+publisher:"Texas A&M University" +contributor:("Dooley, Kim")

Texas A&M University

1. Miller, Kasey Lynn. Students' Perceptions of International Agriculture After an International Agricultural Experience.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10433

► Study abroad and internship experiences are the best ways for students to globalize their education. The purpose of this study was to identify students' perceptions… (more)

Subjects/Keywords: agriculture; study abroad; international internship

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APA (6^th Edition):

Miller, K. L. (2012). Students' Perceptions of International Agriculture After an International Agricultural Experience. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10433

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):

Miller, Kasey Lynn. “Students' Perceptions of International Agriculture After an International Agricultural Experience.” 2012. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10433.

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

MLA Handbook (7^th Edition):

Miller, Kasey Lynn. “Students' Perceptions of International Agriculture After an International Agricultural Experience.” 2012. Web. 24 Jun 2019.

Vancouver:

Miller KL. Students' Perceptions of International Agriculture After an International Agricultural Experience. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10433.

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

Council of Science Editors:

Miller KL. Students' Perceptions of International Agriculture After an International Agricultural Experience. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10433

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

Texas A&M University

2. Thompson, Shiva. Religious and Cultural Clashes in the Modern World: Understanding Latent Issues of Middle Eastern Wives.

Degree: MS, Agricultural Leadership, Education, and Communications, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/157960

► Wives of graduate students from Middle Eastern countries who are accompanying their husbands in studies at universities in the United States (U.S.) are an invisible… (more)

▼ Wives of graduate students from Middle Eastern countries who are accompanying their husbands in studies at universities in the United States (U.S.) are an invisible group that is capable of tremendous influence during their time in the U.S. and upon returning to their home countries. The prospect of empowering them to exercise leadership has potentially important implications on future economic, food, environmental, and world security issues. This thesis sheds light on contemporary development issues regarding gender inequality in the Middle East and brings religious and cultural factors causing friction in the global security context to the forefront of not only academia and scholarly discussion but also public awareness. It is based on a phenomenological qualitative study of the wives of Ph.D. students from the Middle East at TAMU. It illuminates the challenges the wives face as a result of the overwhelming shift from war torn home countries to a democratic society. Ten challenges were identified: a) Language Barrier, b) Affordable Childcare, c) Identity, d) Healthcare, e) Education, f) No Income, g) Transportation, h) Entertainment, i) Halaal Foods, and j) Religious Imposition and other latent issues. Contemporary development issues in gender inequality identified in this research serve as the foundation for a practical application course designed by a joint effort of the Bush School of Government and Public Service and the Department of Agricultural Leadership, Education, and Communications (ALEC) for graduate students interested in development careers. In the course, students will assess the challenges facing Middle Eastern wives of Ph.D. students at TAMU and propose solutions to remedy these challenges by empowering these women, within their cultural limitations. The intent of this research is to pave the way for several capstone courses where informed students will find plausible solutions for the challenges that emerge from this research. The need for such courses is evident because there are few capstone courses offered in development work at the Bush School and ALEC. The importance and emphasis of these courses will be in identifying local issues with international scope, where students will gain experience in understanding and addressing cultural challenges. This research will have great impact and utility within academia by producing successful evidence-based programs for a more peaceful and prosperous world. Advisors/Committee Members: Piña , Manuel (advisor), Dooley, Kim (committee member), Hudson, Valerie (committee member).

Subjects/Keywords: International Development; gender; Middle East

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APA (6^th Edition):

Thompson, S. (2016). Religious and Cultural Clashes in the Modern World: Understanding Latent Issues of Middle Eastern Wives. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157960

Chicago Manual of Style (16^th Edition):

Thompson, Shiva. “Religious and Cultural Clashes in the Modern World: Understanding Latent Issues of Middle Eastern Wives.” 2016. Masters Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/157960.

MLA Handbook (7^th Edition):

Thompson, Shiva. “Religious and Cultural Clashes in the Modern World: Understanding Latent Issues of Middle Eastern Wives.” 2016. Web. 24 Jun 2019.

Vancouver:

Thompson S. Religious and Cultural Clashes in the Modern World: Understanding Latent Issues of Middle Eastern Wives. [Internet] [Masters thesis]. Texas A&M University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/157960.

Council of Science Editors:

Thompson S. Religious and Cultural Clashes in the Modern World: Understanding Latent Issues of Middle Eastern Wives. [Masters Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157960

Texas A&M University

3. Lavergne, Christopher Bernard. Building the Climate for Optimal Organizational Transfer of Learning: An Examination of USDA-Natural Resources Conservation Service Employee Training Motivation and Perceived Training Transfer.

Degree: EdD, Agricultural Education, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/157172

► Significant strides have been made in the human resources field over the last two decades; however, securing transfer of learning from formal training to the… (more)

Subjects/Keywords: learning transfer; LTSI; training; Baldwin & Ford (1988); performance; motivation

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APA (6^th Edition):

Lavergne, C. B. (2016). Building the Climate for Optimal Organizational Transfer of Learning: An Examination of USDA-Natural Resources Conservation Service Employee Training Motivation and Perceived Training Transfer. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157172

Chicago Manual of Style (16^th Edition):

Lavergne, Christopher Bernard. “Building the Climate for Optimal Organizational Transfer of Learning: An Examination of USDA-Natural Resources Conservation Service Employee Training Motivation and Perceived Training Transfer.” 2016. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/157172.

MLA Handbook (7^th Edition):

Lavergne, Christopher Bernard. “Building the Climate for Optimal Organizational Transfer of Learning: An Examination of USDA-Natural Resources Conservation Service Employee Training Motivation and Perceived Training Transfer.” 2016. Web. 24 Jun 2019.

Vancouver:

Lavergne CB. Building the Climate for Optimal Organizational Transfer of Learning: An Examination of USDA-Natural Resources Conservation Service Employee Training Motivation and Perceived Training Transfer. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/157172.

Council of Science Editors:

Lavergne CB. Building the Climate for Optimal Organizational Transfer of Learning: An Examination of USDA-Natural Resources Conservation Service Employee Training Motivation and Perceived Training Transfer. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157172

Texas A&M University

4. Whitener, Jennifer Kori. Examining the Relationship Between Multi-Partner Leadership Characterized by Shared and Equal Decision-Making Authority (SEDMA) and Organizational Culture.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/156237

► Leadership characterized by multiple partners with shared and equal decision-making authority (SEDMA) is a unique leadership structure. The dynamics of this structure influence organizational culture… (more)

Subjects/Keywords: Leadership; Shared Decision-Making Authority; Organizational Culture; Partner Leadership

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APA (6^th Edition):

Whitener, J. K. (2015). Examining the Relationship Between Multi-Partner Leadership Characterized by Shared and Equal Decision-Making Authority (SEDMA) and Organizational Culture. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156237

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):

Whitener, Jennifer Kori. “Examining the Relationship Between Multi-Partner Leadership Characterized by Shared and Equal Decision-Making Authority (SEDMA) and Organizational Culture.” 2015. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/156237.

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

MLA Handbook (7^th Edition):

Whitener, Jennifer Kori. “Examining the Relationship Between Multi-Partner Leadership Characterized by Shared and Equal Decision-Making Authority (SEDMA) and Organizational Culture.” 2015. Web. 24 Jun 2019.

Vancouver:

Whitener JK. Examining the Relationship Between Multi-Partner Leadership Characterized by Shared and Equal Decision-Making Authority (SEDMA) and Organizational Culture. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/156237.

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

Council of Science Editors:

Whitener JK. Examining the Relationship Between Multi-Partner Leadership Characterized by Shared and Equal Decision-Making Authority (SEDMA) and Organizational Culture. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156237

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

Texas A&M University

5. Zemanek, Kimberly Ann. Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities.

Degree: 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/157778

► This study examines bullying behaviors of higher education faculty in colleges of agricultural and life sciences at land grant universities within the United States. More… (more)

▼ This study examines bullying behaviors of higher education faculty in colleges of agricultural and life sciences at land grant universities within the United States. More specifically, this study examines the faculty status, tenured versus non-tenured, in identifying if one status prevails over the other as bullying and/or being bullied. This discovery leads to recommendations for educational outreach efforts that create awareness, identification, and a remediation program to address bullying among higher education faculty. This study explores demographic variables such as tenure status, gender, years at current university, title, and race. Analyses were also calculated to look for significant differences in bullying tenured versus non-tenured faculty. An adapted questionnaire was sent to a random sample of tenured and non-tenured faculty members in departments in colleges of agricultural and life sciences at 66 land-grant universities to determine if bullying occurs and if so, who the prominent bullies were among tenured and non-tenured faculty. Analyses did not show a statistically significant difference among faculty status in witnessing bullying. However, data did show a statistically significant difference with experiencing bullying in tenured status for attributing the personal characteristic of a health condition or disability as a reason for being bullied. There was also a statistically significant difference among tenured and non-tenured faculty when looking at the demographics of years worked at current university in the 0-5 years and 21 years or more categories. There were also statistically significant differences in tenure status for gender and race, specifically between the race categories of Black or African and White. A greater number of non-tenured faculty and a greater number of female faculty showed to be bullied in higher education in colleges of agricultural and life sciences. Advisors/Committee Members: Boyd, Barry (advisor), Briers, Gary (committee member), Dooley, Kim (committee member), Dooley, Larry (committee member).

