Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
Browse
14 results
Search Results
Item "Figuring it Out": A Grounded Theory of College to Post-College Transition(2011) Fox, Kirsten Freeman; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Before colleges and universities can be truly effective in preparing students for a post-college life, an understanding of the college to post-college transition process for recent college graduates is needed. Although there is extensive literature characterizing the college experience, little research exists surrounding the experiences of recent college graduates, especially during the transition out of college. The purpose of this study was to understand the transition from college to post-college life for recent college graduates. Conducted from a constructivist epistemological paradigm, this study employed grounded theory methods to understand how participants interpreted their post-college transition experience. Specifically, this study aimed to understand the post-college transition process, the experiences most salient during the transition, and how recent graduates make meaning of post-college life. In-depth interviews were conducted with a diverse sample of 13 recent graduates from a large, Mid-Atlantic research institution over 18 months. The result was the emergence of a theory of college to post-college transition grounded in the perspectives and experiences of the participants. The grounded theory of college to post-college transition builds upon three findings: the process of post-college transition, the construct of transitioning adult, and how recent graduates approach the transition. The post-college transition process was characterized by navigating a series of realizations about self and what matters. This process of "figuring it out," incorporated four active and overlapping characteristics germane to the transition: managing loss, establishing place, focusing on self, and searching for purpose. The transition process was also enhanced by participants' ability to negotiate external influences and internal coping strategies. Through the stories of the participants, it also emerged that recent college graduates equate the post-college transition with the transition to adulthood. The "transitioning adults" navigated the post-college transition through one of five distinct approaches: Initiator, Instrumentalist, Observer, Adaptor, and Traditionalist. The findings are relevant for recent college graduates and college students preparing to graduate, as well as for employers, parents, faculty, and college administrators. This research also has implications for student affairs practice and workforce preparedness. Finally, the findings inform both theory development and future research, particularly on lifespan development and transition theory.Item EFFECTS OF A CO-TEACHING TEAMING PROGRAM ON THE INSTRUCTIONAL PRACTICES OF HIGH SCHOOL GENERAL AND SPECIAL EDUCATION TEACHERS(2011) Bond, Stephen Phillip Gorton; Burke, Philip J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Co-teaching is widely used as an option in the delivery of special education services to students with disabilities in accordance with their Individualized Education Programs (IEPs). Students with learning disabilities frequently struggle in learning specific content areas, a factor representing a significant challenge to providing instruction in the least restrictive environment. Co-teaching is an option that serves to foster an instructional environment in the general education classroom that is inclusive and supportive of students with disabilities and those who require specialized assistance. It holds the potential to effectively combine the talents and skills of both the general and special education teacher, thus maximizing their ability to effectively teach students who present the most significant instructional challenges. The purpose of this study was to study the effects of a co-teaching program on the instructional practices of six high school teachers assigned to co-teach. A multiple probe design targeting the teaming behaviors across three dyads of teachers was used. The participating teachers were trained using the Teaming Instructional Procedures Program developed by the author and based on the teaming approach as outlined in Friend (2007). The classes were digitally audio recorded during baseline, intervention, and maintenance conditions. The recordings were analyzed using time-sampling and a teaming behavior checklist to determine the occurrence of teaming behaviors by the special education teacher. The Teaming Instructional Procedures Program positively impacted the teaming behaviors of the special educators. The occurrence of teaming behaviors increased for each dyad, with increases being sustained during maintenance probes. The educators found the training program useful and user friendly and indicated they would recommend the training to other co-teachers. Most teachers found the co-teaching teaming approach useful, if not ideal for every situation and reported improvements in student engagement and performance, with no reports of detrimental effects. Responses from students confirmed the majority enjoyed having two teachers in the room, and they believed their engagement and performance benefited from the situation. The Teaming Instructional Procedures Program proved to be a socially valid means of training teachers to employ a specific co-teaching approach. The results of this study provide evidence to justify the allocation of time and resources to the formal training of teachers entering a co-teaching situation and the need for the development of a more comprehensive training program addressing more approaches to co-teaching.Item The Effects of a Systematic Training Package on Secondary Special Education Teachers to Teach Self-Determination Skills to Students with High Incidence Disabilites(2011) Bond, Marcy Beth; Kohl, Frances L.; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)There has been increased interest in and concern about the level of self-determination with which secondary students with disabilities leave high school. While educators acknowledge the importance of teaching such skills, researchers have documented a lack of self-determination instruction occurring in the secondary school setting. When teaching self-determination skills to students with disabilities, two barriers most frequently cited by educators are they feel unprepared to teach self-determination skills and they are unsure how to prepare students to be active participants in the Individualized Education Program (IEP) process which determines a student's future. The purpose of this study was to determine whether secondary special education teachers could provide self-determination instruction to students with high incidence disabilities having been given