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Solid gems chemistry
Descriptive
TitleInfo
Title
Solid gems chemistry
SubTitle
pedagogical influence on first-year EOF student success in the sciences
Name
(type = personal)
NamePart
(type = family)
Sabb
NamePart
(type = given)
Jenice
DisplayForm
Jenice Sabb
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Barnett
NamePart
(type = given)
W. Steven
DisplayForm
W. Steven Barnett
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Bonner II
NamePart
(type = given)
Fred A.
DisplayForm
Fred A. Bonner II
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Etkina
NamePart
(type = given)
Eugenia
DisplayForm
Eugenia Etkina
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Education
Role
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school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2015
DateOther
(qualifier = exact);
(type = degree)
2015-05
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
The purpose of this study is to examine the influence of Solid GEMS Chemistry pedagogical practices on Rutgers School of Environmental and Biological Sciences (SEBS) Educational Opportunity Fund (EOF) first year student success and persistence in the sciences. An additional objective of this study is to explore how student attitudes towards the sciences are shaped by their experiences in introductory science coursework and how those experiences impact subsequent enrollment in science courses. The student sample for this study includes 613 first-year students enrolled at Rutgers SEBS and School of Arts and Sciences (SAS) through the EOF program during the 2012 and 2013 academic years, as well as 2,928 graduates enrolled from 1997 - 2006. In addition, the study includes information from two faculty members who teach General Chemistry. This mixed methods study examines student course placements, grades, course registration, college GPA, SAT scores, and interview and classroom observation data. Using a mixed methods design, the researcher used Dedoose to identify Solid GEMS pedagogical practices, and SPSS software was used to examine the data. The results of this study suggest that student enrollment in Solid GEMS Chemistry does impact student success and attitudes towards the sciences. The findings reveal that initial mathematics course enrollment and mathematics SAT scores influence student success and persistence. Additionally, the data showed that EOF students had a greater likelihood of success, which is likely due to their increased likelihood of enrollment in Solid GEMS Chemistry.
Subject
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Topic
Education, Culture and Society
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_6446
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xiv, 177 p. : ill.)
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = ETD-LCSH)
Topic
College student development programs--New Jersey
Subject
(authority = ETD-LCSH)
Topic
Science--Study and teaching
Subject
(authority = ETD-LCSH)
Topic
College student orientation
Note
(type = statement of responsibility)
by Jenice Sabb
RelatedItem
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
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rucore10001500001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3FX7C9P
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Sabb
GivenName
Jenice
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2015-04-22 18:31:41
AssociatedEntity
Name
Jenice Sabb
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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Statistical Profile