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RISS 인기검색어
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- 발행기관 : University of Southern Maine ProQuest Dissertation (검색결과 3 건)
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Great Expectations: How Maine’s Public Universities Can Support First-Generation Students
Boody-Billings, Jana University of Southern Maine ProQuest Dissertation 2022 해외박사(DDOD)
This research study seeks to explain how perceptions about higher education impact persistence in first-generation students within the University of Maine System. The design uses semi-structured interviews as well as data from the University of Maine System's 2020 National Survey of Student Engagement (NSSE) to analyze how engagement and persistence are impacted by beliefs about higher education and how this differs for race/ethnicity, gender, college major, and by parent education. This mixed-methods study finds that for first-generation students the primary purpose of higher education is to gain a diploma. They perceive a four-year degree as the strongest lever to improve their career options. Most enter and continue college with perceptions that higher education will be expensive, and many will not be able to afford their first choice. Nearly all participants identify their parents and family as sources of emotional support but unable to provide informed strategies for choosing an institution, applying to an institution, seeking financial aid, or negotiating with the college system. First-generation students were no more or less likely to engage with peers or faculty than their continuing generation peers nor were they more or less likely than continuing-generation peers to persist. However, career integration (defined by a single response item) was a significant variable in explaining persistence among all students.The desires of first-generation college students and the demands of Maine’s employers are the same -- opportunity, stability, and prosperity. In what appears to be a decline in the COVID-19 pandemic, the underlying issues associated with first-generation students, higher education, and the economy will not only persist but dilate and require a collective response from secondary and postsecondary education, state policy, and employers.
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Rural Secondary School Educator Perceptions of College-Going Culture in Their Schools
Libby, Jason Christopher University of Southern Maine ProQuest Dissertation 2022 해외박사(DDOD)
Postsecondary education enrollment and attainment are indicators that are continually examined by policymakers, business leaders and the community-at-large to understand the overall health of a community, state, or country. Communities in Maine and in other rural states have seen dramatic shifts in their local economies which have increased the need for postsecondary credentialing. For rural communities, schools play an important role in developing aspirations and expectations for postsecondary education and career planning. The school’s culture has a significant role in instilling in students and their families, the importance of thinking about life after high school.This nonexperimental quantitative research study explores rural secondary school educator perceptions of college-going culture in their schools, with analysis for identifying differences in perceptions based upon the educator’s role, and differences among their perceptions when looking at their school’s enrollment, graduation rate, postsecondary enrollment rate, per pupil spending, and economically disadvantaged student status. Building administrators, school counselors, and classroom teachers at 75 rural schools in Maine were surveyed for their perceptions of their schools’ college-going culture. Results of the study indicate statistically significant differences in perceptions when comparing for certain educator position and for school variables related to postsecondary enrollment and economically disadvantaged student status rates.
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Schwarz, Daniel Adam University of Southern Maine ProQuest Dissertation 2020 해외박사(DDOD)
The aims of this study were to (a) evaluate the degree to which school psychologists in Maine engage in mental health services, (b) identify barriers that may limit school psychologists’ delivery of mental health services, and (c) examine whether a relationship exists between the number of years of employment within a position and the percentage of time dedicated to providing mental health services. The method consisted of administering a brief questionnaire that captured demographic information, percentage of time dedicated to providing mental health supports, and perceived barriers to providing mental health intervention within Maine schools. The survey was distributed to school psychologists in Maine, and approximately one-third of school psychologists working in Maine schools (N=37) responded. The results of this survey research were analyzed using descriptive statistics and a Spearman Rho correlational analysis. The majority of respondents reported allocating less than 15% of their time each week to the delivery of mental health supports. Primary barriers to providing mental health services in schools included testing caseload size, lack of graduate training, administrative restrictions, and poorly defined roles. Lastly, there was no significant correlation between the number of years a practitioner has been employed in their current role and their reported percentage of time engaged in mental health supports. Recommendations for future research and implications of non-significant findings are discussed.
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