WorldCat Identities

Pavel, D. Michael

Overview
Works: 50 works in 68 publications in 1 language and 3,463 library holdings
Genres: History  Life skills guides  Academic theses 
Roles: Author, Editor
Classifications: E97, 371.82997
Publication Timeline
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Most widely held works by D. Michael Pavel
The American Indian and Alaska Native student's guide to college success by D. Michael Pavel( )

3 editions published in 2007 in English and held by 999 WorldCat member libraries worldwide

The two themes that frame this book are: 1) there is college success among American Indians and Alaska Natives, and 2) individual American Indian and Alaska Native students can continue this overall success. -- from preface
Honoring tribal legacies : an epic journey of healing( )

3 editions published in 2014 in English and held by 509 WorldCat member libraries worldwide

Characteristics of American Indian and Alaska native education : results from the 1990-91 and 1993-94 schools and staffing surveys by D. Michael Pavel( Book )

2 editions published in 1997 in English and held by 406 WorldCat member libraries worldwide

American Indians and Alaska Natives in postsecondary education( Book )

2 editions published in 1998 in English and held by 392 WorldCat member libraries worldwide

Characteristics of American Indian and Alaska native education : results from the 1990-91 schools and staffing survey( Book )

4 editions published between 1995 and 1998 in English and held by 355 WorldCat member libraries worldwide

American Indians and Alaska natives in higher education : research on participation and graduation by D. Michael Pavel( Book )

2 editions published in 1992 in English and held by 192 WorldCat member libraries worldwide

The emerging role of tribal college libraries in Indian education by D. Michael Pavel( Book )

2 editions published in 1992 in English and held by 162 WorldCat member libraries worldwide

Two recent studies clarify the growing importance of tribal college libraries in the overall tribal effort to educate Indian people. Cheryl Duran (1991) applied Flamholtz's organizational development model to the role of libraries in the development of tribal colleges. During the new venture, expansion, professional, and consolidation stages, respectively, tribal college libraries determine the information needs of the college and community, develop basic library resources and capabilities, satisfy standards for accreditation and acceptance within the larger educational community, and forge working relationships among themselves and other non-Indian institutions. Cheryl Metoyer-Duran (1992) interviewed tribal college presidents about the expanding role of tribal college libraries in Indian communities. Tribal college presidents reported that the activities of these libraries are related to the preservation of tribal culture, tribal economic development efforts, and developing information resources and providing services for local elementary and secondary schools and the community. Libraries are an important part of the ongoing crusade for self-determination. Their presence influences curriculum, instruction, and administration at all levels of Indian education. (SV)
Schools, principals, and teacher serving American Indian and Alaska Native students by D. Michael Pavel( Book )

1 edition published in 1999 in English and held by 115 WorldCat member libraries worldwide

Characteristics of American Indian and Alaska native education : results from the 1990-91 schools and staffing survey( Book )

1 edition published in 1995 in English and held by 81 WorldCat member libraries worldwide

American Indians and Alaska Natives in postsecondary education( Book )

1 edition published in 1998 in English and held by 78 WorldCat member libraries worldwide

Characteristics of American Indian and Alaska Native education : results from the 1990-91 and 1993-94 schools and staffing surveys by D. Michael Pavel( Book )

1 edition published in 1997 in English and held by 72 WorldCat member libraries worldwide

