College student characteristics related to choices of teaching- learning environments in a student adjustment course
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Degree GrantorUniversity of Arizona
Showing items related by title, author, creator and subject.
The effects of curricular and institutional changes on student-faculty and student-student relations at the Sloan School of ManagementRhoades, Gary; Horn, Daniel Alan (The University of Arizona., 2001)This study tests hypotheses posed in a 1983 article regarding the Sloan School of Management and the Harvard Business School (HBS). In this article, Van Maanen (1983) states that student-faculty and student-student relations in the two MBA programs differ due to their contrasting institutional and curricular characteristics. Subsequently, the Sloan School of Management adopted some of the same characteristics found at HBS. By adopting a cohort system, eliminating the master's thesis as a degree requirement, increasing its program size, and placing greater emphases on student in-class participation and faculty teaching quality relative to research production, the Sloan School has begun to resemble HBS structurally. Through interviews with MBA students, faculty members, and administrators as well as observations of classes and analysis of documents including course syllabi, this study attempts to determine whether the Sloan culture resembles that found in the literature on HBS. The results show that Sloan's culture looks more similar to that at HBS in some ways. Most importantly, the implementation of the cohort system has increased the sense of cohesiveness among students. In this manner, the Sloan culture has begun to resemble that at HBS. The more dramatic effects on student-faculty and student-student relations that are attributed to the HBS cohort, however, have not begun to appear at Sloan. Nor have the increased emphases on student in-class participation and faculty teaching quality had the same effects at Sloan as they have at HBS.
STUDENT TELEVISION PRODUCTION: THE EFFECTS ON STUDENT ATTITUDES TOWARDS SELF AND OTHERS (HIGH SCHOOL DROPOUTS, MEXICAN AMERICANS, ALTERNATIVE, PERCEPTION, VIDEO).EGGERT, VIRGINIA RAE TRAMBLEY. (The University of Arizona., 1985)This investigation attempted to answer the following research questions, based upon student participation in "hands on" television production activities: (1) What shifts in the students' perceived acceptance of themselves occurred, (2) what shifts in the students' perceived acceptance of others occurred, and (3) what shifts in the students' perceived acceptance of school occurred? In seeking answers to the above three questions, the investigator located seven volunteers from a high school dropout retrieval program. As it developed, all of them were of Mexican American heritage. This investigation was based upon a theoretical framework drawn from perceptual psychology, education, and television. The framework consisted of television as a perceptual experience tending to effect acceptance of self, others, and school. A small n research design with multiple measures was used during this investigation. Data were collected with a student self-report measure using a modified Likert-type response mode. Qualitative data were collected from student interviews and investigator observations recorded as fieldnotes. The research results indicated no significant patterns in acceptance of self and others as a group. The qualitative data revealed the variety of individual shifts in acceptance of self, others and school. Certain unanticipated results occurred because the participants were Mexican American. These included cultural-related observations. The data indicated that "hands on" television production activities involve "learning in context" processes which might have important implications for dropout retrieval programs. The investigator recommended further "learning in context" TV or video studies with multicultural groups of students.
Achievement of African American students and white students: A comparative study of placement in the program for the giftedFletcher, Todd; Romanoff, Brenda S. (The University of Arizona., 1999)The identification of students who are gifted traditionally has been grounded in criteria with an emphasis on unitary measures of intellectual ability. Recently, multiple intelligences [MI] theory has been embraced as an alternative perspective with promise for addressing concerns about groups in which children seldom are identified as gifted when traditional methods are used. The purpose of this research was to compare the performance over a period of four years, on North Carolina's statewide mandatory end of grade tests, of elementary school children, who are identified as gifted with an assessment process based on MI theory, and a group of elementary school children referred for assessment, but not identified as gifted. The Problem Solving Assessment Process, which represents an application of MI theory, was used as an assessment for identification to the gifted program, and the North Carolina End of Course Tests was used as a standardized measure to evaluate progress of black and white students at the end of grades 3, 4, and 5. An analysis of data, over a four-year period, was used to ascertain whether the Problem Solving Assessment [PSAI] Process, designed to assess intellectual strengths in multiple intelligences is an accurate assessment for identification of students when compared to student performance on a traditional, standardized approach to achievement. Results show that black and white students identified as gifted using an alternative measure of assessment consistently do well consistently on mandatory statewide tests. The results are discussed with regard to ongoing practices and future implications for identification and education of gifted children.