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You searched for +publisher:"Oregon State University" +contributor:("Weber, Eric"). Showing records 1 – 2 of 2 total matches.

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Oregon State University

1. Hocker, Krista Foltz. Student experiences in redesigned college algebra.

Degree: MS, Mathematics, 2014, Oregon State University

Oregon State University redesigned the college algebra class to make group learning at least 50% of class time. Specifically, in two out of four class hours each week students were organized into small groups where they completed exploratory activities involving new material. Although instructors were present during those group activity days, the focus was on student interactions to promote learning. The purpose of this thesis is to understand what aspects of the redesigned course are useful and challenging to students by conducting five focus group interviews with students over the course of a term. I share my findings from my investigation of the student experiences in the redesigned course: what students want from teaching and learning, and the varied student experiences in the course, particularly in terms of group work. Within these larger themes I explore the tensions that occur between student and instructor expectations from the course and use the lens of boundary crossing to provide possible explanations for unexpected student push-back to this new model. Finally, I offer suggestions for improving the structure of the course based on student feedback. Advisors/Committee Members: Beisiegel, Mary D. (advisor), Weber, Eric (committee member).

Subjects/Keywords: Algebra  – Study and teaching (Higher)

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APA (6th Edition):

Hocker, K. F. (2014). Student experiences in redesigned college algebra. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51892

Chicago Manual of Style (16th Edition):

Hocker, Krista Foltz. “Student experiences in redesigned college algebra.” 2014. Masters Thesis, Oregon State University. Accessed July 14, 2020. http://hdl.handle.net/1957/51892.

MLA Handbook (7th Edition):

Hocker, Krista Foltz. “Student experiences in redesigned college algebra.” 2014. Web. 14 Jul 2020.

Vancouver:

Hocker KF. Student experiences in redesigned college algebra. [Internet] [Masters thesis]. Oregon State University; 2014. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1957/51892.

Council of Science Editors:

Hocker KF. Student experiences in redesigned college algebra. [Masters Thesis]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/51892

2. Sorensen, Tyson J. (Tyson Joel). Agriculture teachers' work and family domain characteristics, work-family conflict, and turnover intentions : a national study.

Degree: PhD, Science Education, 2015, Oregon State University

The purpose of this study was to describe and explore the relationships between work and family domain characteristics, time-based work-family conflict (WFC), and turnover intention of agriculture teachers. This study sought to identify factors influencing agriculture teachers' turnover intentions. An additional focus of this study was to explore differences between male and female agriculture teachers regarding the variables of interest. Data were collected from a simple random sample of secondary agriculture teachers across the U.S. who self-identified as being active participants in a family role during the 2014-2015 academic year. The survey instrument consisted of demographic questions and existing validated constructs and measures. Information about agriculture teachers' work and family domain characteristics, WFC, turnover intentions, and reasons for the likelihood of leaving teaching was gathered. Data were analyzed using descriptive and correlational statistics. The majority of respondents reported being married and having children. Regarding work domain characteristics, respondents reported investing an average of 55 hours per regular work week (Monday through Friday) and 18 weekend hours per month in their agriculture teaching jobs. They also indicated a lack of congruence in work hours, as they preferred to work less hours than they currently were investing in their jobs. Agriculture teachers indicated high levels of family salience and moderate levels of work salience. Respondents also reported moderate levels of work interference with family (WIF), moderately low levels of family interference with work (FIW), and moderately low levels of turnover intentions. No differences in salience, conflict, or turnover intentions by sex were found. Agriculture teachers reported the highest likelihood of leaving their teaching position; 1) for a more desirable job opportunity, 2) for an opportunity to move up in their career, 3) because of family reasons, 4) due to a lack of compensation for the amount of work done, and 5) because of excessive workload. Females were more likely than males to leave teaching for "parenthood responsibilities/rearing children" and "because it is incompatible with raising a family." Perceived family-supportive work culture, number of agriculture teachers per school, work salience, and actual work hours per work week were significant factors in predicting WIF among agriculture teachers. Family salience was the only significant factor in predicting FIW among agriculture teachers. Additionally, age of child, work hours per work week, perceived family-supportive work culture, and WIF were significant predictors of turnover intentions of agriculture teachers. It was concluded that the conflict from trying to balance work and family role responsibilities does influence agriculture teachers' turnover intentions, and this conflict originates primarily in the work domain, not the family domain. Implications and recommendations for the agricultural education profession and for… Advisors/Committee Members: Velez, Jonathan J. (advisor), Weber, Eric (committee member).

Subjects/Keywords: work-family conflict; Agriculture teachers  – United States

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sorensen, T. J. (. J. (2015). Agriculture teachers' work and family domain characteristics, work-family conflict, and turnover intentions : a national study. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/55821

Chicago Manual of Style (16th Edition):

Sorensen, Tyson J (Tyson Joel). “Agriculture teachers' work and family domain characteristics, work-family conflict, and turnover intentions : a national study.” 2015. Doctoral Dissertation, Oregon State University. Accessed July 14, 2020. http://hdl.handle.net/1957/55821.

MLA Handbook (7th Edition):

Sorensen, Tyson J (Tyson Joel). “Agriculture teachers' work and family domain characteristics, work-family conflict, and turnover intentions : a national study.” 2015. Web. 14 Jul 2020.

Vancouver:

Sorensen TJ(J. Agriculture teachers' work and family domain characteristics, work-family conflict, and turnover intentions : a national study. [Internet] [Doctoral dissertation]. Oregon State University; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1957/55821.

Council of Science Editors:

Sorensen TJ(J. Agriculture teachers' work and family domain characteristics, work-family conflict, and turnover intentions : a national study. [Doctoral Dissertation]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/55821

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