+publisher:"Penn State University" +contributor:("Edgar Paul Yoder, Committee Member")

Penn State University

1. Nguyen, Nancy Hieu. Vietnamese American Families’ Perceptions Of Children’s Mental Health: How Culture Impacts Utilization Of Mental Health Services.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/22547

► More research is needed in the area of counseling children (Thompson, 2007) and specifically with ethnic minority children. Despite the large population and higher prevalence… (more)

Subjects/Keywords: Vietnamese American; Child Counseling; Mental Health; Culture

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APA (6^th Edition):

Nguyen, N. H. (2014). Vietnamese American Families’ Perceptions Of Children’s Mental Health: How Culture Impacts Utilization Of Mental Health Services. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22547

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nguyen, Nancy Hieu. “Vietnamese American Families’ Perceptions Of Children’s Mental Health: How Culture Impacts Utilization Of Mental Health Services.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/22547.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nguyen, Nancy Hieu. “Vietnamese American Families’ Perceptions Of Children’s Mental Health: How Culture Impacts Utilization Of Mental Health Services.” 2014. Web. 25 Jan 2021.

Vancouver:

Nguyen NH. Vietnamese American Families’ Perceptions Of Children’s Mental Health: How Culture Impacts Utilization Of Mental Health Services. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/22547.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nguyen NH. Vietnamese American Families’ Perceptions Of Children’s Mental Health: How Culture Impacts Utilization Of Mental Health Services. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22547

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

2. Jin, Meong-hee. Technology integration in the context of collaboration in early childhood settings.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/22678

► As the concern about technology in education shifts from teachers’ technological skills to how technology can be used in appropriate ways for children’s learning and… (more)

▼ As the concern about technology in education shifts from teachers’ technological skills to how technology can be used in appropriate ways for children’s learning and development, the challenge of technology use lies in determining how to integrate technologies into teaching practice. Due to the constantly changing nature of technological applications in teaching and learning, technology-mediated teaching practice deserves support within a social context in order to create a community of practice that encourages teachers’ professional development in a range of relevant educational technologies. The purpose of this study was to identify how teachers integrate technology in their teaching practices in relation to the curriculum and children’s learning in a collaborative context. This study aimed to identify how collaborative teaching mediates teachers’ inquiry to technology integration in the classroom. This study also focused on the content of collaborative inquiry for technology integration in different classroom contexts. Multiple case study was conducted over a four-month period in order to explore teachers’ teaching practice and the ways in which they collaborated on achieving technology integration goals. Seven teachers from three sites participated in the study, and three cases were analyzed on the basis of data drawn from interviews, observations, questionnaires, and field notes. Four themes were elicited from the teaching practices focused on technology integration in the context of collaboration demonstrated by the three case study: (1) teacher’s inquiry into children’s learning and play (2) teacher’s knowledge about technology (3) collaboration among the teachers, and (4) the context for technology environment. The teaching practices and collaborative work focused on technology integration varied according to the nature of the inquiry into the children’s learning, the teachers’ knowledge of technology, and the extent of the support offered by their organizations. First, this study found that the teachers’ inquiry focused on developing and integrating technology activities for both the curriculum and the children’s play and learning. In addition, the teachers’ knowledge of technology and pedagogy was closely related to the ways in which and the extent to which they integrated technology into their teaching practice. According to the findings of study, the teachers also engaged in various modes of collaboration in technology integration by drawing on mutual support, shared responsibility, and joint work, and as well as working in isolation. In the process of collaborating on technology integration, the teachers in the present study drew on their differing knowledge bases, skills, and experience in an effort to support each other. The technology environment and organizational support constituted defining features in the teachers’ collaborative teaching practice in regard to technology integration. Based on the present study, teachers’ inquiry, knowledge, and pedagogy as well as the contextual element of… Advisors/Committee Members: James Ewald Johnson, Dissertation Advisor/Co-Advisor, James F Nolan Jr., Committee Member, Jamie Myers, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: Collaboration; Technology knowledge; Technology pedagogy; Technology integration

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APA (6^th Edition):

Jin, M. (2014). Technology integration in the context of collaboration in early childhood settings. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22678

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jin, Meong-hee. “Technology integration in the context of collaboration in early childhood settings.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/22678.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jin, Meong-hee. “Technology integration in the context of collaboration in early childhood settings.” 2014. Web. 25 Jan 2021.

Vancouver:

Jin M. Technology integration in the context of collaboration in early childhood settings. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/22678.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jin M. Technology integration in the context of collaboration in early childhood settings. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22678

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

3. Corby, Michelle E. Administrative Fellows Experiences in Achieving Leadership Development Goals via Participation in a University Sponsored Program.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/23414

► Marketplace competition is increasing in higher education, the number of traditional college-age prospective students is decreasing, and external pressures from stakeholders to keep costs low… (more)

▼ Marketplace competition is increasing in higher education, the number of traditional college-age prospective students is decreasing, and external pressures from stakeholders to keep costs low and value high for students are becoming more intense. Leaders in higher education must address these issues to position their institutions to attract top students, faculty, and administrators. Since the current higher education leadership workforce—mostly White male administrators—is retiring, there is a need to develop the next generation of leaders positioned to face the unique challenges of higher education. Women administrators continue to lag behind in securing senior leadership positions in higher education and preparing the next generation of women leaders to tackle these current industry challenges is an urgent issue. Researchers need to examine why women in higher education are not advancing in larger numbers to senior leadership positions and what sponsors of leadership programs can do to support the advancement of women leaders. The purpose of this study was to examine how one university-based leadership development program is enabling women to assume leadership positions and whether that program was meeting its stated objectives. A qualitative case study approach was used to analyze the lived experiences of study participants. Nine administrative fellows who participated in the Administrative Fellows Program at University X from 2004 to 2013 were interviewed and secondary data were reviewed and analyzed as a part of the case study. The results revealed a generally broad overall alignment of main themes between the fellow’s understanding of the goals for the Administrative Fellows Program and organizational goals. However, a few misalignments were noted between the fellows and the program centered primarily on learning activities during the fellowship and experiences and expectations for advancement opportunities after the fellowship year. Recommendations are made regarding two critical components of the Administrative Fellows Program at University X. The first is an examination of the learning activities of the program. The second is an examination of the mentor- mentee roles and the related relationship and expectations. Advisors/Committee Members: William J Rothwell, Dissertation Advisor/Co-Advisor, Rose Marie Baker, Committee Member, Wesley Edward Donahue, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: women's leadership development; women in higher education; fellowship programs; university sponsored leadership development

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APA (6^th Edition):

Corby, M. E. (2014). Administrative Fellows Experiences in Achieving Leadership Development Goals via Participation in a University Sponsored Program. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23414

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Corby, Michelle E. “Administrative Fellows Experiences in Achieving Leadership Development Goals via Participation in a University Sponsored Program.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/23414.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Corby, Michelle E. “Administrative Fellows Experiences in Achieving Leadership Development Goals via Participation in a University Sponsored Program.” 2014. Web. 25 Jan 2021.

Vancouver:

Corby ME. Administrative Fellows Experiences in Achieving Leadership Development Goals via Participation in a University Sponsored Program. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/23414.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Corby ME. Administrative Fellows Experiences in Achieving Leadership Development Goals via Participation in a University Sponsored Program. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23414

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

4. Al Thowaini, Mohammad. Can I see me? A study of pictorial representations in Saudi elementary textbooks and teacher and curriculum developers’ perceptions of multiculturalism.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/24844

► The position of the Arabian Peninsula in the past as a center for trade during the Ottoman Empire and now as the land for the… (more)

▼ The position of the Arabian Peninsula in the past as a center for trade during the Ottoman Empire and now as the land for the yearly pilgrimage has contributed to the diversity of its population. The present study investigates the presence or lack of multicultural representations in obligatory elementary science textbooks in Saudi Arabia and examines teachers’ and curriculum developers’ awareness and understanding of multicultural education. Sleeter and Grant’s (1991) and King and Domin’s (2007) textual analysis methods were employed in analyzing six Saudi elementary science textbooks. Teachers (n=227) and curriculum developers (n=26) completed a questionnaire composed of 34 items, which identified their awareness level, assessed their multicultural sensitivity, and examined their attitudes and beliefs toward diverse students and multicultural education. Descriptive statistics, exploratory factor analysis (EFA), and correlation (bi-variate associations between variables) were performed. The textual analysis reflected the lack of regional, racial, and disability representations, where such diversity accounted for 1.3% of all photos. Regression models could not find significant predictions for all the respondents’ characteristics with the exception of science and “other subjects” of instructions. EFA yielded three factors of the teachers’ and curriculum developers’ views of multicultural education: Attitudes about benefits of multiculturalism, Ways to achieve multiculturalism in education, and Perceptions of the impact of attitudes on multicultural teaching. The findings indicate overall positive correlations between all factors and participants’ beliefs and awareness of multicultural education, which contradicts the results of the textual analysis. Implications and limitations of each analysis, such as social desirability bias, are explored. Advisors/Committee Members: Jamie Myers, Dissertation Advisor/Co-Advisor, James F Nolan Jr., Committee Member, Edgar Paul Yoder, Committee Member, Ladislaus M Semali, Committee Member.

Subjects/Keywords: Multiculturalism; diversity; education; science textbook; teacher education; curriculum; Saudi Arabia

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APA (6^th Edition):

Al Thowaini, M. (2015). Can I see me? A study of pictorial representations in Saudi elementary textbooks and teacher and curriculum developers’ perceptions of multiculturalism. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/24844

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Al Thowaini, Mohammad. “Can I see me? A study of pictorial representations in Saudi elementary textbooks and teacher and curriculum developers’ perceptions of multiculturalism.” 2015. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/24844.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Al Thowaini, Mohammad. “Can I see me? A study of pictorial representations in Saudi elementary textbooks and teacher and curriculum developers’ perceptions of multiculturalism.” 2015. Web. 25 Jan 2021.

