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Indicators linked to the success of ...

Casey, Deborah A.

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Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs./
作者:	Casey, Deborah A.
面頁冊數:	215 p.
附註:	Adviser: Deborah L. Floyd.
Contained By:	Dissertation Abstracts International67-03A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3209721
ISBN:	9780542582301

Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs.
Casey, Deborah A.

Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs. - 215 p.

Adviser: Deborah L. Floyd.

Thesis (Ph.D.)--Florida Atlantic University, 2006.

The purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences. Utilizing mixed methodologies, the researcher collected and analyzed data during the Fall 2005 academic quarter from 177 climate assessments and facilitated 33 interviews, five student focus groups, and five follow-up interviews with students with psychological disabilities.

ISBN: 9780542582301Subjects--Topical Terms:

1018008
Education, Community College.

Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs.
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245 1 0 $a Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs.
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500 $a Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0818.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2006.
520 $a The purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences. Utilizing mixed methodologies, the researcher collected and analyzed data during the Fall 2005 academic quarter from 177 climate assessments and facilitated 33 interviews, five student focus groups, and five follow-up interviews with students with psychological disabilities.
520 $a The study revealed allied health sciences faculty and staff who implement universal design principles, take time to meet with students, build trusting relationships, and work as allies may dramatically influence a student's perception of their academic potential therefore, influencing academic success. The research also indicated allied health sciences programs require additional professional development opportunities for faculty and staff to enhance the climate for students with psychological disabilities. Positive attitudinal indicators, increased support provisions, and frequent student interactions between faculty, staff, and students were found to be key indicators for student academic success. Recommendations are provided for faculty and staff to support the success of students with psychological disabilities.
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