systematic training opportunities. A multiple probe single subject design across three special education teachers was used. Teachers were systemically trained on the ChoiceMaker's Self-Directed IEP Curriculum™. Direct observation of self-determination instructional procedures were conducted across baseline, intervention, and maintenance conditions for three teachers during self-contained secondary special education classroom settings. The results of the study confirmed the author's hypothesis that secondary special education teachers can effectively use the ChoiceMaker's Self-Direct IEP Curriculum™ to teach self-determination skills to students of high incidence disabilities after receiving systematic training. Furthermore, IEP committee members, including the students, parents, general educators, special educators, and administrators noted an increase in active student involvement and self-determined behavior at IEP meetings. The results contribute to the self-determination knowledge base addressing teachers' preparation and confidence in teaching self-determination skills to students with high incidence disabilities.Item An Investigation of Middle School Reading Performance Based on the 6th Grade Reading Instruction Setting(2011) Benning, Kelly S.; McLaughlin, Margaret J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated the reading performance of students who attended the participating schools from 5th to 8th grade, based on the setting where 6th grade reading occurred. The study also investigated the performance of students whose NCE reading scores on the Terra Nova test fell in the upper and lower third based on receiving 6th grade reading instruction in an elementary or middle school. The results found no significant differences based on setting from 5th to 8th grade. When the element of setting was removed and the scores for the three groups were compared over time, significant results were found. Post-hoc tests revealed students' scores significantly dropped from 6th to 7th grade, but increased significantly in 8th grade. The upper third, however, had declining scores all through middle school. Randomly selected elementary and middle school principals were interviewed to determine whether there were differences in the structure and organization of 6th grade reading programs between settings.Item The effects of social skills instruction on the social behaviors and academic engagement of elementary students with challenging behaviors(2011) Kieta, Sharon Ruth; Kohl, Frances L; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Social skills are critical to the success of students in elementary school. Antisocial behaviors interfere with the development and maintenance of positive relationships and with the academic success of students. The purpose of this study was to examine the effects of social skills instruction on the social behaviors and academic engagement of elementary school students with challenging behaviors in classroom settings. A multiple probe across participants design was used. Three general education teachers conducted nine lessons from the SSIS Classwide Intervention Program during health class. Direct observations of positive social behaviors, antisocial behaviors, and academic engagement were conducted during baseline, intervention, and maintenance conditions on one target student with challenging behaviors in three general education teachers' classrooms during core instructional classes such as math, language arts. and science. The SSIS Classwide Intervention Program positively impacted positive social behaviors and academic engagement for all three target students and these improved behavioral outcomes persisted two to eight weeks after the intervention ended. Antisocial behaviors decreased for two of the three students and this improved behavioral outcome persisted four to eight weeks after the intervention ended. All three students had some difficulty using the skills learned when a substitute conducted their class. General education teacher participants reported satisfaction with program planning, implementation, and the effectiveness of the intervention for target students and their entire class. Two additional teachers providing intercultural education to the same three classes reported behavioral improvements for all three students but only improved behavior for one teacher's class as a whole. Student participant responses to the intervention were mixed. Overall, the SSIS Classwide Intervention Program was an effective and socially valid means of increasing positive social behavior and academic engagement and decreasing antisocial behavior among elementary students with challenging behaviors. The results of this study contributed to the research based on the efficacy of classwide social skills instruction. Furthermore, the results of this study provided evidence for teachers and administrators advocating for the financial resources and instructional time to implement social skills instruction in the general education program.Item Addressing the Hispanic Dropout Crisis: Predicting the Educational Persistence of Mexican-Descent Students Using Demographic and Process Variables(2008-12-18) DiPaula, John Joseph; Lucas, Margaretha S; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT While there has been a concerted effort to close the achievement gap and decrease school dropout rates for more than 30 years, Hispanic students are still dropping out of school at two and a half times the rate of black students, four times the rate of white students and almost eight times the rate of Asian students (Kaufman, Alt & Chapman, 2002). The Hispanic dropout crisis has been recognized as a national problem and was addressed by the federal government through the No Child Left Behind Act of 2001, through its focus on closing the racial gap in graduation rates. Regrettably, data continues to suggest that this situation is not improving (U.S. Census Bureau, 2000). A more thorough understanding of the relationship between race/ethnicity and educational persistence is necessary to help create policies and practices to increase Hispanic graduation rates and close the graduation gap. Investigating deeper into this issue of Hispanics drop out, census data disaggregated by national origin, reveal that there are strong differences between nationalities and that Mexicans have the lowest rate of educational attainment among all Hispanic groups (U.S. Census Bureau, 2004). Due to the disparity in performance within the larger Hispanic population, this study will focus on the sub-group with the lowest educational attainment and highest drop out rate, Mexican youth. The purpose of this study is to investigate those input and process variables that may be influenced by school personnel in order to help increase Mexican-descent students' ability to persist in school toward