Dissertation/Thesis Abstract

Admissions Strategies for Graduate Teaching Credential Programs: A Holistic Approach Using Non-cognitive Variables
by Agatep, Jennifer, Ed.D., Pepperdine University, 2018, 149; 10929292
Abstract (Summary)

Cognitive variables have been the primary indicator of academic and professional success used to process degree applications in many admissions departments. Cognitive variables are numerically based markers such as grade point average and test scores. Although cognitive variables are essential in determining qualified candidates in graduate programs, noncognitive variables provide significant additional information about a candidate, such as motivation, strength of character, interpersonal skills, and field experience. This qualitative research study examines (a) the use of noncognitive variables in holistic admissions processes to predict academic and professional success of selected candidates in graduate teaching credential programs offered in private educational institutions in the state of California, and (b) the extent to which admissions administrators and decision-makers utilize holistic non-cognitive criteria to assess their applicants.

Indexing (document details)
Advisor: Jago, Martine
Commitee: Barner, Robert, Tobin, John C.
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 79/12(E), Dissertation Abstracts International
Subjects: Educational evaluation, Educational leadership, Educational administration
Keywords: Admission processes, Cognitive variables, Graduate admissions, Higher education, Non cognitive variables, Teaching credential
Publication Number: 10929292
ISBN: 978-0-438-28252-0
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