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A longitudinal analysis of a geograp...

Foster, Ellen Joan.

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A longitudinal analysis of a geography-based minority recruiting model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A longitudinal analysis of a geography-based minority recruiting model./
作者:	Foster, Ellen Joan.
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2070.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221516
ISBN:	9780542749698

A longitudinal analysis of a geography-based minority recruiting model.
Foster, Ellen Joan.

A longitudinal analysis of a geography-based minority recruiting model. - 129 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2070.

Thesis (Ph.D.)--Texas State University - San Marcos, 2006.

The dissertation presents a study of a geography-based minority recruiting program and its participants. The study investigated the postsecondary goals and commitments of participant-students and their knowledge and understanding about geography as major discipline and career path. In addition, differences between and among the participant-students were analyzed.

ISBN: 9780542749698Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

A longitudinal analysis of a geography-based minority recruiting model.
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500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2070.
500 $a Adviser: Richard G. Boehm.
502 $a Thesis (Ph.D.)--Texas State University - San Marcos, 2006.
520 $a The dissertation presents a study of a geography-based minority recruiting program and its participants. The study investigated the postsecondary goals and commitments of participant-students and their knowledge and understanding about geography as major discipline and career path. In addition, differences between and among the participant-students were analyzed.
520 $a Theories of student departure, socio-cultural learning, and professional development provided the theoretical framework for the study. An increased understanding of how and why students make institutional and goal commitments coupled with hands-on learning essential for minority student success enabled the project to investigate discipline specific content and skills.
520 $a Results indicated that while students did not select geography as a major discipline, all students reported a greater propensity to attend college after high school graduation. In addition, the mixed methodology revealed that students learned more about geography concepts and retained that knowledge over time, especially in those areas where the MRM presented information in hands-on and/or field activities.
520 $a Future research should include a closer follow-up on participant-students throughout the postsecondary decision-making process, an extension of the program to include a teacher and peer-counselor mentor program for MRM alumni, and a test for replication and success of other MRM Programs.
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