Vancouver:

Al Thowaini M. Can I see me? A study of pictorial representations in Saudi elementary textbooks and teacher and curriculum developers’ perceptions of multiculturalism. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/24844.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Al Thowaini M. Can I see me? A study of pictorial representations in Saudi elementary textbooks and teacher and curriculum developers’ perceptions of multiculturalism. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/24844

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

5. Chen, Fen. The relationship between internship experience and liberal arts students' career competencies.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/24930

► The purpose of this study was to examine the relation between internship experience and liberal arts students’ career competencies, as compared with liberal arts students… (more)

Subjects/Keywords: liberal arts students; internship; career competencies

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APA (6^th Edition):

Chen, F. (2015). The relationship between internship experience and liberal arts students' career competencies. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/24930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chen, Fen. “The relationship between internship experience and liberal arts students' career competencies.” 2015. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/24930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chen, Fen. “The relationship between internship experience and liberal arts students' career competencies.” 2015. Web. 25 Jan 2021.

Vancouver:

Chen F. The relationship between internship experience and liberal arts students' career competencies. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/24930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen F. The relationship between internship experience and liberal arts students' career competencies. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/24930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

6. Park, Steven Edward. The Relationship of Pennsylvania Career and Technical Educators’ Work Engagement to Satisfaction with Cte Teacher Preparation Coursework.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/25983

► Career and technical education (CTE) teachers in Pennsylvania typically enter service without teacher certification and little or no pedagogical training. They are usually hired on… (more)

Subjects/Keywords: CTE; Career and Technical Educators; certification coursework; teacher work engagement; teacher satisfaction with coursework

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APA (6^th Edition):

Park, S. E. (2015). The Relationship of Pennsylvania Career and Technical Educators’ Work Engagement to Satisfaction with Cte Teacher Preparation Coursework. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/25983

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Park, Steven Edward. “The Relationship of Pennsylvania Career and Technical Educators’ Work Engagement to Satisfaction with Cte Teacher Preparation Coursework.” 2015. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/25983.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Park, Steven Edward. “The Relationship of Pennsylvania Career and Technical Educators’ Work Engagement to Satisfaction with Cte Teacher Preparation Coursework.” 2015. Web. 25 Jan 2021.

Vancouver:

Park SE. The Relationship of Pennsylvania Career and Technical Educators’ Work Engagement to Satisfaction with Cte Teacher Preparation Coursework. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/25983.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Park SE. The Relationship of Pennsylvania Career and Technical Educators’ Work Engagement to Satisfaction with Cte Teacher Preparation Coursework. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/25983

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

7. Hsieh, Hsiu-wei. Practices and Strategies of Self-Initiated Language Learning in an Online Social Network Discussion Forum: A Descriptive Case Study.

Degree: 2012, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/16161

► The proliferation of information and communication technologies and the prevalence of online social networks have facilitated the opportunities for informal learning of foreign languages. However,… (more)

▼ The proliferation of information and communication technologies and the prevalence of online social networks have facilitated the opportunities for informal learning of foreign languages. However, little educational research has been conducted on how individuals utilize those social networks to take part in self-initiated language learning without guided instruction. The main purpose of this descriptive case study was to understand the strategies, practices, and knowledge that were shared by forum members during the self-directed learning process. I reviewed forum topics that remained actively discussed over a six-month time frame (from the beginning of September, 2011 to the end of February, 2012). Among those active forum topics, only topics with 30% or more popularity were studied. A total of ten forum topics qualified both selection requirements. Only those that exchanged questions and information pertaining to knowledge of language learning were analyzed. By examining a total of two hundred and eighty-three discussion messages from the ten selected topic threads, twenty-eight codes with their operational definitions were generated to analyze the selected discussion messages into thirteen sub-themes, and eventually to summarize them into main themes. The results of the data were categorized into four themes that illustrated the main practices and strategies used by participants in the social network to help each other learn new languages: (1) self-initiated learning strategies, (2) self-initiated learning priorities, (3) reflections on the complexities of practices, and (4) knowledge building. These four themes suggested that this online language learning social network Website provided an open space for registered forum participants to exchange resources and information for language learning, to share their past learning experiences, to discuss their personal learning problems with other members, to contribute their language learning strategies and skills to the knowledge repository, and to build up their individual knowledge based on others’ distributed knowledge and the dispersed knowledge within the social network shared by other forum members (Gee, 2004). Through forum members’ social practices of group interaction, communication, discussions, clarification, and negotiation on different subject matters, self-initiated learning and sharing of group meanings were evidenced in the threaded discussions. In addition, forum members’ participation in the various discussion topics by contributing their individual knowledge to the group knowledge base served the effect of advancing the accumulation of collective knowledge and moved the current knowledge repository forward during the process of knowledge sharing (Chuy et al., 2011; Scardamalia & Bereiter, 2003; Scardamalia & Bereiter, 2006; Stahl, 2006; Sternberg, 2003). Advisors/Committee Members: Dr Susan M Land, Dissertation Advisor/Co-Advisor, Priya Sharma, Committee Member, Edgar Paul Yoder, Committee Member, Wei Chen, Committee Member.

Subjects/Keywords: self-initiated learning; online social network; language discussion forum; affinity space; knowledge building; learning strategy

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APA (6^th Edition):

Hsieh, H. (2012). Practices and Strategies of Self-Initiated Language Learning in an Online Social Network Discussion Forum: A Descriptive Case Study. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16161

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hsieh, Hsiu-wei. “Practices and Strategies of Self-Initiated Language Learning in an Online Social Network Discussion Forum: A Descriptive Case Study.” 2012. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/16161.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hsieh, Hsiu-wei. “Practices and Strategies of Self-Initiated Language Learning in an Online Social Network Discussion Forum: A Descriptive Case Study.” 2012. Web. 25 Jan 2021.

Vancouver:

Hsieh H. Practices and Strategies of Self-Initiated Language Learning in an Online Social Network Discussion Forum: A Descriptive Case Study. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/16161.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hsieh H. Practices and Strategies of Self-Initiated Language Learning in an Online Social Network Discussion Forum: A Descriptive Case Study. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/16161

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

8. Cooper, Robert J. Outdoor Orientation Programs: Recreation Socialization, Social Support and Identity Development in Emerging Adulthood.

Degree: 2012, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/16250

► Outdoor orientation programs can be found at over 160 universities in the United States. These programs serve to ease the transition to college by providing… (more)

▼ Outdoor orientation programs can be found at over 160 universities in the United States. These programs serve to ease the transition to college by providing opportunities to meet other students and develop bonds that will allow for greater social support at an important and often difficult time in a student’s life. These programs have been studied in the past, resulting in evidence that suggests that the programs do increase perceived feelings of social support, which eases this transition and translates to improved academic performance in college. Other studies have shown that short, intense outdoor recreation programs may serve to provide a vehicle for identity development through novel experiences that involve overcoming challenges and attaining goals. While previous studies have examined programs as short in duration as 2 weeks, this study will examine the effects of a program that is only 6 days in length. This study examines the ORION Wilderness Experience program, an outdoor orientation program at The Pennsylvania State University. The aims of the study are to examine potential effects of the program upon leisure behavior, social support and identity development. In addition to examining potential outcomes of ORION similar to previous program evaluations, this study also examines the effects of the program as an agent to recreation socialization by exposing students to new outdoor activities and social circles within which to pursue recreation experiences. Conceptually, this study frames the program experience and outcomes within the emerging adulthood life stage, which adds a new dimension to the existing theoretical foundations of recreation socialization research. iii This investigation included a self-administered survey of ORION program participants immediately before and after the program, as well as approximately six to ten weeks later in a follow-up survey. Results of this study support the hypotheses that the ORION program serves as a vehicle of recreation socialization by introducing participants to new activities, increasing their level of involvement in outdoor recreation, providing social circles within which to recreate. ORION participants also reported an increase in the importance of outdoor activities in their lives. While outdoor orientation programs have been examined in previous research, no study to date has examined the effects of these programs on participants’ outdoor recreation behavior. The group of ORION program participants was compared to two other groups: a comparison group comprised of students who received an alternate university orientation program (USE) and a control group of students who received no orientation program. Findings related to social support and identity development were compared between these three groups. Findings support the hypothesis that participation in the ORION program increases participants’ feelings of social support and identity development. Planned contrasts were limited by inequality in sample sizes and baseline differences, and results suggest that… Advisors/Committee Members: Alan R Graefe, Dissertation Advisor/Co-Advisor, Andrew Justin Mowen, Committee Member, Harry Zinn, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: Outdoor Orientation Programs; Recreation Socialization; Emerging Adulthood; Social Support; Identity Development

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APA (6^th Edition):

Cooper, R. J. (2012). Outdoor Orientation Programs: Recreation Socialization, Social Support and Identity Development in Emerging Adulthood. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16250

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cooper, Robert J. “Outdoor Orientation Programs: Recreation Socialization, Social Support and Identity Development in Emerging Adulthood.” 2012. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/16250.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cooper, Robert J. “Outdoor Orientation Programs: Recreation Socialization, Social Support and Identity Development in Emerging Adulthood.” 2012. Web. 25 Jan 2021.

Vancouver:

Cooper RJ. Outdoor Orientation Programs: Recreation Socialization, Social Support and Identity Development in Emerging Adulthood. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/16250.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cooper RJ. Outdoor Orientation Programs: Recreation Socialization, Social Support and Identity Development in Emerging Adulthood. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/16250

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

9. Stopper, Angela. Success factors in building online executive development programs in three universities: A collective case study.

