Facilitating Graduate Student Progress: A Case Study of the School of Education at the University of Wisconsin-MadisonUniversity of Wisconsin--Madison, 1993 - 440 pages |
Contents
ABSTRACT xiv | 8 |
REVIEW OF THE LITERATURE | 12 |
DESIGN AND METHODOLOGY | 34 |
6 other sections not shown
Common terms and phrases
academic staff adequate Administration adult students advisors agree Analysis of Covariance assess class means Class Number Mean classified staff COLLABORATION commented complete concern CONSTANCY constructs coordinators courses demographic departmental departmental policies Deviations by Class disagree effect efforts enrolled evidence examine exist experience expressed facilitate graduate student faculty felt Gender Graduate School graduate student progress Ideal Scales impact improvement included indicated individuals institutions interaction interviews lack learning literature majority Mean Square F Mean Standard Deviation Means and Standard methods monitor graduate student neutral Number Mean Standard obstacles offered opportunities organization overall participation perceptions policies and practices positive processes professors Psychology question questionnaire Real and Ideal relationships requirements respondents School of Education sense of community shown on Table significant differences status strongly suggests theory Tukey's HSD procedure University warranted women