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An Analysis of Sexist Language in ESL Textbooks by Thai Authors Used in Thailand

Description: This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.
Date: August 2008
Creator: Na Pattalung, Piengpen

An Analysis of the Satisfaction of the Students during the First Ten Years of the Collaborative Program between Dallas Theological Seminary and the University of North Texas

Description: This study analyzes the satisfaction of doctoral students in the joint doctoral program in Christian higher education between Dallas Theological Seminary (DTS) and the University of North Texas (UNT). The study focuses on the 18 students who have been identified as advanced participants in or graduates from the joint program from its inception in 1997 through its 10-year mark in 2007. Fourteen of the 18 eligible students agreed to participate in this study for a 77.8 % response rate. The doctoral students completed a survey that was created using a study of Garrett in 2006 of doctoral students at Historically Black Colleges and Universities and of McLaughlin in 2002 of graduate students in Christian education at DTS. The purpose of this study was to determine to what extent the joint doctoral program in higher education between both institutions meets the expectations of the students and prepares them for the range of careers that they then pursue. The study offers a number of findings surrounding the five research questions and offers several conclusions and recommendations for further research. The study concluded that the surveyed participants were immensely satisfied with their education experience thus assuming that the joint program does meet expectations and prepare students for future careers.
Date: August 2008
Creator: Kavlie, Lucas B.

College Choice in the Philippines

Description: This descriptive and correlational study examined the applicability of major U.S. college choice factors to Philippine high school seniors. A sample of 226 students from a private school in Manila completed the College Choice Survey for High School Seniors. Cronbach's alpha for the survey composite index was 0.933. The purposes of this nonexperimental, quantitative study were (1) to describe the relative importance of major college choice factors (as identified in U.S. research) to Philippine high school seniors, and (2) to determine whether there were statistically significant differences in the importance ascribed to these factors, according to students' demographic attributes. For all statistical analyses, SPSS 16.0 software was used. To address the first purpose, the mean and standard deviation were calculated for each college choice factor addressed in the survey. To address the second purpose, ANOVAs, Mann-Whitney U tests, and Kruskal-Wallis tests were run, in order to study the relationship between each of the major college choice factors and students' demographic attributes. This study found that all of the major U.S. college choice factors were important, to some degree, in the Philippine context. Other factors were added based on pilot studies. This study also found that some of the U.S.-literature-generated demographic choice attributes functioned similarly in the Philippine setting (e.g. academic ability, gender), while others did not (e.g. educational level of fathers and of mothers). Moreover, students' academic ability was the primary demographic attribute, accounting for statistically significant differences in assessment of the importance of college choice factors for most (12 out of 13) of the factors. The major U.S. college choice factors appear to be important to Philippine private high school students. Two choice attributes (academic ability, gender) appear to apply to private high school students in the Philippines, while the attributes of father's and mother's education levels do not ...
Date: May 2009
Creator: Tan, Christine Joy

Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study.

Description: There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra resulted in a higher proportion of students successfully completing the course. In addition, success rates among ethnicities, gender, and age groups were also examined. The population sample for this study was 231 students enrolled in college algebra from fall 2004 through fall 2007. Data was analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. Success was defined as earning a grade of A, B, or C in the course. The study found that overall there was no significant difference in success rates for the 8-week and 16-week college algebra courses. However, significant differences were found in success rates among Asian, Pacific Islander students enrolled in the 8-week and 16-week courses. No significant differences in success rates were found for White, Non-Hispanic; African-American, and Hispanic, Mexican American students. There was a significant difference in the number of A's, B's, C's, D's and F's among White, Non-Hispanic students, but there was no difference in A's, B's, C's, D's or F's for African-American; Hispanic, Mexican American and Asian, Pacific Islander. When considering success rates among genders, no difference was found in success rates for males or females who were enrolled in the 8-week and 16-week college algebra courses. There were a significant greater number of students in the age group (23-30) who were successful in the 16-week college algebra course than in the 8-week college algebra course. However, no differences in success rates were found in the age groups (18-22) and (31-40).
Date: August 2008
Creator: Reyes, Czarina S.

