants from underrepresented minority groups. The analysis also found that socioeconomic background was a significant factor in the admission of applicants to medical school in a race sensitive admissions cycle as well. Finally, the study found that variances in selectivity led to differences in the socioeconomic makeup of entering students across different medical ...
Contributing Partner: UNT Libraries
On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts

On Their Own: How Thirty-One Tribal Colleges Address Five Educational Concepts

Date: May 2010
Creator: Riding In, Leslie D.
Description: This qualitative research, specifically a content analysis of 31 tribal colleges' mission statements and curricula, examined how the colleges' curricula aligned with the five educational concepts suggested in the colleges' mission statements. Cajete's (1994) seven foundations to indigenous thinking proved to be a major theoretical framework which provided a worldview for tribal learning. The study concluded that whereas the five educational concepts aligned between mission statements and curricula, the curricula emphasized culture, tribal community, and academic success at a greater level than mission statements indicated. Further, tribal colleges' curricula did not emphasize economic concepts as the mission statements indicated. A particular finding suggests that tribal colleges' are investing in environmental studies programs, thus increasing their intellectual capacity to protect their environmental interests while promoting indigenous thinking and community learning across all academic disciplines. Considerable implications include that an increase of American Indian environmental studies graduates may have a positive impact on environmental justice matters as well as the ability to promote new agricultural technologies. Additional implications include how mainstream universities will adapt to an increase of native students studying the sciences rather than liberal arts.
Contributing Partner: UNT Libraries
Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data

Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data

Date: May 2010
Creator: Mulberry, Stella L.
Description: This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p < .05 level. The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action ...
Contributing Partner: UNT Libraries
The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs

The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs

Date: May 2010
Creator: Lamb, Keith Whitaker
Description: Seeking to identify and further understand the variables considered when ranking specialty programs in colleges of education, this research study surveyed all deans, and associate deans responsible for graduate education, at United States institutions that offer the terminal degree in at least one of the ten education specialty areas. The study utilized a three-dimension model of brand equity from the marketing literature, which included the elaboration likelihood model of persuasion. Descriptive statistics determined that research by the faculty of the specialty program is the variable most widely considered by deans and associate deans when determining reputation. In order to determine what predicts a person's motivation to correctly rank programs, a principal components analysis was utilized as a data reduction technique, with parallel analysis determining component retention. The model identified five components which explained 66.224% of total variance. A multiple regression analysis determined that characteristics of a specialty program was the only statistically significant predictor component of motivation to correctly rank programs (&#946; = .317, p = .008, rs2 = .865); however, a large squared structure coefficient was observed on perceived quality (rs2 = .623). Using descriptive discriminant analyses, the study found there is little evidence that marketing efforts have differing ...
Contributing Partner: UNT Libraries
Student Engagement Theory: A Comparison of Jesuit, Catholic, and Christian Universities

Student Engagement Theory: A Comparison of Jesuit, Catholic, and Christian Universities

Date: May 2010
Creator: Williamson, Robin Marie
Description: This research study analyzed the results of the Jesuit Universities Consortium in comparison with the results of the Catholic Colleges and Universities and the Council for Christian Colleges Consortia as measured by the 2005 National Survey of Student Engagement (NSSE) in order to determine and identify any statistically significant differences between the consortia. One-way ANOVA analyses and Tukey HSD post hoc comparisons were conducted on the data from freshmen/first year students and seniors/fourth year students on each of the five clusters of the NSSE to determine any statistically significant difference and, subsequently, the effect size of any found differences. The study found that there were statistically significant differences on the following: 1) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Academic Challenge, 2) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Enriching Educational Experiences, 3) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Supportive Campus ...
Contributing Partner: UNT Libraries
Predicting beginning master's level counselor effectiveness from personal characteristics and admissions data: An exploratory study.

Predicting beginning master's level counselor effectiveness from personal characteristics and admissions data: An exploratory study.

Date: August 2009
Creator: Halinski, Katherine Hupfeld
Description: In this exploratory study of 95 counseling program master's students at a large southwestern public university, students' scores on an admissions Group Interview Sociometric Rating did not correlate with their GRE Analytic Writing (GRE-AW) scores nor their basic skills course instructors' end-of-course assessment of students' counseling-related personality traits (Personality) or mastery of basic counseling skills (Mastery). However, Mastery was predicted by both Personality, with a large effect size, and GRE-AW, with a medium effect size. This study provides promising preliminary evidence that counselor educators may use Counselor Personality Assessment Ratings and GRE-AW scores to screen master's applicants by predicting students' abilities to master basic counseling skills early in their counselor preparation. Limitations of the study and recommendations for future research are discussed.
Contributing Partner: UNT Libraries
A Predictive Model of Hispanic Participation in Texas Higher Education: Inferences Drawn from Institutional Data in Prevalent Hispanic States

A Predictive Model of Hispanic Participation in Texas Higher Education: Inferences Drawn from Institutional Data in Prevalent Hispanic States

Date: August 2009
Creator: Haynes, Robert Michael
Description: In Texas, Hispanic populations (people of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race) have increased from 6.7 million in 2000 to 7.4 million in 2005, or by approximately 10.5%. This growth trend is expected to continue with estimates that Hispanics will represent approximately 37% of the state's population by 2015. The problem this research addressed is that participation in higher education by Texas Hispanics is not keeping pace with the growth in the Texas Hispanic population. If allowed to continue, the state could be in danger of realizing devastating economic and societal consequences. The present study utilized regression analysis to determine how well four institutional characteristics explained the variance in Hispanic enrollment and graduation percentages of students attending public 4-year institutions in states with prevalent Hispanic populations. Findings indicate that while local Hispanic population is a strong, positive predictor of Hispanic enrollments, it has a negative impact on Hispanic graduation rates. The independent variables of average cost of attendance and average financial aid package are the strongest predictors of Hispanic graduation percentages. Implications for the state of Texas include stress on public 4-year institutions in coping with Hispanic population increases, ...
Contributing Partner: UNT Libraries