graduation. The current study, in essence, will contribute to a better understanding of students' social support from adults at school (social capital) and the effect this has on students' educational expectations, attendance and persistence. The current study utilizes the Educational Longitudinal Study of 2002/2004 (ELS:2002/2004) dataset sponsored by NCES.Item Leadership Self Efficacy for College Students with a Learning Disability(2008-05-05) Fincher, Justin; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis explored the pre-college and college factors that contribute to the outcome of leadership efficacy for college students with a learning disability, an area with little prior research. Data from 717 undergraduate students who identified a learning disability on the Multi-Institutional Study of Leadership were used for this study. Five hypotheses were tested using the Input-Environment-Outcome model as an organizing framework and multiple regression as the statistical method. The study's model explained 47.2% of the observed variance in leadership efficacy with both campus climate and the pre-test for leadership efficacy serving as positive predictors. Negative predictors of the model included students who were Asian/Asian American as well as students who were employed off campus. Several other independent variables had moderate predictive ability, and seven out of eleven blocks in the model explained a significant proportion of the variance. This study's findings offer suggestions for practitioners and researchers.Item The Impact of a Peer Multicultural Dialogue Leader Training Program on Cognitive Development of College Students and Overall Learning: An Evaluative Case Study(2008-04-22) Voorhees, Rhondie L; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study was a formal case study evaluation of college students' learning associated with participation in the Peer Multicultural Dialogue Leader training program in the Common Ground Dialogue Program at the University of Maryland. Outcomes of interest were the impact of the training program on cognitive development as defined by Perry's (1968/1970) theory of intellectual development, understanding of multiple perspectives, the nature of experiential learning, and the dialogue leaders' characterizations of their overall learning. The research questions were studied through an evaluative case study. The primary unit of analysis was the Spring 2005 training program and the embedded units of analyses were eight sophomore students in the training program. Explanatory, descriptive, and exploratory case study methods were used (Merriam, 1998; Yin, 2003a) that incorporated both qualitative and quantitative research methods. Data were collected from five sources: the Measure of Intellectual Development (MID) (Knefelkamp, 1974; Widick, 1975), participant interviews, e-mail reflections, observations of training sessions, and a focus group with five program alumni. Techniques for data analysis included pattern matching (Yin, 2003b) and interpretive analysis (Merriam, 1998; Stake, 1995). The results and findings from this study revealed that the training program was a developmentally powerful learning environment for the dialogue leaders. Participation in the program was found to promote and enhance cognitive development, encourage understanding of multiple perspectives, provide opportunities for experiential learning, and promote additional learning in the categories of knowledge acquisition, skill development, self-awareness, and integrated transferability. MID results indicated that six of the eight participants showed positive change in cognitive development as defined by Perry's (1968/1970) theory during the training semester, with five of the six showing positive change of at least half a position. Three themes emerged as especially significant. The findings suggest that (a) intentionally teaching Perry's (1968/1970) theory to undergraduate students promotes cognitive development, (b) teaching concepts of "process" and "content" promotes cognitive development, and (c) requiring students to be "neutral facilitators" results in listening, self-reflection, and increased understanding of self and others. Several implications of the findings are discussed. These include implications for theory, the dialogue program, and undergraduate multicultural teaching and education.Item Communication Patterns of Undergraduate Students and their Parents(2007-05-29) Yip, Christine; Guenzler-Stevens, Marsha A.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this thesis was to examine the student-parent relationship by understanding communication patterns of undergraduate students and their parents. Topics discussed, frequency, initiation, methods of communication, and student satisfaction were investigated and analyzed across race, gender, and age. There were 539 usable respondents (females n = 331, males n = 182) between the ages of 18 and 24 from a Mid-Atlantic university. Students most frequently discussed physical health issues, career planning, living situations, friends, and current financial situations with their parents. More than two-thirds of respondents did not discuss the topics of alcohol and sex. Students and parents both initiated communication an average of five times a week, and cell phone was the most common method of communication. Regarding satisfaction, more than two-thirds of respondents were "satisfied" or "strongly satisfied" with the frequency, methods used by parents, frequency of parent-initiated communication, quality of advice, and level of sharing.Item The Relationship between the Level of Implementation of Instructional Consultation Teams and Student Goal Attainment(2006-05-01) LaFleur, Allison Marie; Rosenfield, Sylvia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A number of prereferral and problem-solving teams have emerged since PL 94-142 to provide consultation and intervention planning for teachers with difficult to teach students. Instructional Consultation Teams (IC Teams) is one model that attempts to improve student academic and behavioral performance through the use of a structured problem-solving process. This study examined the archived data of 417 IC Team consultant-teacher dyads to determine the relationship between implementation of the collaborative process and student goal attainment.
High levels of goal attainment were assessed for cases that provided full SDF documentation. Implementation in the dimensions of Clear Communication, Intervention Implementation and Intervention Evaluation related to a small degree with student goal attainment. However, 42% of cases did not provide sufficient information to determine goal attainment. Those cases that did fully document SDF data had higher implementation scores than did those that provided partial or insufficient documentation of critical SDF components.