The Effects of Interactive Reviews and Learning Style on Student Learning Outcomes at a Texas State University

Description: This study investigated the effects of interactive lessons and learning style on student learning outcomes in self-defense education classes. The study utilized an experimental design that incorporated four self-defense education classes at the University of North Texas (UNT) during the fall semester 2007 (N = 87). A pre-test was administered during the first week of class to determine prior knowledge of the participants. The Visual Auditory Reading/Kinesthetic Inventory (VARK) was used to assess the learning styles of the students and was completed after the pre-test of knowledge was administered. The treatment group received the interactive lesson and the control received a paper review. The difference between the pre and posttest was used as a measure of improvement of the student's learning outcomes. A 2 (treatment/control) by 2 (pretest/posttest) ANOVA with repeated measures was conducted to examine the differential improvement in knowledge across the intervention. Based on the 2-way ANOVA there was a significant difference between the treatment group and the control group based on their learning outcomes. A repeated measures ANOVA was conducted to determine if there was a significant difference between the groups based on the pre and post test scores. Based on the results of a one week study it was determined that interactive lessons do make a significant impact on learning outcomes compared to traditional reviews.
Date: May 2008
Creator: Adams, Wesley

Factors affecting African American faculty job satisfaction at a historically black university and a predominantly white institution.

Description: This study sought to discover job satisfaction factors of African American faculty at a historically black university and a predominantly white institution. Data were gathered through the use of semi-structured interviews of 6 faculty members from a historically black university and 5 faculty from a predominantly white institution. Several themes emerged from the study. The most salient was that African American faculty at the historically black university were satisfied by their work with students, satisfied with the flexibility of their schedules, and dissatisfied with their pay, workload, and the lack of recognition that they receive from their institution. African American faculty at the predominantly white institution were satisfied by the impact the programs and courses they developed had upon students, satisfied with their job's freedom and flexibility, and dissatisfied with the ideas of being micromanaged or working with people who are not open and honest. The findings of this study showed that service is an important factor to job satisfaction of African American faculty and that there is a distinction between factors faculty are dissatisfied with but willing to endure and those that would cause them to leave an institution.
Date: May 2009
Creator: Wright, Quentin

First-generation College Students: Their Use of Academic Support Programs and the Perceived Benefit

Description: The purpose of this study was to determine the extent to which academically successful first-generation college students, compared to academically successful non-first-generation college students, used academic support programs provided by UNT and to measure their perception of the benefits of these programs. Differences were examined using information gathered from a Graduate Student Survey administered to students graduating in fall 2006 from the University of North Texas. Analysis of the data from the survey indicated that there was no statistical significance between the use and perception of benefit of academic support programs between the two groups. Overall, students that used academic support programs provided by the university believed they benefited from the programs they utilized. Both groups indicated that they believed the Math Lab provided the most benefit. The Graduating Student Survey also examined input, environment and output factors of academically successful first-generation and academically successful non-first-generation students. Again, both groups indicated similar responses to the questions asked. First-generation college students in this study were successful in graduating from the University of North Texas and utilized some of the resources provided by the university to do so.
Date: December 2007
Creator: Thompson, Jessica Loren

From reactionary to responsive: Applying the internal environmental scan protocol to lifelong learning strategic planning and operational model selection.

Description: This study describes and implements a necessary preliminary strategic planning procedure, the Internal Environmental Scanning (IES), and discusses its relevance to strategic planning and university-sponsored lifelong learning program model selection. Employing a qualitative research methodology, a proposed lifelong learning-centric IES process based on Bryson's (2004) strategic planning model was tested at a large public university in the American Southwest with the intention of both refining the IES process for general use in the field as well as providing a set of useable reference documents for strategic planners at that university. The prototype lifelong learning IES process as tested proved to be highly effective in identifying and categorizing previously unrecognized lifelong learning programming and organizational structures and, was reasonably efficient in process execution. Lessons learned from the application of the prototype lifelong learning IES procedure led to the development of a revised scanning procedure. This revised procedure is considered more reliable and can be accomplished by a single investigator in as little as 35 production hours, providing a detailed snapshot of the total university lifelong learning system and a point of departure for the larger strategic planning effort.
Date: May 2009
Creator: Downing, David, L.

Hazard mitigation and disaster preparedness planning at American Coastal University: Seeking the disaster-resistant university.