Degree: 2013, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/16837

► The purpose of this study was to investigate the process used by three top-ranked university Executive Education Departments in the United States to develop online… (more)

▼ The purpose of this study was to investigate the process used by three top-ranked university Executive Education Departments in the United States to develop online program portfolios. Using the conceptual framework of the Soft Skills Learning Triangle to guide the research, this study provides direct insight into the design process used, as well as strategic insight into why universities chose to enter the online market and how they went about building the business case within their university to support the venture. This study used the comparative case study method to answer research questions about how technology is being used in executive education, as well as how the online portfolio was developed (who were the key stakeholders and what roles did they play, what tools were used to build the online community of learning, and what was the program design process). To answer these questions, interviews within each university executive education department with relevant individuals were conducted, documents were collected and reviewed, direct observation of programs were completed, and physical artifacts were analyzed. Based on the study, the researcher concluded that three different development models were used: (1) self-created (using only internal university resources), (2) partnership (partnering with an external online education company), and (3) blended (using internal university resources supplemented with external contract partners when appropriate). Although different, all three models included a research phase and a design phase, which are described in detail. Additionally, lists of the technology used and stakeholders and their roles are discussed. The ideas of asynchronous learning and creation of online communities of learning are also explored. Findings from this study have a number of important implications for both researchers and practitioners in the executive education field. For researchers, this study lays the groundwork for additional, necessary research to be completed as new university providers enter the market. For practitioners, this research provides a template for the development of strategic plans for expansion into the online market. It also shows that the online executive education market can be reached successfully using resources available to any university with a small budget and sufficient determination. Advisors/Committee Members: William J Rothwell, Dissertation Advisor/Co-Advisor, Judith Ann Kolb, Committee Member, Edgar Paul Yoder, Committee Member, Albert Vicere, Special Member.

Subjects/Keywords: Executive Education; Distance Education; Online Community of Learning; Non-Credit Education; Workforce Education

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APA (6^th Edition):

Stopper, A. (2013). Success factors in building online executive development programs in three universities: A collective case study. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stopper, Angela. “Success factors in building online executive development programs in three universities: A collective case study.” 2013. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/16837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stopper, Angela. “Success factors in building online executive development programs in three universities: A collective case study.” 2013. Web. 25 Jan 2021.

Vancouver:

Stopper A. Success factors in building online executive development programs in three universities: A collective case study. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/16837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stopper A. Success factors in building online executive development programs in three universities: A collective case study. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/16837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

10. Shrom, Tim. Object Lessons: Examination Of Spending and Revenue Patterns In Pennsylvania k-12 Public School Distircts: 1998 Through 2008 .

Degree: 2013, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/18858

► Abstract This study analyzed changes in school district expenditure spending patterns to observe how major educational policies, initiatives, and mandates translated or were reflected by… (more)

▼ Abstract This study analyzed changes in school district expenditure spending patterns to observe how major educational policies, initiatives, and mandates translated or were reflected by school district expenditure accounting. The target population was all 501 Pennsylvania school districts from 1998 through 2008. Within that time period, district expenditure patterns were examined focused at the major Object and Function series of accounts. Object codes by design capture strong indicators of expenditure traits. Expenditures changes over time observed in each object’s share of total expenditures, the share of new funds it commanded, and the direction of share growth or decline. Mandates and state policy may have expenditure impact on districts by design, default, or by unintended consequence. Analyses revealing policy lead and lag times, as well as trend direction and strength may provide valuable insight for understanding component flows of school district expenditures. The confluence of a decade of increasing mandates, major policy implementations, and student outcome accountability measures met headlong into the great 2008 recession. There remains a tremendous amount of legacy costs facing school finance funding systems, including multi-year labor contracts, pension liabilities, contractual health care obligations, post-retirement benefit packages, debt service and capital requirements for infrastructure and major equipment needs. There is little indication that districts or states have taken time to fully analyze impact and adjust to post recession spending patterns for school funding policy. To that end, this study observed and analyzed educational expenditure and revenue trends over a decade and investigated linkages to public policy initiatives that were occurring over the time period. Understanding these past trends, inclusive of trend strength and direction, serve to provide well-grounded perspective to vision post-recession policy issues. Advisors/Committee Members: William Hartman, Dissertation Advisor/Co-Advisor, Preston C Green Iii, Committee Member, Roger C Shouse, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: K-12 School Finance; Multi-Year Expenditure Study; Expenditure Share Changes over-time; Object and Function Expenditure Analysis; State Policy impact on School Expenditures

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

APA (6^th Edition):

Shrom, T. (2013). Object Lessons: Examination Of Spending and Revenue Patterns In Pennsylvania k-12 Public School Distircts: 1998 Through 2008 . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18858

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shrom, Tim. “Object Lessons: Examination Of Spending and Revenue Patterns In Pennsylvania k-12 Public School Distircts: 1998 Through 2008 .” 2013. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/18858.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shrom, Tim. “Object Lessons: Examination Of Spending and Revenue Patterns In Pennsylvania k-12 Public School Distircts: 1998 Through 2008 .” 2013. Web. 25 Jan 2021.

Vancouver:

Shrom T. Object Lessons: Examination Of Spending and Revenue Patterns In Pennsylvania k-12 Public School Distircts: 1998 Through 2008 . [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/18858.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shrom T. Object Lessons: Examination Of Spending and Revenue Patterns In Pennsylvania k-12 Public School Distircts: 1998 Through 2008 . [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18858

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

11. Lee, Kiwon. effects of healthful children's foods and nutrition information on caregivers' empowerment and perceived corporate social responsibility and willingness to visit sit-down family restaurants.

Degree: 2013, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/18763

► Caregivers’ demands for healthful children’s foods and nutrition information at restaurants have been increasing as childhood obesity has become an issue of public concern. The… (more)

▼ Caregivers’ demands for healthful children’s foods and nutrition information at restaurants have been increasing as childhood obesity has become an issue of public concern. The global objective of this study is to examine caregivers’ perceptions of sit-down family restaurants that implement healthy eating initiatives. This dissertation applies the two concepts of consumer empowerment and perceived corporate social responsibility to uncover the underlying dimensions of caregivers’ perceptions. The present study proposes that caregivers will have high willingness to visit sit-down family restaurants that provide healthful children’s foods and nutrition information. The increased willingness results from increased feelings of empowerment and perceptions of corporate social responsibility (CSR). Furthermore, the impact of healthy eating initiatives on empowerment and perceived CSR depends on how concerned caregivers are about children’s eating. This study investigated the proposed hypotheses using a between-subjects experimental design by manipulating the existence of healthful children’s foods and nutrition information on real menus. The results suggest that caregivers have high willingness to select restaurants when restaurants provide healthful children’s menu items and nutrition information and that willingness is mediated by empowerment and perceived CSR. Specifically, the effects of healthful children’s foods are partially mediated, and those of nutrition information are completely mediated by consumer empowerment and perceived CSR. Furthermore, when restaurants provide healthful children’s foods, caregivers who are highly concerned about children’s eating tend to feel more empowered and perceive that restaurants are socially responsible more often than those who are less concerned. Caregivers’ concerns about children’s eating do not moderate the impact of nutrition information on perceptions. The present study’s inquiry into caregivers’ perceptions contributes to theoretical knowledge about the influence of healthy eating initiatives on consumers’ dining behaviors, especially those involving their children. Based on the findings of this study, restaurateurs might find the decision to provide healthful children’s menu items and nutrition information easier, since they will be more likely to attract caregivers and develop a socially responsible image. Advisors/Committee Members: Martha T Conklin, Dissertation Advisor/Co-Advisor, Peter Lawrence Bordi Jr., Committee Member, David Allen Cranage, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: Healthful children's menu; nutrition information; caregivers' dining behavior; consumer empowerment; perceived CSR

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

APA (6^th Edition):

Lee, K. (2013). effects of healthful children's foods and nutrition information on caregivers' empowerment and perceived corporate social responsibility and willingness to visit sit-down family restaurants. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18763

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lee, Kiwon. “effects of healthful children's foods and nutrition information on caregivers' empowerment and perceived corporate social responsibility and willingness to visit sit-down family restaurants.” 2013. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/18763.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lee, Kiwon. “effects of healthful children's foods and nutrition information on caregivers' empowerment and perceived corporate social responsibility and willingness to visit sit-down family restaurants.” 2013. Web. 25 Jan 2021.

Vancouver:

Lee K. effects of healthful children's foods and nutrition information on caregivers' empowerment and perceived corporate social responsibility and willingness to visit sit-down family restaurants. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/18763.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee K. effects of healthful children's foods and nutrition information on caregivers' empowerment and perceived corporate social responsibility and willingness to visit sit-down family restaurants. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18763

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

12. Cerrito, Julie A. An Examination of Career Guidance Programming on Elementary School Students' Vocational Development.

Degree: 2013, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/19050

► The process of career development is life-long (Super, 1980). Childhood marks the beginning of that process. Although research acknowledges the importance of these formative years,… (more)

Subjects/Keywords: career development; children; intervention; school counseling

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APA (6^th Edition):

Cerrito, J. A. (2013). An Examination of Career Guidance Programming on Elementary School Students' Vocational Development. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cerrito, Julie A. “An Examination of Career Guidance Programming on Elementary School Students' Vocational Development.” 2013. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/19050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cerrito, Julie A. “An Examination of Career Guidance Programming on Elementary School Students' Vocational Development.” 2013. Web. 25 Jan 2021.

