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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 98 1 Understanding How Fourth-Grade Readers Monitor for, Identify, Clarify and Justify Unknown Words and Phrases Geren-Ziegler, Sarah Marie. - 2021 BASE Show details 2 Feeling their way towards justice: The embodied emotional journeys of critically conscious bilingual teachers Bhansari, Rachel Snyder. - 2021 BASE Show details 3 Scaffolding Teacher Candidates' Development as Linguistically Responsive Teachers via a Team-Based Rehearsal Process with Structured Talk Tasks Crichton, Katherine. - 2021 BASE Show details 4 How Prepared do Educators of Multilingual Learners with Disabilities Feel? Results from a Multi-State Survey otting, jacqueline catherine. - 2021 BASE Show details 5 “I like sharing ideas because that means people learn”: Cultivating a Kindergarten Science Knowledge Building Community Salgado, Michelle. - 2021 BASE Show details 6 Cultivating Social Capital for College Success: A Case Study of Vietnamese-American Students at Two-Year Colleges Dang, Tram Tuyet. - 2020 BASE Show details 7 Navigating Concrete Spaces Through Abstract Means: The Role of Heritage Speakers’ Perceptions of their Language Practices in the Formation and Negotiation of their Identities Zhong Xu, Ana. - 2020 BASE Show details 8 What do We Know about Context: An Integrated Analysis of Context Characteristics of Science Assessment Items Dong, Dongsheng. - 2020 BASE Show details 9 Reminiscence of Tim Mayhew ; Martin Lee reminiscence of Tim Mayhew Lee, Martin, 1953- In: University of Washington, Special Collections ; Martin Lee reminiscence of Tim Mayhew. Accession No. 6340-001 (2020) BASE Show details 10 The Transformative Potential of Between-Stage Space for White Teacher Practice at a Mostly-White High School Stahl, Sooz. - 2019 BASE Show details 11 Creativity in Action: University Students Use Metacognition When Completing Creativity Exercises Zyfers, Sarah Milnor. - 2019 BASE Show details 12 Five years of collaborative inquiry in a high school professional learning community for improving science instruction Shim, Soo-Yean. - 2019 BASE Show details 13 Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching YI-CLINE, Fenglan Nancy. - 2019 BASE Show details 14 Defining Developmental Dyslexia: An Overview of Etiological Theories and the Neurobiological Basis of the Disorder Elaameir, Dana. - 2019 BASE Show details 15 Productivity, influence, and evolution: The complex language shift of Modern Ladino FitzMorris, Mary K.. - 2019 BASE Show details 16 Taking Space Through Language: Multilingual People of Color’s Perspective Informing Translingual Practices in a Monolingual Education System Fournier, Charlotte. - 2019 BASE Show details 17 On the Interactive Assembling of Reflective Action Howard, Joh. - 2018 BASE Show details 18 Writing Assignments and Student Responses: Uptake in a Fifth-Grade Class Alvarez, Leonard. - 2017 BASE Show details 19 Repertoire Programming Decisions of Major West Coast Opera Companies in Washington, Oregon, and California Leemon, Brittney. - 2017 BASE Show details 20 Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University Valdez, Ricardo. - 2016 Abstract: Thesis (Ed.D.)--University of Washington, 2016-06 ; University of Washington Abstract Relationships between first-generation college students and faculty: A case study of a small rural liberal arts university Ricardo Valdez Chair of the Supervisory Committee: Associate Professor Joe Lott College of Education The purpose of this qualitative case study is to describe the relationships between first-generation college students and faculty through their own experiences at this rural private four-year institution. It is well documented that positive outcomes are linked with faculty-student interaction which include grade point average (Anaya and Cole 2001), persistence (Pascarella and Terenzini, 1977), self-reports of learning (Lundberg and Schreiner 2004), plans for graduate study (Hathaway et al. 2002), social integration/adjustment (Schwitzer et al. 1999) and many other valuable outcomes as cited in Cox, McIntosh, Terenzini and Reason (2010). The research questions focused on the development and reciprocal outcomes of faculty-student relationships specific to first-generation students. Ten first –generation college students and six faculty were interviewed along with informal observations and document analysis. Data from the participants were gathered through semi-structured interviews, field notes, documents and informal observations. This triangulation of data was used to find themes and findings for this study. The results of this study found that initiation by faculty was a crucial tone-setter in the beginning phases of the developed relationship between faculty and students. Furthermore, shared lived experiences by both parties coupled with validation and increasing student self-efficacy by faculty contributed to minimizing the cultural capital deficit and the college intimidation factor. These findings could be used to improve institutional programs that focus on retention rates of first-generation college students, and contribute to the literature of relationships and interactions between faculty and first-generation college students. Keyword: Case Study; education - seattle; First Generation; Higher education; Interaction; Relationsips; Rural URL: http://hdl.handle.net/1773/36583 BASE Hide details Page: 1 2 3 4 5

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