Description: This study employed a qualitative case study method to evaluate the efforts of one university to conduct hazard mitigation and disaster preparedness planning activities and used the Federal Emergency Management Agency framework and selected writings of sociologist and disaster researcher E.L. Quarantelli as models for evaluating the institution's approach. The institution studied was assigned a fictitious name and the identities of the study participants withheld in order to protect the integrity of the institution's planning efforts and its personnel. The study utilized a 92-item questionnaire, field interviews, and review and analysis of documentary materials provided by the institution for data collection purposes. Pattern-matching techniques were applied to identify themes and trends that emerged through the course of data collection. The results indicate the institution has developed an organizational culture that is broadly responsive to and engaged in disaster preparedness planning at multiple levels in a manner generally consistent with principles identified in select writings of Quarantelli. Results further indicate the institution has engaged in identifying hazard mitigation priorities but not in a manner consistent with that advocated by the Federal Emergency Management Agency in its publication entitled Building a Disaster-Resistant University.
Date: December 2008
Creator: Osburn, Toby W.

The Historical Development and Future of the Southern Bible Institute

Description: This study represents qualitative, historical research. The study documented the origins, milestones, and development of the Southern Bible Institute in Dallas, Texas. This study provided data leading to a better understanding of the impact of segregation on the African American religious community in Dallas, Texas. Data from this study also shows how African Americans responded to segregation in the area of theological higher education through the establishment of the Southern Bible Institute. The research methodology was heavily dependent on oral data from various sources and pertinent data were extrapolated from oral history interviews and historical, internal and external institutional documents. Analysis was based on accuracy, consistency and authenticity. Triangulation was the method used to determine the accuracy and authenticity of the oral interviews. The data were also analyzed for extrapolating factors that lend themselves to inclusion on an institutional assessment. Based on the factors extrapolated from the data and from a strengths, weaknesses, opportunities, and threats (SWOT) analysis, an internal institutional assessment checklist was created to assist the leadership in evaluating various aspects of the school. It was concluded that the future seems bright for the Southern Bible Institute, but it is recommended that the administration leverage off identified strengths and establish a plan for addressing the weaknesses noted as a result of this study. The Southern Bible Institute warrants further research that will use the factors identified in this study as the basis for quantitative studies that will clarify the impact of particular factors on institutional growth.
Date: May 2008
Creator: Cooks, Michael J.F.

An investigation of the effective supervision and communication competence of chief student affairs officers in Christian institutions of higher education.

Description: The purpose of this study was to examine if there is an association between effective supervision and communication competence in divisions of student affairs at Christian higher education institutions. The investigation examined chief student affairs officers (CSAOs) and their direct reports at 45 institutions across the United States using the Synergistic Supervision Scale and the Communication Competence Questionnaire. A positive significant association was found between the direct report's evaluation of the CSAO's level of synergistic supervision and the direct report's evaluation of the CSAO's level of communication competence. The findings of this study will advance the supervision and communication competence literature while informing practice for student affairs professionals. This study provides a foundation of research in the context specific field of student affairs where there has been a dearth of literature regarding effective supervision. This study can be used as a platform for future research to further the understanding of characteristics that define effective supervision.
Date: December 2007
Creator: Wilcoxson, Douglas A.

Perceptions of Faculty Development: A Study of a North Texas Community College

Description: This dissertation study deems faculty development critical to meeting challenges associated with retirement, potential professor shortages, increasing adjunct populations, unprepared faculty, and accreditation standards in the community college. The study centers on seeking a current, in-depth understanding of faculty development at Metro Community College (a pseudonym). The participants in this qualitative study consisted of adjunct and full-time faculty members and administrators who communicated their perceptions of faculty development. The analysis discovered faculty member types (progressive and hobbyist adjunct and proactive, active, and reactive full-time faculty) who invest themselves in development differently depending on their position and inclination to participate. Faculty members generally indicated a desire for collegiality and collaboration, self-direction, and individualized approaches to development whereas administrators exhibited a greater interest in meeting accreditation standards and ensuring institutional recognition. The study also discovered a need to consider development initiatives for adjunct faculty members. The dissertation proposes an improved partnership between the adjunct and full-time faculty and the administration.
Date: December 2008
Creator: Bodily, Brett Hogan

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

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, possible enrollment overflows at the community college level, and need for additional allocations to state and institutional financial aid programs.
Date: August 2009
Creator: Haynes, Robert Michael

A Program Committed to the Persistence of African-American Males in Higher Education

Description: This qualitative study described and examined the characteristics, components and theoretical design of the Student African-American Brother (SAAB). The SAAB is a national program that seeks to increase the academic and social integration of African-American males in higher education to increase their potential to graduate with an undergraduate degree. The SAAB's academic and social integration strategies were compared to Bean and Bennett's conceptual model of black student attrition to determine the congruency between the organization's strategies and the theoretical framework. The methodology was case study. Thirty semi-structured interviews were held with past and current members of the organization to gain a broader knowledge of the SAAB strategies and interventions used to promote their academic and social integration. The research revealed the SAAB applies a three dimensional approach which consists of providing a supportive environment, supporting academic goals, and encouraging campus and community involvement. This approach increases the students' understanding of the organization and structure of the higher education setting to yield successful matriculation through a four year college or university.
Date: August 2008
Creator: Jackson, Princess D.