Vancouver:

Cerrito JA. An Examination of Career Guidance Programming on Elementary School Students' Vocational Development. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/19050.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cerrito JA. An Examination of Career Guidance Programming on Elementary School Students' Vocational Development. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19050

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

13. Mccrea, Andrew Ernst. The response of central office leaders to the Teacher Effectiveness model.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/27208

► The current study extends the research on teacher evaluation models beyond psychometric reliability and validity by examining the role central office staff have in implementing… (more)

Subjects/Keywords: education leadership; sensemaking; organizational learning

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APA (6^th Edition):

Mccrea, A. E. (2015). The response of central office leaders to the Teacher Effectiveness model. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mccrea, Andrew Ernst. “The response of central office leaders to the Teacher Effectiveness model.” 2015. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/27208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mccrea, Andrew Ernst. “The response of central office leaders to the Teacher Effectiveness model.” 2015. Web. 25 Jan 2021.

Vancouver:

Mccrea AE. The response of central office leaders to the Teacher Effectiveness model. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/27208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mccrea AE. The response of central office leaders to the Teacher Effectiveness model. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/27208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

14. Park, Mary Jane. The Relationship of Change Readiness and Work Engagement in Manufacturing Organizations in South Central Pennsylvania.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/26824

► Successful change efforts are critical to an organization’s strategy and growth and, therefore, an understanding of how to best manage these change efforts is of… (more)

▼ Successful change efforts are critical to an organization’s strategy and growth and, therefore, an understanding of how to best manage these change efforts is of interest to innovative and forward-looking organizations. The goal of this study was to determine if the employees’ level of work engagement was related to the organization’s level of readiness for the change effort. As no empirical studies were found which examined this relationship, this research adds to the existing literature on both topics. To explore the multiple variables and inter-relationships posed in the four research questions, a cross-sectional survey was conducted with a sample of manufacturing employees in south-central Pennsylvania. Work engagement was measured via the three subscales of vigor, dedication, and absorption of the nine item Utrecht Work Engagement Scale (UWES-9). Organizational readiness for change was measured with the reflexivity, and innovation and flexibility subscales of the Organizational Climate Measure (OCM). Methods to analyze the data included descriptive statistics, bivariate analyses, and hierarchical multiple regression, factorial ANOVA, and coding of qualitative data. The results of bivariate analyses demonstrate the moderate positive strength of the relationship for the seven study variables. Therefore, this study provides the first empirical evidence of the importance of employee work engagement to an organization’s readiness for change and adds to the existing literature on both constructs. Results of the hierarchical multiple regression analysis demonstrates (a) dedication was the only work engagement variable with a significant influence in explaining differences in the change readiness scores of innovation and flexibility, and (b) dedication and absorption had very similar influences in explaining score differences in reflexivity. The importance of the employee’s dedication on an organization’s readiness for change strengthened the significance of the moderate to strong correlation measured between dedication and overall RFC. Finally, three methods were used, including factorial ANOVA, to investigate the influence of position and years in the organization on overall EWE, overall RFC, and the subscales of each construct. Results demonstrate only an employee’s position is significantly related to their overall level of engagement and the vigor, dedication, and absorption with their work. However, no influence was found for position or years in the organization on overall RFC, innovation and flexibility, or reflexivity. Advisors/Committee Members: William J Rothwell, Dissertation Advisor/Co-Advisor, Edgar Paul Yoder, Committee Member, Wesley Edward Donahue, Committee Member, Judith Ann Kolb, Committee Member.

Subjects/Keywords: employee work engagement; organizational readiness for change; change management; personal resources; UWES-9; manufacturing

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

APA (6^th Edition):

Park, M. J. (2015). The Relationship of Change Readiness and Work Engagement in Manufacturing Organizations in South Central Pennsylvania. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26824

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Park, Mary Jane. “The Relationship of Change Readiness and Work Engagement in Manufacturing Organizations in South Central Pennsylvania.” 2015. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/26824.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Park, Mary Jane. “The Relationship of Change Readiness and Work Engagement in Manufacturing Organizations in South Central Pennsylvania.” 2015. Web. 25 Jan 2021.

Vancouver:

Park MJ. The Relationship of Change Readiness and Work Engagement in Manufacturing Organizations in South Central Pennsylvania. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/26824.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Park MJ. The Relationship of Change Readiness and Work Engagement in Manufacturing Organizations in South Central Pennsylvania. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26824

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

15. Nyheim, Peter D. Factors That Lead to Environmentally Sustainable Practices in the Restaurant Industry: a Qualitative Analysis of Two Green Restaurant Innovators .

Degree: 2012, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/15152

► ABSTRACT In recent years, more organizations, including restaurants, have concerned themselves with sustainability. As with any new endeavor, guidance is needed. The purpose of this… (more)

▼ ABSTRACT In recent years, more organizations, including restaurants, have concerned themselves with sustainability. As with any new endeavor, guidance is needed. The purpose of this study was to investigate factors that lead to environmentally sustainable practices in the restaurant industry. Using Rogers’ Diffusion of Innovation Theory as a theoretical framework, this study sought out innovators who could provide insight into ecological restaurant operations. Processes added, management and employee effects, and external influences are covered. A qualitative methodology with certain case study aspects was utilized in the study. Data were gathered through interviews from employees of two different restaurants seen as innovators in the industry. One restaurant was located in an historic inn and offered both casual and fine dining. The other larger one was located in a convention center and likewise offered casual and fine dining. Four employees were interviewed from each restaurant from both the dining room and kitchen components of the operation. A total of eight participants were interviewed. The study found that much of the environmental processes focused around waste streams and local foods. The use of compostable materials and closer inspection of energy and utility levels were also seen. In addition, critical incidents of each process and their uniquenesses due to setting were noted. The study also found that managers affected the processes outcomes in a number of ways. Management interacted with the initiatives’ success or failure through training, purchasing of both materials and local foods, example setting, and through marketing. Employees affected the processes through peer policing of waste stream contamination, peer training on local food sourcing and nutritional value, and communication of new ideas. External influences included customers and competition that either embraced or did not embrace environmental sustainability. While most of the participants agreed that green customers, either as individuals or groups, would drive the ecological demand, non–green competition could hamper it if the offering were vastly cheaper. Based on the findings, recommendations for both management and employees are offered. Lastly, suggestions for future research are given, including future study of environmentally sustainable restaurants. Advisors/Committee Members: Judith Ann Kolb, Committee Chair/Co-Chair, William J Rothwell, Committee Member, Edgar Paul Yoder, Committee Member, Wesley Edward Donahue, Committee Member.

Subjects/Keywords: food service; restaurant; sustainability

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APA (6^th Edition):

Nyheim, P. D. (2012). Factors That Lead to Environmentally Sustainable Practices in the Restaurant Industry: a Qualitative Analysis of Two Green Restaurant Innovators . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15152

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nyheim, Peter D. “Factors That Lead to Environmentally Sustainable Practices in the Restaurant Industry: a Qualitative Analysis of Two Green Restaurant Innovators .” 2012. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/15152.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nyheim, Peter D. “Factors That Lead to Environmentally Sustainable Practices in the Restaurant Industry: a Qualitative Analysis of Two Green Restaurant Innovators .” 2012. Web. 25 Jan 2021.

Vancouver:

Nyheim PD. Factors That Lead to Environmentally Sustainable Practices in the Restaurant Industry: a Qualitative Analysis of Two Green Restaurant Innovators . [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/15152.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nyheim PD. Factors That Lead to Environmentally Sustainable Practices in the Restaurant Industry: a Qualitative Analysis of Two Green Restaurant Innovators . [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15152

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

16. Oliveras, Yanira. The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/21076

► The quality of education and the teachers’ effectiveness impact students’ lives beyond classroom performance (Chetty, Friedman, & Rockoff, 2012) and achievement on standardized tests. Furthermore,… (more)

▼ The quality of education and the teachers’ effectiveness impact students’ lives beyond classroom performance (Chetty, Friedman, & Rockoff, 2012) and achievement on standardized tests. Furthermore, in Texas, it is unclear if teacher effectiveness as defined and measured by the teacher evaluation system, the Professional Development and Appraisal System (PDAS), has any relationship to the students’ performance on the state of Texas’ reading and mathematics Assessments of Academic Readiness (STAAR). Hence, the intent of the study was to begin gathering data to shed some light on the degree to which administrators’ ratings of teachers effectiveness correlate with student learning as measured by high-stakes testing. The study focused on the relationship between the classroom practices, as evaluated by Domains I and II of PDAS, and third, fourth and fifth graders’ performance on the reading and mathematics STAAR tests. The quantitative, correlational study was conducted in a North Texas Independent School District using PDAS and STAAR data from the spring of 2013. Three hundred fifty two teacher evaluations ratings for Domains I and II were paired with their classes’ average scale score on the third, fourth and fifth grade 2013 reading and mathematics STAAR. Noteworthy conclusions include: (1) In general administrator ratings of teacher effectiveness on Domains two and three of the PDAS system have very low correlations with student performance on STAAR; (2) Successful student engagement in learning that is learner-centered and has depth and complexity appears to have a significant positive impact on student achievement on reading and mathematics tests. (3) Self-directed learning, learner-centered instruction, opportunities for critical thinking and meaningful use of technology as an instructional tool make a significant contribution in explaining the differences in students’ test scores. Suggestions for additional research include qualitative studies where principals identify highly effective teachers who implement research-based instructional practices and produce students who achieve above the state’s average on STAAR. Furthermore, a longitudinal study which looks at student performance over time and on various assessments could aid in the identification of teachers who produce high levels of student growth while implementing effective instructional practices. Similarly, additional research on valuable teacher evaluation is needed. Advisors/Committee Members: James F Nolan Jr., Dissertation Advisor/Co-Advisor, Bernard Joel Badiali, Committee Member, Iris M Striedieck, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: administrator ratings; teacher effectiveness; student achievement

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

APA (6^th Edition):

Oliveras, Y. (2014). The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/21076

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Oliveras, Yanira. “The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/21076.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Oliveras, Yanira. “The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness.” 2014. Web. 25 Jan 2021.

