A Validation of the VRE Model at the Postsecondary Level: A Study of the Institutional/Environmental Factors and Utilization of Services Related to Persistence of Handicapped Students. Postsecondary Persistence Study Final Report.

Autor/inn/en	Kay, Carol Rocklin; Cameron, Carl T.
Institution	Missouri Univ., Columbia.
Titel	A Validation of the VRE Model at the Postsecondary Level: A Study of the Institutional/Environmental Factors and Utilization of Services Related to Persistence of Handicapped Students. Postsecondary Persistence Study Final Report.
Quelle	(1982), (144 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Ancillary School Services; Community Colleges; Disabilities; Educational Environment; Participant Satisfaction; Postsecondary Education; Resource Staff; Resource Teachers; Student Attitudes; Student Characteristics; Use Studies; Missouri + Suchen Sie Ihr Suchwort? Schulleistung; Community college; Community College; Handicap; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Post-secondary education; Tertiäre Bildung; Lehrpersonal; Schülerverhalten; Benutzerschulung
Abstract	A study investigated the relationships between selected student characteristics and measures of perceived campus and Vocational Resource Educator (VRE) support service satisfaction by postsecondary handicapped populations in three Missouri community colleges. Characteristics included length of stay in school, academic achievement, handicapping conditions, and usage of support services. Eighty-three students completed the Environmental Satisfaction Instrument, from which data were analyzed using the Pearson product moment correlation coefficient and the Chi square test of independence. Results indicated there were (1) significant correlations between the length of stay and programmatic factors (course content, teaching, and relevance to career); (2) significant correlations between students' achievement and their satisfaction with factors of campus friendliness, cultural opportunities, and extracurricular activities; (3) no significant relationships between students' identified handicapping condition and perceived satisfaction with campus environments and support services; and (4) significant correlations between usage of specific services and satisfaction with campus environments. Higher achievement was related to decreased satisfaction with these VRE services: instructional, counseling/career exploration, and consumer. Usage of and satisfaction with support services showed significant positive correlations. (The instrument is appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC