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Direct linkGrosskopf, Kristin – ProQuest LLC, 2009
This qualitative, grounded-theory study investigated learning motivation differences among three achievement groupings of undergraduate students enrolled in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Nine students participated in in-depth interviews that explored their reasons for pursuing their degree,…
Descriptors: Grounded Theory, Preservice Teacher Education, Undergraduate Students, Learning Motivation
Peer reviewedIvankova, Nataliya V.; Stick, Sheldon L. – Research in Higher Education, 2007
The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students' persistence in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining quantitative results from surveying 278 current and former students and then following up with…
Descriptors: Higher Education, Educational Environment, Online Courses, Doctoral Programs