Vancouver:

Oliveras Y. The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/21076.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oliveras Y. The empirical relationship between administrator ratings of teacher effectiveness and student achievement on the State of Texas Assessments of Academic Readiness. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/21076

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

17. Kashyap, Shubha. A Case Study to Examine Institutional Factors Facilitating and Inhibiting Faculty Preparation for Teaching in an Online MBA Program.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/21462

► The purpose of this study was to examine institutional facilitating and inhibiting factors that enabled and constrained faculty preparation for teaching in an online MBA… (more)

▼ The purpose of this study was to examine institutional facilitating and inhibiting factors that enabled and constrained faculty preparation for teaching in an online MBA program. Using the framework of Transformation Learning Theory to guide the research, this study enhances the field of online learning and higher education because it brings understanding to the topics of online education, faculty preparation, and online MBA programs. This study funneled existing literature and research related to the following five areas that laid the foundation for the purpose of this study: Force Field analysis as a framework for organizational analysis and change; online education principles for faculty; developing faculty competencies for online teaching; institutional resources for online teaching preparation; and faculty preparation for teaching in online MBA programs. The single-site case study method was used to examine faculty preparation to teach in an online MBA program at a US university. The research questions were: 1. What were the facilitating factors at the institution that enabled faculty preparation for teaching in an online MBA program? 2. What were the inhibiting factors at the institution that constrained faculty preparation for teaching in an online MBA program? An original interview instrument was developed using the assistance of five individuals serving as key informants. Data collection consisted of interviews with nine faculty members, interviews with three individuals that served in instructional design and management roles, and other primary and secondary sources of data. Collected data were coded using open and axial coding techniques. Analysis of data resulted in development of five themes of institutional facilitating and inhibiting factors that enabled and constrained faculty preparation: Energy and Effort, Pedagogical Shifts, Technology Interface, Institutional Support, and Instructional Design and Program Support. Findings from this study could help orient institutions and faculty preparing to deliver and teach online MBA degree programs. The information gathered could be used by faculty, universities administrators, business schools administrators, program chairs and directors of online programs, and faculty development professionals to understand the institutional facilitating and inhibiting factors for faculty members preparing to teach online. By taking active steps to prepare and develop faculty to teach online, university institutions may support faculty with opportunities to develop not only discipline-specific business competencies, but also delivery-specific online teaching competencies. Advisors/Committee Members: William J Rothwell, Dissertation Advisor/Co-Advisor, Judith Ann Kolb, Committee Member, Susan E Cromwell, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: Faculty Preparation; Online Education; Online MBA program; Institutional Factors; Facilitating Change; Higher Education

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APA (6^th Edition):

Kashyap, S. (2014). A Case Study to Examine Institutional Factors Facilitating and Inhibiting Faculty Preparation for Teaching in an Online MBA Program. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/21462

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kashyap, Shubha. “A Case Study to Examine Institutional Factors Facilitating and Inhibiting Faculty Preparation for Teaching in an Online MBA Program.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/21462.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kashyap, Shubha. “A Case Study to Examine Institutional Factors Facilitating and Inhibiting Faculty Preparation for Teaching in an Online MBA Program.” 2014. Web. 25 Jan 2021.

Vancouver:

Kashyap S. A Case Study to Examine Institutional Factors Facilitating and Inhibiting Faculty Preparation for Teaching in an Online MBA Program. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/21462.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kashyap S. A Case Study to Examine Institutional Factors Facilitating and Inhibiting Faculty Preparation for Teaching in an Online MBA Program. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/21462

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

18. Kim, Taesung. Impacts of Long-term Learning Interventions on Organizational Human Capital and Performance in the Korean Business Context.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/20515

► The purpose of this study was to examine the impacts of long-term learning interventions on organizational human capital and performance in the Korean business context.… (more)

▼ The purpose of this study was to examine the impacts of long-term learning interventions on organizational human capital and performance in the Korean business context. The long-term interventions were operationalized as employee and career development interventions based on the classification of workplace learning and performance (WLP); organizational human capital was defined as a subset of organizational intellectual capital focusing on employee potential to create organizational knowledge; and organizational performance involved a look at process and customer competencies based on the measures of balanced scorecard (BSC). A conceptual research framework derived from a review of relevant literature resulted in four research questions, which were examined through a statistical analysis of survey data from 473 sample corporations included in the Human Capital Corporate Panel (HCCP) 2009 data set (a data set collected and shared for research purposes in Korea). The research variables included two independent variables—employee development interventions (consisting of education funding programs, learning community program, and learning mileage program) and career development interventions (consisting of succession planning, career development planning, mentoring and coaching, and job rotation program); one mediating variable—organization-level human capital (consisting of employees’ job capability, productivity, motivation, and retention); and two dependent variables—process competency (consisting of new product and service development, work process effectiveness, and product and service competitive advantage through cost reduction) and customer competency (consisting of prompt response to customer needs, product and service variety, new customer acquisition, loyal customer retention, and brand image). Statistical strategies included measurement testing through the factor analysis and reliability test, examination of the research questions with regard to predicting and mediating relationships between variables through the multiple regression analysis, and supplemental testing of the Sobel test and effect size comparison. Results indicated that, controlling for the mediating variable, no statistically significant relationship was established between the two independent and two dependent variables, at the significance level of .05 (β = .04, t = .88, p > .05; β = .08, t = 1.55, p > .05; β = .05, t = .95, p > .05; β = .05, t = .91, p > .05). That is, the positive impacts of employee and career development interventions on organizational process and customer competencies were fully mediated by improved human capital. In conclusion, the current research suggested that human resource (HR) practitioners translate the effects of important interventions into managerial values, especially in the form of return on investment or business impacts; communicate learning interventions as organization-level job resources that help make employees engaged in their work and perform better; and collaborate in managing and developing human… Advisors/Committee Members: William J Rothwell, Committee Chair/Co-Chair, David Lynn Passmore, Committee Member, Judith Ann Kolb, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: learning intervention; employee development; career development; human capital; organizational performance

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APA (6^th Edition):

Kim, T. (2014). Impacts of Long-term Learning Interventions on Organizational Human Capital and Performance in the Korean Business Context. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/20515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kim, Taesung. “Impacts of Long-term Learning Interventions on Organizational Human Capital and Performance in the Korean Business Context.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/20515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kim, Taesung. “Impacts of Long-term Learning Interventions on Organizational Human Capital and Performance in the Korean Business Context.” 2014. Web. 25 Jan 2021.

Vancouver:

Kim T. Impacts of Long-term Learning Interventions on Organizational Human Capital and Performance in the Korean Business Context. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/20515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kim T. Impacts of Long-term Learning Interventions on Organizational Human Capital and Performance in the Korean Business Context. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/20515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

19. Alsaleh, Amal. The relationship between the perception of distributed leadership and the degree of participation in Ministry decisions on teachers' organizational commitment in the State of Kuwait.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/21089

► This study investigated Kuwait secondary school teachers’ perspectives toward five leadership distribution dimensions: cooperation within the leadership team, participative decision making in school, teachers’ cooperation… (more)

▼ This study investigated Kuwait secondary school teachers’ perspectives toward five leadership distribution dimensions: cooperation within the leadership team, participative decision making in school, teachers’ cooperation within departments, maximum leadership support, and leadership distribution. It investigated teachers’ perceptions toward their actual and desired level of participation in Ministry of Education (MoE) decisions as well as their organizational commitment to both schools and the MoE as a central organization. This study further explored how perspectives toward each of the five dimensions of distributed leadership and level of participation in MoE decisions influence teachers’ organizational commitment. This study utilized a quantitative methodological approach. Data were collected using a survey comprising items from the Distributed Leadership Inventory (DLI) (Hulpia, 2009), Ferrara’s (1994) Shared Education Decision Survey, and Organizational Commitment Questionnaire (Mowday, Steers, and Porter, 1979). The researcher selected items suitable for Kuwait’s cultural setting. A total of 777 teachers from 24 secondary schools in Kuwait participated in this study. The data were analyzed using descriptive statistics, including means, standard deviations, and percentages, to analyze teachers’ responses. Regression and structural linear modeling were used to determine the influence of distributed leadership in school and the level of participation in MoE decisions on teachers’ organizational commitment. The findings showed that teachers believe that leadership is formally distributed in Kuwait’s secondary school through cooperation within the leadership team, maximum leadership support, and leadership distribution among leaders. Leadership is also distributed informally through teachers’ cooperation. Teachers’ participation in school decisions was a less significant dimension, and teachers indicated that their actual participation in MoE decisions was low—lower than they desired. In terms of organizational commitment, teachers expressed high commitment to their school and medium to low commitment to the MoE. The data indicated that the distributed leadership dimension and participation in MoE decisions statistically expressed 44% of teachers’ commitment. Specifically, cooperation with formal leadership, teachers’ cooperation, and desired and actual level of participation in MoE decisions were predictors for teachers’ commitment. Advisors/Committee Members: Roger C Shouse, Dissertation Advisor/Co-Advisor, Nona Ann Prestine, Committee Member, Edward J Fuller, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: Distributed Leadership; Organizational commitment; Kuwait Education

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APA (6^th Edition):

Alsaleh, A. (2014). The relationship between the perception of distributed leadership and the degree of participation in Ministry decisions on teachers' organizational commitment in the State of Kuwait. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/21089

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alsaleh, Amal. “The relationship between the perception of distributed leadership and the degree of participation in Ministry decisions on teachers' organizational commitment in the State of Kuwait.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/21089.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alsaleh, Amal. “The relationship between the perception of distributed leadership and the degree of participation in Ministry decisions on teachers' organizational commitment in the State of Kuwait.” 2014. Web. 25 Jan 2021.