This report summarizes findings of the 1993-94 Schools and Staffing Survey (sass) with regard to schools that serve American Indian and Alaska Native students, and examines trends since 1990-91 when data were previously collected. In 1993-94, the Bureau of Indian Affairs (bia) and federally recognized tribes with bia funding operated 170 elementary and secondary schools. In addition, 1,244 public schools had high Indian enrollment (at least 25 percent American Indian and Alaska Native students). These two types of schools were typically small and located in rural areas and small towns. However, of the 491,936 American Indian and Alaska Native students enrolled in k-12 classes, 53 percent attended public schools with low Indian enrollment. Chapters contain many data tables and figures and provide information for the three school types on the following: (1) school and student profiles (school location and size, student race/ethnicity, school programs and services, student-to-staff ratios, graduation rates and requirements, free and reduced-price lunch rates, student linguistic characteristics, support services, and student outcomes); (2) principal characteristics and attitudes (educational background, teaching experience, specialized training, salaries, school goals, perceptions of school problems and influential groups, and career plans); (3) teacher characteristics (demography, qualifications, salaries, and perceptions of problems); (4) teacher supply and demand; and (5) trends since 1991. Appendices include technical notes, tables of estimates and standard errors, and additional resources on sass. Contains 71 references and an index. (Sv)
Gender roles and drinking motives : the impact on college students' ability to recognize sexual victimization by Jon Douglas Walter( )

1 edition published in 2015 in English and held by 20 WorldCat member libraries worldwide

This research study utilizes web-based survey data collected from a convenience sample of college men and women to determine the impacts of gender roles and drinking motives on the ability to recognize sexual victimization. Sexual victimization is defined as a completed, attempted, or threatened sexual act (Koss & Oros, 1982). Bandura's (1973) Social Learning Theory is presented as a theoretical framework to explain why drinking motives and gender role may play an important role in sexual victimization. Three research questions are answered in the present study: (a) Is there a difference between men and women in identifying when a man should stop making sexual advances?; (b) Do motives for consuming alcohol predict alcohol consumption and the ability to recognize sexual violence?; and (c) Do gender roles and positive motives for consuming alcohol predict the ability to recognize unwanted sexual contact? The ability to recognize sexual victimization was tested using Marx and Gross' (1995) Date Rape Discrimination Task (DRDT). The DRDT is valid and reliable audio vignette depicting a man and woman in a dating scenario that concludes in non-consensual sex. The DRDT tasked participants with stopping the vignette when the man should stop making advances toward the woman. The vignette running time is referred to as the response latency. Results indicate that men allowed the vignette to play for a significantly longer amount of time than women. Path analyses were employed to test the involvement of drinking motives and gender role on men's and women's ability to recognize sexual victimization. Women who consumed alcohol to cope with discomfort were found to have significantly longer response latencies. Gender roles were not found to predict response latencies. Finally, implications to theory are discussed and recommendations for future research are presented
Honoring Tribal Legacies. an Epic Journey Of Healing by D. Michael Pavel( Book )

1 edition published in 2016 in English and held by 8 WorldCat member libraries worldwide

Honoring Tribal Legacies. an Epic Journey Of Healing by D. Michael Pavel( Book )

1 edition published in 2016 in English and held by 7 WorldCat member libraries worldwide

The integration of juvenile sex offenders into higher education institutions by Jesse Ryan Andrews( )

1 edition published in 2008 in English and held by 4 WorldCat member libraries worldwide

This study provided a review of literature relevant to juvenile sex offenders and their inclusion at higher education institutions (HEI‟s). Additionally, this study looked at five institutional policies governing the procedures for handling juvenile sex offenders enrolling at the institution and sought to determine if the policies corresponded with insights from the literature. The results of this study indicate a majority of the institutional policies follow insights in the literature on peer involvement, but all of the policies differ from the literature and either mandate or allow for community notification. Further, this study provides recommendations to university administrators for writing institutional policies that balance the right to an education and the need for safety of juvenile sex offenders and campus communities
A study of cognitive engagement in online learning dissertation by Carol Diane Wysocki( )

1 edition published in 2007 in English and held by 4 WorldCat member libraries worldwide

This study investigates the degree to which students cognitively engage with their online courses in a Computer Mediated Communication (CMC) environment and is a replication of the Richardson and Newby (2006) study. Within a technology context, a Community of Inquiry is the framework for the study, and the general model of student learning is the theory tested using Biggs’s (1987) Study Process Questionnaire (SPQ). Cognitive engagement is defined as the integration and utilization of students’ motivations and strategies in the course of their learning (Guthrie, 1996). The majority of online courses are offered at the freshman and sophomore levels; therefore, this population is investigated. Since there is only one contemporary online study of cognitive engagement to date, this is an important avenue of future research
The effect of sexual vicitimization on the academic performance of college women by Jon Douglas Walter( )