Readiness scores as indicators of online faculty satisfaction.

Description: The purpose of this study was to determine the relationships between online readiness scores and online faculty job satisfaction. Online readiness was assessed using the Readiness for Education At a Distance Indicator (READI) assessment. The READI assessment tool incorporated the independent variables of learning preference, technical competency, technical knowledge, personal attributes, on-screen reading speed and comprehension, and typing speed and accuracy. Online faculty job satisfaction was assessed using the National Study of Postsecondary Faculty (NSOPF) job satisfaction questions. Analysis of variance was used to determine whether there was a difference in satisfaction based on individual instructor learning preferences. Correlation coefficients were used to analyze the relationships between the remaining independent variables and online instructor satisfaction. The sample population (N=110) consisted of online faculty members at Tarrant County College. Most of the statistical analyses revealed non-significant results at the .05 alpha level. However, a significant difference in satisfaction with equipment and facilities was found based on instructor learning preference. Additionally, a statistically significant negative correlation was found between online instructor technical competency and satisfaction with benefits.
Date: May 2009
Creator: McLawhon, Ryan

The relationship of racial identity, psychological adjustment, and social capital, and their effects on academic outcomes of Taiwanese aboriginal five-year junior college students.

Description: The study was conducted during November and December 2006, and the participants were Taiwanese aboriginal students at five-year junior colleges in Taiwan. Five hundred students from twenty junior colleges were recruited, and completed data for 226 students were analyzed. The data were collected by scoring the responses on six instruments which measured Taiwanese aboriginal junior college students' potential social capital, racial identity development, academic outcome (expected grade) and their psychological adjustment (stress, social support, self-esteem, and academic engagement). The instruments were designed to gather information on the following: (a) potential social capital scale; (b) multigroup ethnic identity measure; (c) racial identity attitude scale; (d) perceived stress scales; (e) self-esteem scale; (f) social support scale; (g) academic engagement scale; (h) academic outcome (expected grade). This quantitative design used SPSS 12 to analyze the data. Independent t-tests, Pearson correlation coefficient, regression model, ANOVA, ANCOVA were applied in the study. Results from this study indicate racial identity affects academic outcome with the covariate of psychological adjustment. This finding contradicts previous research that racial identity cannot affect students' psychological adjustment and academic achievement in higher education. For social capital, the study provides encouraging evidence that social capital is directly, significantly correlated with academic outcomes and that students with broader social networks develop better academic outcomes. Further, when students encounter challenges and conflicts, the broader social network assets are covariates with the positive psychological adjustment to lead to the greater academic outcomes. For racial identity, a higher perception of racial identity does not directly affect academic outcome in this research. This conforms to previous research that racial identity does not have much influence on Taiwanese aboriginal college students to fit in the Han dominant academic environment.
Date: May 2008
Creator: Lin, Chia Hsun

Student Variables Contributing to Program Completion in Career School Sector For-Profit Schools

Description: The general purpose of the study was to compile current descriptive information for recent graduates from career school sector institutions that reveals the significant factors which contributed to their program completion. The research project focused upon career school program completers. The scope of the study was directed to recent program completers at two career schools in Texas which offer a cross-section of programs designed to provide students specific skills for immediate employment. Based upon an extensive review of literature and the input of a focus group of experienced career school administrators and faculty members, seven variables were determined to be worthy of a focused study of their possible contributions to career school program completion. The variables were ability to accept responsibility for completion, academic preparedness, family or friends support system, self-esteem, life skills preparedness, sense of being goal-oriented, and sense of connectedness to the school. It was determined that each of the seven variables existed prominently in the majority of these recent graduates. The researcher concludes that there is a tremendous need for continued study that is focused on career school sector students. The paper offers the suggestion of a specific retention program that can be employed by career school administrators to emphasize the 7 variables and implement specific interventions designed to increase student retention and program completion.
Date: August 2008
Creator: Eatman, Timothy Allen