Vancouver:

Alsaleh A. The relationship between the perception of distributed leadership and the degree of participation in Ministry decisions on teachers' organizational commitment in the State of Kuwait. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/21089.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alsaleh A. The relationship between the perception of distributed leadership and the degree of participation in Ministry decisions on teachers' organizational commitment in the State of Kuwait. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/21089

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

20. Foley, Caitlin Ann. Pennsylvania veterinarian perspectives of antibiotic use and antibiotic resistance.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/21552

► Antibiotic drugs have been used to combat pathogenic bacteria for over fifty years and have proven to be one of the most valuable tools in… (more)

▼ Antibiotic drugs have been used to combat pathogenic bacteria for over fifty years and have proven to be one of the most valuable tools in preserving human and animal health. With an increase in the use and availability of antibiotics, antibiotic resistance has become a public health concern and has received much attention from government agencies, public interest groups, and the media. There is disagreement within the medical, veterinary, and regulatory communities regarding the veterinary use of antibiotics and associated risks to public health, and it is therefore important to investigate the many facets of antibiotic use and encourage the development of educational programs and resources for all stakeholders. This study focused on the use of a conceptual framework and survey instruments to explore the beliefs, knowledge and practices of veterinarians and to assess the current status of available educational resources pertaining to antibiotic use and antibiotic resistance. The primary purpose of this study was to investigate a wide variety of Pennsylvania veterinarians in order to identify relationships and differences between their perspectives, and facilitate the development of educational programs and strategies to benefit the field of veterinary medicine, animal industry stakeholders, and the public. A non-experimental, descriptive-correlational research design was used to develop this study that focused on the population of all veterinarians licensed to practice medicine in Pennsylvania. Survey instruments were designed to capture the perspectives of two different groups of veterinarians: Group 1 – food/large animal vets, and Group 2 – all other vets. The surveys contained three sections to obtain demographic information, veterinarian perspectives of antibiotic use and antibiotic resistance across five perspectives dimensions (Antibiotic Resistance, Antibiotic Use, Veterinary Clientele, the General Public, and Veterinarian Practices), and perspectives of available educational resources. Veterinarians attending the PVMA Keystone conference completed a total of 66 usable paper surveys, and veterinarians contacted via email listservs completed 284 usable internet-based surveys. Findings indicated that the two groups of veterinarians possessed varied perceptions across the five perspectives dimensions, and that significant differences in perspectives existed (p < .05). Data also indicated that the two groups of veterinarians recommended different types of antibiotic drugs for disease treatment and prevention. Significant relationships existed between the select demographic variables (gender and years post-graduation from veterinary school) and the five perspectives dimensions. Findings also indicated the need for educational materials and resources regarding antibiotic resistance for veterinarians, veterinary staff, veterinary clientele, and the general public; and concluded that veterinarians may be the best resource for educating their staff and clientele. Several modes for disseminating educational… Advisors/Committee Members: Rama B Radhakrishna, Dissertation Advisor/Co-Advisor, Edgar Paul Yoder, Committee Member, John Ewing, Committee Member, Bhushan M Jayarao, Special Member.

Subjects/Keywords: veterinarian; perspectives; antibiotic resistance; livestock

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APA (6^th Edition):

Foley, C. A. (2014). Pennsylvania veterinarian perspectives of antibiotic use and antibiotic resistance. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/21552

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Foley, Caitlin Ann. “Pennsylvania veterinarian perspectives of antibiotic use and antibiotic resistance.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/21552.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Foley, Caitlin Ann. “Pennsylvania veterinarian perspectives of antibiotic use and antibiotic resistance.” 2014. Web. 25 Jan 2021.

Vancouver:

Foley CA. Pennsylvania veterinarian perspectives of antibiotic use and antibiotic resistance. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/21552.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Foley CA. Pennsylvania veterinarian perspectives of antibiotic use and antibiotic resistance. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/21552

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

21. Yang, Sungwoo. The Study Of Variables Influencing The Effect Of English Medium Instruction On Academic Content Learning And English Proficiency Development.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/22592

► The purposes of the study were to identify the influential variables to determine the effects of EMI (English-Medium Instruction) approach on academic content learning (CL)… (more)

▼ The purposes of the study were to identify the influential variables to determine the effects of EMI (English-Medium Instruction) approach on academic content learning (CL) and English proficiency development (EPD), to devise more feasible EMI implemental conditions, and to provide more practical considerations for EMI-based course design at the tertiary level in Korea as EFL (English as a foreign language) context. An academic course consists of 3 factors: student factor, professor factor, and course factor. Each factor includes several component variables. Through the reviews of the previous studies on EMI effects on CL and EPD, the variables that seemed to be considered as the influential variables were extracted as the research variables of this study and through the consideration of theoretical and conceptual foundations of EMI approach as a teaching/learning approach, the additional variables that might have the possibility to influence EMI effects were added in the list of the research variables. As the research variables in student factor, the following variables were selected: ‘student year’, ‘student’s English ability’, ‘the reason to take EMI course’, ‘the experience of staying in English-speaking country’, and ‘the number of EMI courses taken’. As the research variable in professor factor, ‘the ethnicity of EMI professor’ was chosen. In course factor, the following variables were picked as the research variables: ‘interaction degree’, ‘feedback degree’, ‘class size’, ‘satisfaction with grade and assessment way’, ‘teaching style’, and ‘professor’s attempt to enhance students’ English ability’. Based on the analyses of simple and multiple regression analysis using IBM SPSS 20.0, the following results were obtained. First, in the aspect of EMI effect on CL, the variable ‘interaction degree’ between EMI professor and students was identified as the most influential variable to determine EMI effect on CL ahead of ‘students’ current English ability’ variable and iv ‘feedback degree’ variable. Whereas in terms of EMI effect on EPD, ‘the reason to take EMI course’ variable was the most influential variable and the ‘degree of feedback’ that EMI professor served students was followed. In accordance with the results of the study, the conditions for more effective EMI implementation and the considerations for more feasible and practical EMI course design and course activity development were suggested. Given the current situations of EMI implementation in Korea that most EMI courses are being conducted by Korean professors, the suggested conditions and considerations will be helpful for Korean EMI professors to design EMI-based academic course and to conduct actual EMI course. Especially, in the aspect of practicality, the suggested measures of the study will help Korean EMI professors who have difficulty conducting EMI-based academic courses due to the lack of English proficiency. Advisors/Committee Members: Jamie Myers, Dissertation Advisor/Co-Advisor, Mari Haneda, Committee Member, Roger C Shouse, Committee Member, Edgar Paul Yoder, Committee Member, Rose Mary Zbiek, Special Member.

Subjects/Keywords: English medium instruction (EMI); ESL/EFL teaching; tertiary level

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APA (6^th Edition):

Yang, S. (2014). The Study Of Variables Influencing The Effect Of English Medium Instruction On Academic Content Learning And English Proficiency Development. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yang, Sungwoo. “The Study Of Variables Influencing The Effect Of English Medium Instruction On Academic Content Learning And English Proficiency Development.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/22592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yang, Sungwoo. “The Study Of Variables Influencing The Effect Of English Medium Instruction On Academic Content Learning And English Proficiency Development.” 2014. Web. 25 Jan 2021.

Vancouver:

Yang S. The Study Of Variables Influencing The Effect Of English Medium Instruction On Academic Content Learning And English Proficiency Development. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/22592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yang S. The Study Of Variables Influencing The Effect Of English Medium Instruction On Academic Content Learning And English Proficiency Development. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

22. Spangler, Shirley Brett. Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/22391

► This study examined the transition process for identified high school students and the effect of participation in a preparatory clinic that was created to support… (more)

Subjects/Keywords: Transition; Post=secondary Transition; School-to-Work Transition; Workforce Preparedness; Post-secondary Workforce Preparedness

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APA (6^th Edition):

Spangler, S. B. (2014). Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22391

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Spangler, Shirley Brett. “Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/22391.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Spangler, Shirley Brett. “Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students.” 2014. Web. 25 Jan 2021.

Vancouver:

Spangler SB. Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/22391.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Spangler SB. Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22391

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

23. Griffith, Brian Keith. The Financial Impact of Charter Schools' Enrollment on Traditional Public School Expenditures, Resource Allocation and Programming.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/22420

► This research study examines the financial impact of charter school enrollment on traditional public school expenditures, resource allocation and programming in four select Centre County… (more)

▼ This research study examines the financial impact of charter school enrollment on traditional public school expenditures, resource allocation and programming in four select Centre County Pennsylvania School Districts. The districts studied included: Bald Eagle Area School District, Bellefonte Area School District, Penns Valley Area School District and State College Area School District. The study is organized around the following key research questions: (1) What have been the student enrollment trends for Regular Education and Special Education of Centre County students by school and by grade over the past five years? (2) What has been the fiscal impact of charter schools on each of the four school districts? (3) What, if any, impact on instruction, support, and extra-curricular programs has there been as a result of growing tuition payments to charter schools in each of the districts? (4) Are there common threads among the experiences of the four school districts? The methodology used included a mix of quantitative and qualitative research to better explain the complex nature of this study. Enrollment, financial and programming data were collected from varied sources including fiscal and enrollment data from the Pennsylvania Department of Education and individual school districts and from interviews with key district-level decision makers. The interviews were chiefly used to explain the quantitative data. The study found that charter school enrollments have coincided with enrollment declines in all four districts. The growing charter enrollments have obligated the districts to make tuition payments to charter schools in ever increasing amounts. These expenditure increases have been made up chiefly through taxes since the districts have not been able to realize efficiencies since the number of charter students in a given grade or school are insufficient to reduce staffing. The inability to accommodate for enrollment changes as well as other mandated and necessary expenditures has placed financial stress on the districts. Over time, programming changes and/or other efficiencies will need to be made if tuition costs continue to climb without adequate revenue sources. The implications of the research indicate a need for broader study across Pennsylvania followed by policy changes aligned to this research. Advisors/Committee Members: William Hartman, Dissertation Advisor/Co-Advisor, William Hartman, Committee Chair/Co-Chair, Jacqueline A Stefkovich, Committee Member, Erica Frankenberg, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: charter school; tuition; enrollment; public school programming; fiscal impact; special education; public school finance

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APA (6^th Edition):

Griffith, B. K. (2014). The Financial Impact of Charter Schools' Enrollment on Traditional Public School Expenditures, Resource Allocation and Programming. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22420

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Griffith, Brian Keith. “The Financial Impact of Charter Schools' Enrollment on Traditional Public School Expenditures, Resource Allocation and Programming.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/22420.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Griffith, Brian Keith. “The Financial Impact of Charter Schools' Enrollment on Traditional Public School Expenditures, Resource Allocation and Programming.” 2014. Web. 25 Jan 2021.

