THE ACADEMIC ADVISING NEEDS OF UNDERGRADUATE ELEMENTARY EDUCATION MAJORS AT THE UNIVERSITY OF ARIZONA.

Persistent Link:
http://hdl.handle.net/10150/185981
Title:
THE ACADEMIC ADVISING NEEDS OF UNDERGRADUATE ELEMENTARY EDUCATION MAJORS AT THE UNIVERSITY OF ARIZONA.
Author:
CHOROSZY, MELISA NANCY.
Issue Date:
1983
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
According to the five functions of academic advising as outlined by Morris (1973), this study investigates the specific academic advising needs of elementary education majors as perceived by elementary education students and faculty advisors at The University of Arizona. In addition, the unique advising needs of elementary education majors, those advising needs which are currently being met, and those advising needs which are not being met, are identified. Lastly, suggestions for improving the quality of academic advising for elementary education majors are examined. Twenty-five elementary education majors of senior standing admitted to the College of Education and twelve elementary education faculty advisors are individually administered an oral semi-structured questionnaire. Interview responses are categorized according to the five functions of academic advising, the unique advising needs of elementary education majors, advising needs which are currently being met, advising needs which are not being met, and suggestions for improving the quality of academic advising. The findings indicate that those advising needs which are specific to elementary education majors are contained within the functions of providing accurate information and long-range program planning. The advising needs identified within the functions of discerning the purpose of the institution, short-term course selection, and facilitating student development are generic in nature with no specific referent to teacher education. The unique advising needs of elementary education majors are identified as: (1) helping students to determine their suitability to the profession, (2) developing interpersonal skills, (3) developing communicative competence, (4) making decisions concerning program options, and (5) facilitating professional development. Advising needs which are being met are those related to program planning. Advising needs which are not being met are those related to determining suitability to the profession and facilitating professional development. Suggestions for improving the quality of academic advising for elementary education majors include the recognition of advising as a faculty priority and facilitating students' professional development needs. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education -- Study and teaching -- Arizona -- Tucson.; College students -- Arizona -- Tucson.; University of Arizona. College of Education -- Degrees.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Elementary Education; Graduate College
Degree Grantor:
University of Arizona

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE ACADEMIC ADVISING NEEDS OF UNDERGRADUATE ELEMENTARY EDUCATION MAJORS AT THE UNIVERSITY OF ARIZONA.en_US
dc.creatorCHOROSZY, MELISA NANCY.en_US
dc.contributor.authorCHOROSZY, MELISA NANCY.en_US
dc.date.issued1983en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractAccording to the five functions of academic advising as outlined by Morris (1973), this study investigates the specific academic advising needs of elementary education majors as perceived by elementary education students and faculty advisors at The University of Arizona. In addition, the unique advising needs of elementary education majors, those advising needs which are currently being met, and those advising needs which are not being met, are identified. Lastly, suggestions for improving the quality of academic advising for elementary education majors are examined. Twenty-five elementary education majors of senior standing admitted to the College of Education and twelve elementary education faculty advisors are individually administered an oral semi-structured questionnaire. Interview responses are categorized according to the five functions of academic advising, the unique advising needs of elementary education majors, advising needs which are currently being met, advising needs which are not being met, and suggestions for improving the quality of academic advising. The findings indicate that those advising needs which are specific to elementary education majors are contained within the functions of providing accurate information and long-range program planning. The advising needs identified within the functions of discerning the purpose of the institution, short-term course selection, and facilitating student development are generic in nature with no specific referent to teacher education. The unique advising needs of elementary education majors are identified as: (1) helping students to determine their suitability to the profession, (2) developing interpersonal skills, (3) developing communicative competence, (4) making decisions concerning program options, and (5) facilitating professional development. Advising needs which are being met are those related to program planning. Advising needs which are not being met are those related to determining suitability to the profession and facilitating professional development. Suggestions for improving the quality of academic advising for elementary education majors include the recognition of advising as a faculty priority and facilitating students' professional development needs. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMIen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation -- Study and teaching -- Arizona -- Tucson.en_US
dc.subjectCollege students -- Arizona -- Tucson.en_US
dc.subjectUniversity of Arizona. College of Education -- Degrees.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.identifier.proquest8315278en_US
dc.identifier.oclc688622962en_US
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