873 research outputs found

    Factors affecting student retention at one independent school in the southwest

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    This mixed-methods case study determined the factors and examined the issues associated with student retention at a faith-based independent day school in southwestern United States of America. The data included online surveys, personal interviews, collection of archival information, and the researcher\u27s extensive field notes. Surveys (530) were distributed to the board of trustees, administration, faculty, parents, and other stakeholders. Current parents responded to the survey at 71.5%, faculty responded at 47.8%, and board members responded, at 27%. Therefore, parents comprised the largest percentage of respondents by constituency to the survey. To gather more in-depth perceptions, 21 personal interviewees were purposely identified to equally represent the school\u27s 5 groups of stakeholders. These semi-structured long interviews were conducted by the researcher and a trained assistant. The researchers\u27 extensive notes across the year, and archival data portraying the school since its inception secured significant information to support valid results The first research question focused on factors stakeholders perceived were important to retention. Based upon the results of this study, a model noting the 5 factors that affect retention at faith-based independent schools was developed. These 5 factors were identified: positive relationships, affordability, clear communication, action plan for retention, and living the school mission. Positive relationships among the stakeholders were an overarching theme. The mission of the school--the focus on a balance of high quality general studies, faith-based curriculum, values and culture--was an essential factor in student retention Stakeholders perceived a need for better marketing and recruiting throughout fifth grade. Stakeholders were also concerned about affordability xiv and perceive a need for financial aid as an issue in retention. The school administration needs focus on improving positive communication. The second research question asked stakeholders to list perceived issues that relate to retention. Based on the results of this study the predominant issues are: relationship building by administration, fine tuning communication from administration to the school community, finding the right balance between faith based and academic curriculum, exclusivity versus inclusivity of non-Jewish students, tuition support, recruiting throughout the grade levels, and improving the school\u27s marketing strateg

    PSYX 270.02: Fundamentals of the Psychology of Learning

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    PSYX 120.50: Research Methods I

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    Effect of shot peening on the residual stress and mechanical behaviour of low-temperature and high-temperature annealed martensitic gear steel 18CrNiMo7-6

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    A martensitic gear steel (18CrNiMo7-6) was annealed at 180 \ub0C for 2h and at ∼ 750 \ub0C for 1h to design two different starting microstructures for shot peening. One maintains the original as-transformed martensite while the other contains irregular-shaped sorbite together with ferrite. These two materials were shot peened using two different peening conditions. The softer sorbite + ferrite microstructure was shot peened using 0.6 mm conditioned cut steel shots at an average speed of 25 m/s in a conventional shot peening machine, while the harder tempered martensite steel was shot peened using 1.5 mm steel shots at a speed of 50 m/s in an in-house developed shot peening machine. The shot speeds in the conventional shot peening machine were measured using an in-house lidar set-up. The microstructure of each sample was characterized by optical and scanning electron microscopy, and the mechanical properties examined by microhardness and tensile testing. The residual stresses were measured using an Xstress 3000 G2R diffractometer equipped with a Cr Kα x-ray source. The correspondence between the residual stress profile and the gradient structure produced by shot peening, and the relationship between the microstructure and strength, are analyzed and discussed

    The Snedden-Farnsworth Exchanges of 1917 and 1918 on the Value of Music and Art in Education

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    In 1917 and 1918, Charles Hubert Farnsworth, a leading music educator from Teachers College, Columbia University, and David Snedden, a critic and educational theorist of national repute, privately exchanged views on the role of art and music in society and in education. Snedden mulled over Herbert Spencer's query “What knowledge is of most worth?” and concluded that music must have practical survival value: it must contribute primarily to the maintenance of social and political order and secondarily to other aims. Farnsworth, on the other hand, thought that music performance or appreciation should be for the immediate joy that it gives the individual, not for some deferred social purpose no matter how important it might be. These divergent positions are explained in light of Farnsworth's interests in philosophy and Snedden's schooling in Spencerian and Darwinian thought.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68979/2/10.2307_3345173.pd
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