Vancouver:

Griffith BK. The Financial Impact of Charter Schools' Enrollment on Traditional Public School Expenditures, Resource Allocation and Programming. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/22420.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Griffith BK. The Financial Impact of Charter Schools' Enrollment on Traditional Public School Expenditures, Resource Allocation and Programming. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22420

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

24. Jones, Maureen Connelly. Leadership Illuminated by crisis: Characteristics of Effective Hospital CEOs.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/22513

► Eight characteristic categories were identified after interviews with three health care CEOs and three of their senior leaders who lead through a tornado, hurricane, and… (more)

Subjects/Keywords: Leadership; healthcare; CEOs; crisis leadership; selection; talent management; leadership characteristics; qualitative

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APA (6^th Edition):

Jones, M. C. (2014). Leadership Illuminated by crisis: Characteristics of Effective Hospital CEOs. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jones, Maureen Connelly. “Leadership Illuminated by crisis: Characteristics of Effective Hospital CEOs.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/22513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jones, Maureen Connelly. “Leadership Illuminated by crisis: Characteristics of Effective Hospital CEOs.” 2014. Web. 25 Jan 2021.

Vancouver:

Jones MC. Leadership Illuminated by crisis: Characteristics of Effective Hospital CEOs. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/22513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones MC. Leadership Illuminated by crisis: Characteristics of Effective Hospital CEOs. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

25. Xue, Yi. Talent Management Practices of Selected Human Resource Professionals in Middle to Large-sized manufacturing Multinational Companies in China .

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/22706

► The purpose of this study was to investigate the Talent Management status and Talent Management practices of selected Human Resource professionals in middle- to large-sized… (more)

▼ The purpose of this study was to investigate the Talent Management status and Talent Management practices of selected Human Resource professionals in middle- to large-sized manufacturing multinational companies in China. The following research questions were addressed in this study: 1.What is the current status of “Talent Management” in the middle- to large-sized manufacturing multinational companies in which the selected human resource professionals are working for? 2.How do these selected human resource professionals manage talent for these middle- to large-sized manufacturing multinational companies in China? This study adopted a multiple-case study design. Human Resource professionals from four middle- to large-sized multinational companies were selected and studied by the researcher. Based on the study, the researcher found that the human resource professionals did not have a clear definition of Talent Management. This did not prevent them from linking Talent Management with their organizations’ business strategy, however. Human resource professionals were the leaders, owners, and designers of Talent Management policy, process and programs in their organizations. They also provided consultation and professional advice to company leaders on Talent Management-related problems. The human resource professionals’ practices in attracting, developing and retaining talent did not differ much from practices in other developed regions. The human resource professionals believed the guidelines and criteria—e.g., talent definition and job evaluation, etc.—cascaded down from their headquarters could help ensure fairness, alignment in defining and assessing of talent in their organization. However, they also believed that modification of global Talent Management practices was required to meet specific needs in the China talent market. Findings showed that the areas that needed more attention were the competency model and its application in Talent Management and measuring Talent Management outcomes. This study was among one of the first attempts to investigate how middle- to large-sized Chinese manufacturing multinational companies regard “Talent Management”. The findings provided an overview of Talent Management practices in middle- to large-sized manufacturing multinational companies in China. This research contributed to the literature on Talent Management practices in China, which has been identified as a much under-researched area. It also contributed to efforts to build a foundation for future research in this field. The practices identified in the study could provide a benchmark for other types of Chinese enterprises in managing their talent. Advisors/Committee Members: William J Rothwell, Dissertation Advisor/Co-Advisor, William J Rothwell, Committee Chair/Co-Chair, Wesley Edward Donahue, Committee Member, Edgar Paul Yoder, Committee Member, Barbara L Grabowski, Committee Member, Albert Vicere, Committee Member.

Subjects/Keywords: Talent Management; Organization Development; Succession Planning; Talent Development; Talent Retention; Attract Talent; Competency Model; Competency; Evaluate Talent Management; Change Management; Talent Management in China

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

APA (6^th Edition):

Xue, Y. (2014). Talent Management Practices of Selected Human Resource Professionals in Middle to Large-sized manufacturing Multinational Companies in China . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Xue, Yi. “Talent Management Practices of Selected Human Resource Professionals in Middle to Large-sized manufacturing Multinational Companies in China .” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/22706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Xue, Yi. “Talent Management Practices of Selected Human Resource Professionals in Middle to Large-sized manufacturing Multinational Companies in China .” 2014. Web. 25 Jan 2021.

Vancouver:

Xue Y. Talent Management Practices of Selected Human Resource Professionals in Middle to Large-sized manufacturing Multinational Companies in China . [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/22706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Xue Y. Talent Management Practices of Selected Human Resource Professionals in Middle to Large-sized manufacturing Multinational Companies in China . [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

26. Selden, Shenetta Jean. The Relationships Between Perceptions Of Organizational Culture and Organizational Commitment Among College And University Counselors And Advisors Who Provide Educational Support To At-risk Students.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/23722

► The purpose of this research was to investigate the relationship between perceptions of organizational culture and affective, continuance, and normative commitment among counselors and related… (more)

▼ The purpose of this research was to investigate the relationship between perceptions of organizational culture and affective, continuance, and normative commitment among counselors and related administrators in higher education Comprehensive Support programs for at-risk students. The population under consideration was from colleges and universities primarily in the western United States (California) and the eastern United States (New Jersey, New York, and Pennsylvania). Organizational Commitment has been a popular area of research for the past twenty-five to thirty years. In general, researchers have determined that a high level of organizational commitment contributed to behavior favorable to organizational effectiveness. Organizational commitment has been conceptualized and measured in a wide variety of ways. This research utilized Meyer, Allen, and Smith’s (1993) scales to measure three components of organizational commitment. According to Meyer and Allen (1991), organizational commitment consists of three basic themes: affective, continuance, and normative commitment. They defined affective commitment as an emotional attachment to the organization; continuance commitment as the perceived cost of leaving the organization; and normative commitment as a sense of loyalty or moral obligation to remain with the organization. Organizational culture was measured utilizing an instrument developed by Kalliath, Bluedorn and Strube (1999). The primary basis for their instrument was the Competing Values Framework, which was initially developed to measure organizational effectiveness but was later considered a viable instrument for analyzing various aspects of and levels in organizations, including organizational culture. Associated with the framework are labels that provide characteristics of four types of organizational culture. This study chose the labels so designated by Cameron and Quinn (1999, 2006): clan, adhocracy, hierarchy, and market. Briefly, they described the clan culture as consisting of collaboration, similar to a family unit; in the adhocracy culture, flexibility is a characteristic; the hierarchy culture is a structured environment with rules and regulations; and the market culture focuses on a strong presence in a competitive environment. Variables also included characteristics of the academic administrators such as age, gender, education level, experience in current role, and ethnicity. Educators at the community college, college, and university levels were selected. Three hundred and thirteen program directors were sent e-mails requesting their program participation in this study; ninety-six returned usable surveys. This study used a correlational research design and the data were analyzed using a hierarchical regression analysis. The data offered significant results for both affective and normative commitment. For affective commitment, the merging of culture and the demographic variables indicated that clan culture was a strong predictor of affective commitment. For normative commitment, the merging of… Advisors/Committee Members: Jerry G Trusty, Committee Chair/Co-Chair, Catharina Johanna Cunning, Committee Member, Robert M Hendrickson, Committee Member, Edgar Paul Yoder, Committee Member, Richard Hazler, Special Member.

Subjects/Keywords: Organizational culture; higher education; counselors; advisors; at-risk students; organizational commitment

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

APA (6^th Edition):

Selden, S. J. (2014). The Relationships Between Perceptions Of Organizational Culture and Organizational Commitment Among College And University Counselors And Advisors Who Provide Educational Support To At-risk Students. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23722

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Selden, Shenetta Jean. “The Relationships Between Perceptions Of Organizational Culture and Organizational Commitment Among College And University Counselors And Advisors Who Provide Educational Support To At-risk Students.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/23722.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Selden, Shenetta Jean. “The Relationships Between Perceptions Of Organizational Culture and Organizational Commitment Among College And University Counselors And Advisors Who Provide Educational Support To At-risk Students.” 2014. Web. 25 Jan 2021.

Vancouver:

Selden SJ. The Relationships Between Perceptions Of Organizational Culture and Organizational Commitment Among College And University Counselors And Advisors Who Provide Educational Support To At-risk Students. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/23722.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Selden SJ. The Relationships Between Perceptions Of Organizational Culture and Organizational Commitment Among College And University Counselors And Advisors Who Provide Educational Support To At-risk Students. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23722

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

27. Ra, Young-an. The Impact of Social Support and Coping on Acculturation and Acculturative Stress among East Asian International Students.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/23042

► The purpose of this study was to examine the mediation effects of social support and coping on the relationship between levels of acculturation and acculturative… (more)

Subjects/Keywords: Social Support; Coping; Acculturation; Acculturative Stress; East Asian International Students

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

APA (6^th Edition):

Ra, Y. (2014). The Impact of Social Support and Coping on Acculturation and Acculturative Stress among East Asian International Students. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23042

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ra, Young-an. “The Impact of Social Support and Coping on Acculturation and Acculturative Stress among East Asian International Students.” 2014. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/23042.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ra, Young-an. “The Impact of Social Support and Coping on Acculturation and Acculturative Stress among East Asian International Students.” 2014. Web. 25 Jan 2021.

