Western Connecticut State University
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Oral Interview with Providenza Lapaglia
No full text20 min.Oral history interview with Providenza LaPagli
Oral interview with Mario Castro
No full text23 min.Oral interview with Mario Castro about his immigration to the United States
Interview with Morne van Staden
No full text34 min.Interview with Morne van Staden about his immigration to the U.S. from Eastern South Africa
Oral Interview with Gabor Szabo
No full textInterview of Gabor Szabo who came to the United States in 1991, at the age of 10, from Hungary. He discusses his experiences with immigration such as obstacles he had to overcome when he arrived and his experience with citizenship. He arrived and his experience as a Hungarian immigrant fighting in Iraq for the U.S. Army Reserves
Oral interview with Regina Owens
No full text25 min.Oral interview with Regina Owens about her immigration to the United State
AN INVESTIGATION OF THE POTENTIAL BENEFITS OF A FACULTY MENTOR PROGRAM AS RELATED TO HIGH SCHOOL STUDENTS’ ATTITUDES, AFFILIATION, AND SELF-EFFICACY
Get PDFFaculty mentor programs and other types of student advisory programs are a popular topic among educational leaders today. What drives their popularity is the need to personalize students’ learning experiences, a particular problem in large high schools and middle schools. Many studies have found that students who have at least one caring adult who knows them well are less likely to engage in at-risk behaviors. These students are often not only more academically successful, but are happier and healthier young adults.
While most educators are in agreement about the need for schools that offer students a personalized setting, how to best go about this often is debated. Many secondary schools have attempted to implement a faculty mentor program or similar student advisory program with mixed results. A lack of research on this topic further clouds the issue.
The study was designed to assess the potential benefits associated with a faculty mentor program. Four different instruments were used to measure 9th and 10th grade students’ attitudes, affiliation, and self-efficacy in a school which has a Faculty Mentor program and a similar school with no such program. The results of this study provide the educational community with data that will help guide choices regarding how best to personalize our schools and the efficiency of faculty mentor programs in providing enhanced educational programming for all students.
The primary instrument employed in this study was the Charles F. Kettering (CFK), Ltd., School Climate Profile. A one-way between-subjects multivariate analysis of covariance (MANCOVA) was used to examine differences between two levels of the independent variable, students participating in a Faculty Mentor Program and students who did not participate in a mentor program. The dependent variables consisted of the 16 subscales on the CFK School Climate instrument. While many of the CFK subscales measure attitude, six in particular demonstrated the value of participation in the Faculty Mentor Program: High Morale, Cohesiveness, Effective Communications, Effective Teaching-Learning Strategies, Ability to Plan for the Future, and Identification and Working with Conflicts. Students in the treatment group scored significantly higher on each of these subscales when compared with the control group of students.
Additional follow-up data specific to the Faculty Mentor Program was provided through three other instruments. These were the Faculty Mentor Program Student Survey, Student interviews, and the Mentor Survey. The first two focused on student perceptions of how effective the Faculty Mentor Program was in meeting its objectives while the latter was specific to mentor perceptions of the same. In all three cases, the data collected on the Faculty Mentor Program showed that it was meeting many of its stated objectives.
It can be concluded that participation in a Faculty Mentor Program did, in part, positively impact students’ attitudes, affiliation, and self-efficacy.Doctor of Education (EdD)Education & Educational Psycholog
Sticks and Stones
No full textThis thesis is a short, fictional story followed by a lesson unit on writing fictionThesis Abstract
This Thesis Project is in two parts. Part one is a short fictional story about a high school student named Brandon Davis. Brandon gets picked on constantly by the athletic "cool kids" of the school. His main antagonist is Logan Davidson, a five-star athlete who makes Brandon's life miserable. Logan finds himself in a lot of trouble with his football coach and there is nobody who can help him out except the one person he would least expect, Brandon.
The second part is a lesson unit on fiction writing to be taught to elementary school students. In the lessons, the students learn about the important elements that make up a well-written fiction story, such as, character development, plot summary, and theme. They apply this knowledge to creating their own stories