1 edition published in 2009 in English and held by 4 WorldCat member libraries worldwide

This thesis intends to answer the research question: does sexual victimization impact a student's mean grade point average attainment? The relationship is supported conceptually by prevalence of emotional, psychological, and physical impacts associated with sexual victimization. A total of 322 sexually victimized and 322 non-victimized women were matched based on class standing. Over 904 incidence of victimization were reported by the 322 women in the victimization group. The type of victimization was broken down into four categories: emotional manipulation, attempted or completed touching, attempted penetration and completed penetration. An analysis of variance was conducted to compare the mean grade point average attainment of each group. Results show that women who have experienced completed penetration attain .24 fewer grade points than non-victimized peers. Implications to these findings and recommendations for future studies are discussed
How college women perceive web-based alcohol education impacts their drinking behaviors by Jami Lauren Harrison( )

1 edition published in 2010 in English and held by 4 WorldCat member libraries worldwide

The conversation surrounding the use of alcohol on college campuses is ongoing; many institutions of higher education are unsure of how to address the issue or employ different education methodologies to curb students‟ risky drinking that may be ineffective. Web-based alcohol education is one of the most recent forms of programming and it is quickly replacing the lecture-style or credit-bearing programs traditionally seen on college campuses. To evaluate the effectiveness of web-based alcohol education versus traditional education, this study utilizes two focus groups comprised of college women from a public, four-year university in the rural northwest to ask what form of education students perceive to be the most valuable. The conclusion of the research was that web-based alcohol education improved students‟ knowledge about web-based alcohol education but it did not change their drinking behaviors. Recommendations employ the theory of planned behavior and focus on attitudinal, cultural and behavioral change around alcohol use
The culture of surveillance : faculty responses to academic dishonesty in the classroom by Meghan Christine Levi Burton( )

1 edition published in 2010 in English and held by 4 WorldCat member libraries worldwide

The purpose of this qualitative study was to investigate the challenges faculty members face when reporting academic integrity violations to the Office of the Dean of Students. Faculty members at research institutions face unique challenges balancing research obligations, teaching obligations, and service commitments and this study aimed to identify how this affects reporting academic integrity violations. The respondents in this study are faculty in liberal arts disciplines at Loyal University (LU), a rural land-grant university with very high research productivity. Using Bertram Gallant's (2008) comprehensive framework, the Four Dimensions, semistructured interviews were conducted to identify the challenges faced by faculty within the Internal, Organizational, Institutional, and Societal Dimensions. The findings of this qualitative study suggest the lack of institutional reward coupled with the cultural shift toward surveillance and away from scholarly development in the classroom are the strongest barriers acknowledged by faculty. Without strong institutional support, creating a culture of integrity in the classroom was not considered a priority when compared against the highly rewarded research production and grant funding. Faculty members fall back on employing surveillance tactics in the classroom to defend the scholarly space. The findings in this study provide a useable framework for practice and have significant directly addressing the barriers to reporting identified as the most challenging, policies can be created to meet the needs of both faculty and students. This study concludes with recommendations for policy and future research
Assessing the fit of Tinto's model of institutional departure with American Indian and Alaskan Native national longitudinal data by D. Michael Pavel( )

3 editions published in 1991 in English and held by 3 WorldCat member libraries worldwide

 
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The American Indian and Alaska Native student's guide to college success
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Alternative Names
ChiX ap kaid

CHiXapKaid

Pavel, D. M.

Pavel, D. M. (D. Michael)

Pavel, D. Michael

Pavel, Donald Michael

Pavel, Michael

Languages
English (33)