Vancouver:

Ra Y. The Impact of Social Support and Coping on Acculturation and Acculturative Stress among East Asian International Students. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/23042.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ra Y. The Impact of Social Support and Coping on Acculturation and Acculturative Stress among East Asian International Students. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23042

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

28. Myers, Jennifer L. A Narrative Inquiry Into Factors That Affect Professional Academic Advisors’ Work Engagement.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/24859

► The purpose of this study was to examine the factors that impacted the employee engagement of professional academic advisors in a college or university setting.… (more)

▼ The purpose of this study was to examine the factors that impacted the employee engagement of professional academic advisors in a college or university setting. Using the framework of Waldman and Spangler’s Determinates of Individual Job Performance and the Job Demands–Resources (JD–R) Model to guide the research, findings from this study enhance the fields of workforce development and academic advising by enhancing understanding of employee engagement and the factors that influence it, specifically in the field of academic advising. This study brought together existing literature and research related to three areas that laid the foundation for this study: employee engagement, academic advising, and performance. The narrative inquiry method was used to examine the factors that influence the work engagement of academic advisors. The research questions were: (1) What defines the professional academic advisers’ work engagement experience; (2) What factors contribute to the manifestation of highly engaged academic advisers; (3) What self-reported issues negatively impact the work engagement of academic advisers; and (4) What, if any, coping strategies do academic advisers employ to address those issues? A semi-structured interview instrument was developed and trialed using the assistance of 2 individuals serving as participants. Data collection consisted of 15 interviews with 5 professional academic advisors from across the country. Collected data were coded using a line-by-line coding technique. Analysis of data resulted in the development of six themes: Theme 1: Positive Experiences with Advisors; Theme 2: Desire to Help Others; Theme 3: Strategies for Handling Stressful Times; Theme 4: Additional Duties and Responsibilities; Theme 5: Leadership Support and Understanding; Theme 6: Training and Development Opportunities. Findings from this will help leaders of all organizations but especially those in educational institutions that employ professional academic advisors. The information collected could be used by universities administrators, managers, front-line supervisors, and all those with a vested interest in employee engagement and organization success. Advisors/Committee Members: Judith Ann Kolb, Dissertation Advisor/Co-Advisor, Judith Ann Kolb, Committee Chair/Co-Chair, Edgar Paul Yoder, Committee Member, Cynthia Pellock, Committee Member, Mark D Threeton, Committee Member.

Subjects/Keywords: Employee Engagement; Academic Advising; Higher Education; Qualitative Research; Narrative Inquiry; Work Engagement

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

APA (6^th Edition):

Myers, J. L. (2015). A Narrative Inquiry Into Factors That Affect Professional Academic Advisors’ Work Engagement. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/24859

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Myers, Jennifer L. “A Narrative Inquiry Into Factors That Affect Professional Academic Advisors’ Work Engagement.” 2015. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/24859.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Myers, Jennifer L. “A Narrative Inquiry Into Factors That Affect Professional Academic Advisors’ Work Engagement.” 2015. Web. 25 Jan 2021.

Vancouver:

Myers JL. A Narrative Inquiry Into Factors That Affect Professional Academic Advisors’ Work Engagement. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/24859.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Myers JL. A Narrative Inquiry Into Factors That Affect Professional Academic Advisors’ Work Engagement. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/24859

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

29. Brion, Sarah Anne. Teacher Morale.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/24978

► Employers and researchers alike have spent many years trying to understand the factors which underlie morale, and researchers have done little to narrow the divide… (more)

▼ Employers and researchers alike have spent many years trying to understand the factors which underlie morale, and researchers have done little to narrow the divide in understanding. Conflicting terminology is problematic, as terms such a motivation and job satisfaction have been used interchangeably with the term morale in many cases. Additionally, numerous measurement tools have been created to measure teacher morale. Getzels and Guba (1957) suggest that morale is affected by three tensions: belongingness (role expectations vs. personal needs), identification (organizational goals vs. personal needs), and rationality (role expectations vs. organizational goals). Some available instruments measure the term holistically with questions aimed at determining at what level respondents view their morale, while others evaluate individual factors. However, established tools fail to provide data regarding those tensions directly, thereby providing an incomplete picture to school administrators hoping to examine and improve teacher morale The quantitative, non-experimental, cross-sectional study examined the conflicting terminology associated with term teacher morale as well as the contradictory results of prior morale research. The Teacher Morale Survey was designed and piloted to a small group of educators believed to be experiencing low morale. Two research questions were investigated: 1. What components are being measured by the Teacher Morale Survey? 2. How reliable is the instrument in measuring the components? Factor analysis procedures indicated that the Teacher Morale Survey does measure three components of morale, belongingness, identification, and rationality. Additionally, Cronbach’s Alpha demonstrated overall reliability for the instrument. With further testing, the Teacher Morale Survey may prove a useful tool for administrators. Advisors/Committee Members: Roger C Shouse, Dissertation Advisor/Co-Advisor, Roger C Shouse, Committee Chair/Co-Chair, William Hartman, Committee Chair/Co-Chair, Nona Ann Prestine, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: teacher morale; education; measurement

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

APA (6^th Edition):

Brion, S. A. (2015). Teacher Morale. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/24978

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brion, Sarah Anne. “Teacher Morale.” 2015. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/24978.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brion, Sarah Anne. “Teacher Morale.” 2015. Web. 25 Jan 2021.

Vancouver:

Brion SA. Teacher Morale. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/24978.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brion SA. Teacher Morale. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/24978

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

30. Go, Eun. Does message interactivity help or hinder the effects of anthropomorphic online chat agents? Compensation vs. expectation effects in organizational websites.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/26490

► The popularity of providing customer service via online chat assistants is on the rise. Chat agents provide numerous benefits, including low cost and ease of… (more)

▼ The popularity of providing customer service via online chat assistants is on the rise. Chat agents provide numerous benefits, including low cost and ease of use. However, using online chat agent, especially, a chat-bot poses challenges as well, in that their conversation styles are somewhat limited and impersonal. Given that chat-bots are designed to substitute for actual human agents, this study suggests that the message interactivity that is characteristic of human-to-human conversation may be one means for improving chat-bots’ communication. In particular, this study aims to investigate how the ability of chat-bots to exchange messages in a contingent manner may compensate for their lack of humanness. In order to investigate this effect, this study conceptualizes the ability to exchange messages in a contingent manner as message interactivity and humanness in terms of the chat agents’ visual representation (as anthropomorphic or not) and role identity (as chat-bot or human). A human-like conversation style of a chat-bot is expected to compensate for the chat-bot’s lack of its humanness; however, it is also possible that if its conversation style is too contingent in style, and thus too human-like, an expectancy violation may occur. Thus, this study pays special attention to these two possibilities (i.e., the compensation effect and the expectancy violation effect) to explain the effects of message interactivity using the Interactivity Effects Model (Sundar, 2007) and the theory of interactive media effects (TIME) proposed by Sundar et al. (2015b). These possibilities were investigated with a 2 (anthropomorphic visual cue: high vs low anthropomorphism) × 2 (identity cue: chat-bot vs. sales associate) × 2 (message interactivity: high vs. low message interactivity) between-subjects experiment. Participants were asked to interact with an online chat agent by using “live chat” function on an e-commerce website. By examining the interactions of visual cue, identity cue and message interactivity, this study revealed distinctive mechanisms through which message interactivity affects users’ psychological, attitudinal, behavioral and relational responses. Specifically, findings show that message interactivity works to compensate for the impersonal nature associated with low anthropomorphic visual cue and chat-bot identity cue. Moreover, the identity cue turned out to be a key factor in eliciting certain expectations regarding the agent’s performance in conversation. Therefore, this study suggests using chat agents on organizational websites in order to help mitigate users’ negative evaluations or experiences due to high expectations given that users tend to have different expectations of agents’ performances, depending on whether the agents are human or chat-bots. Therefore, agents’ actual communication styles should align with users’ expectations. More theoretical as well as practical implications of these findings are discussed. Advisors/Committee Members: S. Shyam Sundar, Dissertation Advisor/Co-Advisor, S. Shyam Sundar, Committee Chair/Co-Chair, Denise Sevick Bortree, Committee Member, Fuyuan Shen, Committee Member, Edgar Paul Yoder, Committee Member.

Subjects/Keywords: Online chatting agent; compensation effects; expectancy violation effect; visual cue; identity cue; message interactivity

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

APA (6^th Edition):

Go, E. (2015). Does message interactivity help or hinder the effects of anthropomorphic online chat agents? Compensation vs. expectation effects in organizational websites. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Go, Eun. “Does message interactivity help or hinder the effects of anthropomorphic online chat agents? Compensation vs. expectation effects in organizational websites.” 2015. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/26490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Go, Eun. “Does message interactivity help or hinder the effects of anthropomorphic online chat agents? Compensation vs. expectation effects in organizational websites.” 2015. Web. 25 Jan 2021.

Vancouver:

Go E. Does message interactivity help or hinder the effects of anthropomorphic online chat agents? Compensation vs. expectation effects in organizational websites. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/26490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Go E. Does message interactivity help or hinder the effects of anthropomorphic online chat agents? Compensation vs. expectation effects in organizational websites. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations