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Perception of educational experience...

Pride-McRae, Sharman.

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Perception of educational experiences by at-risk African-American students in an undergraduate teacher education program.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Perception of educational experiences by at-risk African-American students in an undergraduate teacher education program./
Author:	Pride-McRae, Sharman.
Description:	146 p.
Notes:	Advisers: Waynne B. James; Rosemary B. Closson.
Contained By:	Dissertation Abstracts International68-04A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3260080

Perception of educational experiences by at-risk African-American students in an undergraduate teacher education program.
Pride-McRae, Sharman.

Perception of educational experiences by at-risk African-American students in an undergraduate teacher education program. - 146 p.

Advisers: Waynne B. James; Rosemary B. Closson.

Thesis (Ed.D.)--University of South Florida, 2007.

The purpose of this study was to explore individual perceptions of African-American at-risk students in an undergraduate teacher education program, specifically continuing students or community college transfer students in a four-year urban university College of Education (COE) program. Specific areas of interest included: (a) demographic characteristics profiling the study participants; (b) emotional and motivational factors as they affected the students; and (c) the personal thoughts and effect of institutional and environmental variables and administrative factors. Ten females volunteered to participate in a semi-structured interview. The 22 semi-structured interview questions were developed by the researcher. The questions captured the individual personal background, academic information, college environment, and reasons for leaving college. A triangulated set of research methods for data collection was used, including a demographic profile, the semi-structured interview, coding, and salient points and theme validation. Member checks and independent reviewers were used for verification and validation purposes.Subjects--Topical Terms:

1017673
Black Studies.

Perception of educational experiences by at-risk African-American students in an undergraduate teacher education program.
LDR:03475nam 2200313 a 45 001 958124
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035 $a (UMI)AAI3260080
035 $a AAI3260080
040 $a UMI $c UMI
100 1 $a Pride-McRae, Sharman. $3 1281585
245 1 0 $a Perception of educational experiences by at-risk African-American students in an undergraduate teacher education program.
300 $a 146 p.
500 $a Advisers: Waynne B. James; Rosemary B. Closson.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1274.
502 $a Thesis (Ed.D.)--University of South Florida, 2007.
520 $a The purpose of this study was to explore individual perceptions of African-American at-risk students in an undergraduate teacher education program, specifically continuing students or community college transfer students in a four-year urban university College of Education (COE) program. Specific areas of interest included: (a) demographic characteristics profiling the study participants; (b) emotional and motivational factors as they affected the students; and (c) the personal thoughts and effect of institutional and environmental variables and administrative factors. Ten females volunteered to participate in a semi-structured interview. The 22 semi-structured interview questions were developed by the researcher. The questions captured the individual personal background, academic information, college environment, and reasons for leaving college. A triangulated set of research methods for data collection was used, including a demographic profile, the semi-structured interview, coding, and salient points and theme validation. Member checks and independent reviewers were used for verification and validation purposes.
520 $a Conclusions drawn from this study include the findings that the majority of students were motivated to complete their degree, but a variety of barriers including personal problems, financial needs, faculty communication difficulties, lack of administrative support services, and isolation in classes existed. Some positive perceptions of the teacher education program included appreciation for most of the faculty in the college, technology services and the new facilities for the COE, and the existence of on-line advising capabilities.
520 $a The following implications emerged from this study: (a) the COE needs a clear policy for recruiting at-risk African-American students; (b) flexible course selections and offerings conducive to non-traditional students are desirable; (c) a full-time recruiter to organize and facilitate student organization support is needed; (d) more African-American faculty are crucial as role models; and (e) it is essential to continue to focus on cultural awareness within the curriculum, and (f) creating a climate of support and togetherness in which students feel comfortable is necessary. Future research is recommended addressing the perceptions of at-risk African-American male students, other ethnic and racial minorities and other colleges within the university or across universities.
590 $a School code: 0206.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Teacher Training. $3 783747
690 $a 0325
690 $a 0516
690 $a 0530
710 2 $a University of South Florida. $3 1020446
773 0 $t Dissertation Abstracts International $g 68-04A.
790 $a 0206
790 1 0 $a Closson, Rosemary B., $e advisor
790 1 0 $a James, Waynne B., $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3260080