Subjects/Keywords: Bullying; Mobbing; Tenured faculty; Non-tenured faculty

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

APA (6^th Edition):

Zemanek, K. A. (2016). Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157778

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):

Zemanek, Kimberly Ann. “Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities.” 2016. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/157778.

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

MLA Handbook (7^th Edition):

Zemanek, Kimberly Ann. “Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities.” 2016. Web. 24 Jun 2019.

Vancouver:

Zemanek KA. Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/157778.

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

Council of Science Editors:

Zemanek KA. Identification of Bullying Among Tenured and Non-Tenured Faculty in Colleges of Agricultural and Life Sciences at Land-Grant Universities. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157778

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

Texas A&M University

6. Aboukinane, Chehrazade. A qualitative study of creative thinking using experiential learning in an agricultural and life sciences course.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2410

► The purpose of this study was to explore whether creativity can be nurtured in an experiential learning environment at the college level. The study investigated… (more)

▼ The purpose of this study was to explore whether creativity can be nurtured in an experiential learning environment at the college level. The study investigated how well process-based creativity models and construct-based creativity models reflected creative behavior in an experiential and team-based learning environment. The research design included field observations, focus group interviews, student questionnaires, and portfolio assessments. Study participants were selected students from Texas A&M University?s College of Agriculture and Life Sciences. Findings indicated that both process-based and construct-based creativity models are good indicators of creative behavior. Torrance?s creativity dimensions that emerged among students included problem awareness, ability to produce and consider many alternatives, ability to put ideas into context, ability to use humor, kinesthetic responsiveness, and ability to break through boundaries. Treffinger?s creativity dimensions included sensitivity to problems, tolerance of congruity, fluency, good research and management skills, cognition, memory, analysis, application, openness to experience, confidence, independence in inquiry, willingness to respond, and readiness for transformations. Dacey?s constructs included sensitivity to problems, divergent thinking, convergent thinking, openness, independence of judgment, self guidance, and playfulness. Jackson and Messick?s constructs included analysis, intuition, openness, and reflection. Study findings also indicated that all steps of the Osborn and Parnes processbased creativity model were fully utilized in the experiential and team-based learning environment. As part of the effort to seek models of teaching and learning that encourage students to be more creative while solving complex problems in the world of agriculture, findings of this study can be used to determine how creativity can be fostered through experiential and team-based learning. Advisors/Committee Members: Dooley, Kim (advisor), Kenimer, Ann (committee member), Lindner, James (committee member), Murphy, Timothy (committee member).

Subjects/Keywords: creative thinking; experiential learning; agriculture

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

APA (6^th Edition):

Aboukinane, C. (2009). A qualitative study of creative thinking using experiential learning in an agricultural and life sciences course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2410

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):

Aboukinane, Chehrazade. “A qualitative study of creative thinking using experiential learning in an agricultural and life sciences course.” 2009. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2410.

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

MLA Handbook (7^th Edition):

Aboukinane, Chehrazade. “A qualitative study of creative thinking using experiential learning in an agricultural and life sciences course.” 2009. Web. 24 Jun 2019.

Vancouver:

Aboukinane C. A qualitative study of creative thinking using experiential learning in an agricultural and life sciences course. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2410.

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

Council of Science Editors:

Aboukinane C. A qualitative study of creative thinking using experiential learning in an agricultural and life sciences course. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2410

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

Texas A&M University

7. Demps, Elaine Linell. Understanding the faculty experience of teaching using educational technology in the academic capitalism era: an interpretive critical inquiry.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2712

► This interpretive critical inquiry was aimed at coming to understand the experiences of faculty at research universities who teach using educational technology in the present… (more)

▼ This interpretive critical inquiry was aimed at coming to understand the experiences of faculty at research universities who teach using educational technology in the present academic capitalism era, and how these experiences affect their job satisfaction. The study was carried out in the South Central region of the US at two research universities?University A and University B?of one university system. Purposive sampling was used to select 10 tenured faculty members as study participants. The data collection included ethnographic interviews, participant observations, and document analyses and occurred over an 8-month period between April and December 2007. The interviews were audio recorded, transcribed, and analyzed using Lincoln and Guba?s (1985) approach to content analysis. Based on the themes and subthemes that emerged, the experiences of teaching using educational technology seemed to yield positive end results that served as rationales. However, the participants did experience obstacles such as time constraints, steep learning curves, technical problems, and various pedagogical challenges. Those who seemed least burdened appeared to be those with the most departmental support. The participants? experiences portrayed the professorship in the research university as an independent and autonomous position with a heavy work load and constant juggling of different tasks. The path to successful promotion and tenure appeared to be clearly marked by guidelines that require research productivity through external funds, an instance of academic capitalism. Teaching appeared to be secondary or tertiary in importance. Conflicts seemed to exist between the faculty and administrators in the utilities of teaching using educational technologies in terms of mismatched rationales or motivations, and therefore, mismatched outcome expectations. The majority of the participants appeared to be very satisfied with their jobs. Even so, all ten stated they had turnover intentions to leave University A or B at one point or another in the past, although perhaps not the professoriate. Many said teaching using educational technology was personally satisfying. The conclusion includes implications to students, faculty, research universities, and HRD; recommendations for future research; and three working hypotheses. Advisors/Committee Members: Lincoln, Yvonna S. (advisor), Lynham, Susan A. (advisor), Cifuentes, Lauren (committee member), Dooley, Kim (committee member).

Subjects/Keywords: human resource development; educational technology integration; higher education; academic capitalism

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APA (6^th Edition):

Demps, E. L. (2009). Understanding the faculty experience of teaching using educational technology in the academic capitalism era: an interpretive critical inquiry. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2712

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):

Demps, Elaine Linell. “Understanding the faculty experience of teaching using educational technology in the academic capitalism era: an interpretive critical inquiry.” 2009. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2712.

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

MLA Handbook (7^th Edition):

Demps, Elaine Linell. “Understanding the faculty experience of teaching using educational technology in the academic capitalism era: an interpretive critical inquiry.” 2009. Web. 24 Jun 2019.

Vancouver:

Demps EL. Understanding the faculty experience of teaching using educational technology in the academic capitalism era: an interpretive critical inquiry. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2712.

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

Council of Science Editors:

Demps EL. Understanding the faculty experience of teaching using educational technology in the academic capitalism era: an interpretive critical inquiry. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2712

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

Texas A&M University

8. Claus, Edna Q. The Development and Validation of a Pre-Evaluation Instrument for the Virtual College of Texas to Measure Quality in Distance Education Courses.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-534

► The purpose of this study was to 1) provide a detailed examination of the criteria for preevaluation utilized to measure quality in a distance education… (more)

▼ The purpose of this study was to 1) provide a detailed examination of the criteria for preevaluation utilized to measure quality in a distance education course for the Virtual College of Texas (VCT) and consortium members, 2) examine the process of each VCT consortium member in order to determine the criterion for the quality of distance education courses being provided by a host or provider college, and 3) develop and validate a pre-evaluation instrument to pre-determine quality in distance education courses for the Virtual College of Texas and consortium members. This was a qualitative research study that utilized document analysis, semi-structured interviews questions and incorporated a modified use of the research and development cycle. The data was gathered from the member colleges that are part of the Virtual College of Texas Consortium. The entire 43 member college?s websites were searched for documents containing the criteria that they used to evaluate the quality of on-line courses. These documents were also used to formulate the questions used in the semi-structured telephone interview questions. During the course of this study it became evident that an educational research and development strategy would be utilized due to the development of a pre-evaluation instrument to pre-determine quality in distance education courses for the Virtual College of Texas. There are 10 major steps in the educational research and design (R and D) process however in this study it was modified since not all of the major steps were applicable. It is clear that determining quality criteria is not easily accomplished due to the differences in and of the decision makers, however the participants in this agreed on the final development of a pre-evaluation instrument to pre-determine quality in a distance education course. The use of a pre-evaluation instrument to pre-determine quality in a distance education course may aid distance education in promotion of its foundational purpose of connecting the instructor with the student for learning and in promoting the value of connecting human beings in a meaningful way through the use of distance education for human resource development (Swanson and Holton, 2001). Advisors/Committee Members: Dooley, Larry (advisor), Lindner, James (committee member), Dooley, Kim (committee member), Egan, Toby (committee member).

Subjects/Keywords: distance education; quality; Virtual College of Texas; pre-evaluation

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APA (6^th Edition):

Claus, E. Q. (2010). The Development and Validation of a Pre-Evaluation Instrument for the Virtual College of Texas to Measure Quality in Distance Education Courses. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-534

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):

Claus, Edna Q. “The Development and Validation of a Pre-Evaluation Instrument for the Virtual College of Texas to Measure Quality in Distance Education Courses.” 2010. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-534.

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

MLA Handbook (7^th Edition):

Claus, Edna Q. “The Development and Validation of a Pre-Evaluation Instrument for the Virtual College of Texas to Measure Quality in Distance Education Courses.” 2010. Web. 24 Jun 2019.

Vancouver:

Claus EQ. The Development and Validation of a Pre-Evaluation Instrument for the Virtual College of Texas to Measure Quality in Distance Education Courses. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-534.

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

Council of Science Editors:

Claus EQ. The Development and Validation of a Pre-Evaluation Instrument for the Virtual College of Texas to Measure Quality in Distance Education Courses. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-534

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

Texas A&M University

9. Wilburn, Misty B. Perceptions on what Influences Writing in Agricultural Journalism.

Degree: 2011, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7262

► Over the years, multiple studies have been conducted to determine what influences writing. Through the studies, few concrete conclusions have been reached on why individuals… (more)

Subjects/Keywords: Agricultural journalism; agricultural communications; writing; reading; emotions; mood; surroundings

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APA (6^th Edition):

Wilburn, M. B. (2011). Perceptions on what Influences Writing in Agricultural Journalism. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7262

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):

Wilburn, Misty B. “Perceptions on what Influences Writing in Agricultural Journalism.” 2011. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7262.

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

MLA Handbook (7^th Edition):

Wilburn, Misty B. “Perceptions on what Influences Writing in Agricultural Journalism.” 2011. Web. 24 Jun 2019.

Vancouver:

Wilburn MB. Perceptions on what Influences Writing in Agricultural Journalism. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7262.

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

Council of Science Editors:

Wilburn MB. Perceptions on what Influences Writing in Agricultural Journalism. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7262

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

Texas A&M University

10. Oleas, Carolina. Needs Assessment of Agricultural, Environmental, and Social Systems of Small Farmers in Chimaltenango, Guatemala.

Degree: 2011, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7392

► Providing support for the agricultural development of small farmers is the main goal of the project Agriculture in Guatemala: Technology, Education and Commercialization (AGTEC). To… (more)

▼ Providing support for the agricultural development of small farmers is the main goal of the project Agriculture in Guatemala: Technology, Education and Commercialization (AGTEC). To accomplish this, it is necessary, to identify the characteristics and needs of participants, as well as their environmental, social, and farming conditions. Through this study, two case studies were conducted to identify and analyze the context of small farmers of the region. This research study used qualitative and participative methods, such as interviews, focus groups, and observation, to gather data about the participants' thoughts and opinions concerning their situations. The case study systemically gathered information about the conditions and needs of small farmers to provide a better understanding of the people and their interactions within the farm systems. This needs assessment showed how the farmers' decisions about adoption are related to their interactions on their farms. Therefore, this study analyzed the system, as a whole, to identify priorities among different critical components that will provide optimum results for beneficiaries. These priorities will allow the identification of appropriate technologies that will satisfy the needs of small farmers according to their local, cultural, and economic conditions. The appropriate technologies need to be diffused among the farmers for adoption. Rogers observed that technologies that are diffused by opinion leaders are adopted by their peers. Thus, the second case study analyzed the social networks and their leaders to observe their potential to support the diffusion process of technologies. The study revealed the presence of diverse social networks, one provided by the political structure, others based on organized groups of farmers and other informal networks formed by independent farmers. Data also showed that opinion leaders have desired roles and characteristics among their networks. Therefore diffusion of innovations through formal and non-formal leaders represents a promising strategy as they are recognized and respected by peers. The diffusion of innovations through opinion leaders promotes the active participation of local members, validates the innovations, and sustains adoption over time. Therefore, the analysis of the social networks and selection of opinion leaders supports the diffusion process of the AGTEC project in Chimaltenango, Guatemala. Advisors/Committee Members: Dooley, Kim E. (advisor), Shinn, Glen C. (advisor), Giusti, Cecilia (committee member).

Subjects/Keywords: Needs assessment; participatory approaches; innovations; appropriate technology; diffusion; social networks; opinion leaders

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APA (6^th Edition):

Oleas, C. (2011). Needs Assessment of Agricultural, Environmental, and Social Systems of Small Farmers in Chimaltenango, Guatemala. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7392

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):

Oleas, Carolina. “Needs Assessment of Agricultural, Environmental, and Social Systems of Small Farmers in Chimaltenango, Guatemala.” 2011. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7392.

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

MLA Handbook (7^th Edition):

Oleas, Carolina. “Needs Assessment of Agricultural, Environmental, and Social Systems of Small Farmers in Chimaltenango, Guatemala.” 2011. Web. 24 Jun 2019.

Vancouver:

Oleas C. Needs Assessment of Agricultural, Environmental, and Social Systems of Small Farmers in Chimaltenango, Guatemala. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7392.

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

Council of Science Editors:

Oleas C. Needs Assessment of Agricultural, Environmental, and Social Systems of Small Farmers in Chimaltenango, Guatemala. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7392

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

Texas A&M University

11. Michel, Kacy L. Mr and Mrs: How 'I Do' Impacts Physical Activity in Married Individuals.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-875

► This dissertation presents three separate studies designed to investigate the relationship between marriage and physical activity behavior. First, a systematic literature review of nineteen articles… (more)

▼ This dissertation presents three separate studies designed to investigate the relationship between marriage and physical activity behavior. First, a systematic literature review of nineteen articles presents qualitative and quantitative articles from 2000 to 2010 that focus on the relationship between marriage and physical activity and/or exercise. Based on the findings from the review, social support (or lack of support), culturally-determined gender roles, environmental factors such as income level, and intrapersonal factors such as self-efficacy each influenced spousal physical activity. Secondly, a qualitative study based on interviews and photographs from twenty-four married individuals utilized Social Cognitive Theory to explore the mechanisms, determinants, and influences of spousal physical activity. Findings indicate verbal persuasion by husbands encouraged wives, yet verbal persuasion by wives was perceived as nagging by men. While verbal persuasion by husbands increased a small number of wives' sense of self-efficacy, the majority of women felt that persuasion increased motivation, not necessarily confidence. Findings also highlighted the power of modeling to increase husbands' physical activity. Overwhelmingly, men reacted more positively to modeling than verbal persuasion. Lastly, a second qualitative piece employed General Systems Theory to conceive of the marital unit as a type of system working within other broader systems. Findings highlighted the desire for increased quality time as a motivator for physical activity within the marital system. Also, the larger cultural, occupational, and familial systems greatly influenced marital dyads. Cultural expectations to be the primary caregiver negatively impacted wives while occupational pressures negatively influenced both parts of the marital dyad. Regarding the familial system, parents cited the influence of their own parents as well as a desire to "pass on" exemplary physical activity habits to their children. Finally, couples with children highlighted an increase in exercise frequency yet decrease in exercise intensity. Advisors/Committee Members: Pruitt, B. E. (advisor), Goodson, Patricia (committee member), McKyer, Lisako (committee member), Dooley, Kim (committee member).

Subjects/Keywords: Social Cognitive Theory; General Systems Theory; Physical Activity; Marriage; Spouse(s); Qualitative; Photo-elicitation; Systematic Literature Review

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APA (6^th Edition):

Michel, K. L. (2012). Mr and Mrs: How 'I Do' Impacts Physical Activity in Married Individuals. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-875

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):

Michel, Kacy L. “Mr and Mrs: How 'I Do' Impacts Physical Activity in Married Individuals.” 2012. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-875.

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

MLA Handbook (7^th Edition):

Michel, Kacy L. “Mr and Mrs: How 'I Do' Impacts Physical Activity in Married Individuals.” 2012. Web. 24 Jun 2019.

Vancouver:

Michel KL. Mr and Mrs: How 'I Do' Impacts Physical Activity in Married Individuals. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-875.

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

Council of Science Editors:

Michel KL. Mr and Mrs: How 'I Do' Impacts Physical Activity in Married Individuals. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-875

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

Texas A&M University

12. Seidel, Edmund. Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758

► The critical outcome of education is learning or competency development and the application of new knowledge, skills, and abilities in a variety of settings. This… (more)

▼ The critical outcome of education is learning or competency development and the application of new knowledge, skills, and abilities in a variety of settings. This study identified and analyzed Texas A&M University students regarding interaction between learner and other learners, the instructor, the content, and the technology. In addition, satisfaction, quality, and learning are also examined. The population for this study is students at Texas A&M University. Inferences to other similar populations should be handled with caution as other organizations may differ greatly from this one. Data was collected using a web-formatted survey (see Appendix A) delivered to the learners using the Internet. An analysis of the data was then conducted as described below using SPSS 18. Potential participants were given the web address and entered their assigned number to confirm consent. Non-response was handled by sending reminders electronically at random intervals. It may be concluded from the data that the most import interactions are between the learner and the content and between the learners themselves. Despite significant single order correlation between enhancing interaction and learner to learner, learner to instructor, learner to content, and learner to technology our regression modeling shows the most effective way to predict learning and satisfaction is through student to content interaction. We see the most effective way to predict quality is through student to student interactions. We found no interaction effect between student to instructor interaction and increased learning, quality, or satisfaction. We found no interaction effect between student to technology interaction and increased learning, quality, and satisfaction. It is our recommendation that in order to achieve increased perceptions of satisfaction, quality, and learning, opportunities for interactions between the learner and the content should be provided. Utilizing and evaluating the technologies of online exercises, online instructional materials, online support materials, and interactive video is a great place to start. Instructors should consider evaluating these and other technologies to insure purposeful use of technologies and appropriateness. Advisors/Committee Members: Lindner, James (advisor), Dooley, Kim (committee member), Murphy, Tim (committee member), Dooley, Larry (committee member).

Subjects/Keywords: vicarious interaction; distance learning; adult learning; transactional distance

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APA (6^th Edition):

Seidel, E. (2012). Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758

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):

Seidel, Edmund. “Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy.” 2012. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758.

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

MLA Handbook (7^th Edition):

Seidel, Edmund. “Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy.” 2012. Web. 24 Jun 2019.

Vancouver:

Seidel E. Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758.

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

Council of Science Editors:

Seidel E. Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758

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

Texas A&M University

13. Turnbo, Bobbie Jo. The relationship between small learning communities and student performance as identified by the Academic Excellence Indicator System at Robert E. Lee High School in North East Independent School District, San Antonio, Texas.

Degree: 2008, Texas A&M University

URL: http://hdl.handle.net/1969.1/85822

► The purpose of this research was to investigate the relationship of small learning communities (SLCs) and student performance for ninth grade students at Robert E.… (more)

▼ The purpose of this research was to investigate the relationship of small learning communities (SLCs) and student performance for ninth grade students at Robert E. Lee High School in North East Independent School District (NEISD). For this study, student performance includes achievement on reading and math Texas Assessment of Knowledge and Skills (TAKS), attendance rates, and number of dropouts. Research included data for years 2002-2003 through 2005-2006 retrieved from the Academic Excellence Indicator System (AEIS). An extensive review of the literature revealed support for implementation of the SLCs model for high school reform. Recent research indicates that student performance will improve if SLCs are fully implemented and supported using a framework, such as Oxley's five domains for SLCs. The first two questions of this study addressed reading and math TAKS data by ethnic, economically disadvantaged, and special education subpopulations. The third question in this study addressed attendance rates and dropouts. This study found a significant difference in reading TAKS scores for the ethnic subpopulations with the implementation of SLCs. Economically disadvantaged students' and special education students' scores also showed significant gains in reading scale scores over the four years of the study. Data from this study revealed that math TAKS scale scores showed a significant increase in the economically disadvantaged and special education subpopulations after implementation of the SLCs. In addition, significance was found in reducing the achievement gap between special education and regular education students on math TAKS. Attendance rates showed no statistical significance after the implementation of the SLCs. An analysis of dropout rates was not possible due to low dropout numbers. The empirical data would not support meaningful analysis. Further investigation is needed to gain a better understanding of the relationship of SLCs on student performance, especially for African American and Hispanic students in math. Additional factors such as degree of implementation and influence of the administrative leadership needs to be explored. Advisors/Committee Members: Collier, Virginia (advisor), Hoyle, John (advisor), Dooley, Kim (committee member), Larke, Alvin (committee member).

Subjects/Keywords: high school; SLCs

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APA (6^th Edition):

Turnbo, B. J. (2008). The relationship between small learning communities and student performance as identified by the Academic Excellence Indicator System at Robert E. Lee High School in North East Independent School District, San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85822

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):

Turnbo, Bobbie Jo. “The relationship between small learning communities and student performance as identified by the Academic Excellence Indicator System at Robert E. Lee High School in North East Independent School District, San Antonio, Texas.” 2008. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/85822.

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

MLA Handbook (7^th Edition):

Turnbo, Bobbie Jo. “The relationship between small learning communities and student performance as identified by the Academic Excellence Indicator System at Robert E. Lee High School in North East Independent School District, San Antonio, Texas.” 2008. Web. 24 Jun 2019.

Vancouver:

Turnbo BJ. The relationship between small learning communities and student performance as identified by the Academic Excellence Indicator System at Robert E. Lee High School in North East Independent School District, San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/85822.

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

Council of Science Editors:

Turnbo BJ. The relationship between small learning communities and student performance as identified by the Academic Excellence Indicator System at Robert E. Lee High School in North East Independent School District, San Antonio, Texas. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85822

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

Texas A&M University

14. Newman, Donna M. The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2055

► This study determined the impact of downsizing on student achievement as reported in the AEIS database for the 10 downsized elementary schools in North East… (more)

▼ This study determined the impact of downsizing on student achievement as reported in the AEIS database for the 10 downsized elementary schools in North East Independent School District (NEISD). Ten existing elementary schools lost students and teachers to four new schools that opened in 2005. Conclusions have been made regarding the impact of downsizing at these ten existing feeder schools on student achievement. The population of this study were students enrolled in third, fourth, and fifth grades at the ten downsized elementary campuses. Research questions were analyzed using an Independent Sample t test and the Pearson Product Moment Correlations to examine whether there was a significant difference between the variables and student achievement and correlations between student achievement and changes in teacher demographics. Based on the findings of this study, the following recommendations are provided: 1. Total tested student population and White subpopulation TAKS scores returned statistically significant improvement at the ten elementary campuses in the area of reading ?met standards? after downsizing. 2. The Hispanic subpopulation returned statistically significant improvement in the area of reading ?commended performance? after downsizing. 3. The overall tested student population and the Hispanic subpopulation returned statistically significant in the area of mathematics ?met standards? after downsizing. 4. The overall tested student population and the Hispanic and White subpopulations returned statistically significant improvement in the area of mathematics ?commended performance? after downsizing. 5. The African American subpopulation was the only population in this study whose student achievement mean declined from 2005 to 2006 in the areas of reading ?met standards? and mathematics ?commended performance.? 6. The African American subpopulation was the only population in this study to show a significant negative correlation between teacher years of experience and student achievement in ?commended performance? for reading and mathematics prior to downsizing. Advisors/Committee Members: Collier, Virginia (advisor), Hoyle, John (advisor), Dooley, Kim (committee member), Larke, Alvin (committee member).

Subjects/Keywords: Downsizing; Student Achievement

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APA (6^th Edition):

Newman, D. M. (2009). The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2055

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):

Newman, Donna M. “The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas.” 2009. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2055.

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

MLA Handbook (7^th Edition):

Newman, Donna M. “The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas.” 2009. Web. 24 Jun 2019.

Vancouver:

Newman DM. The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2055.

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

Council of Science Editors:

Newman DM. The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2055

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

Texas A&M University

15. Dankert, Amber 1980-. Absentee Landowners Near a Military Installation in Texas: Use, Motivation, and Emotional Tie to their Land.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/148184

► The purpose of this dissertation was to examine the motivation of absentee landowners located around a military installation in Texas to maintain their land in… (more)

Subjects/Keywords: phenomenology; agricultural landowner; landowner motivation; military encroachment; absentee landowner

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APA (6^th Edition):

Dankert, A. 1. (2012). Absentee Landowners Near a Military Installation in Texas: Use, Motivation, and Emotional Tie to their Land. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148184

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):

Dankert, Amber 1980-. “Absentee Landowners Near a Military Installation in Texas: Use, Motivation, and Emotional Tie to their Land.” 2012. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/148184.

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

MLA Handbook (7^th Edition):

Dankert, Amber 1980-. “Absentee Landowners Near a Military Installation in Texas: Use, Motivation, and Emotional Tie to their Land.” 2012. Web. 24 Jun 2019.

Vancouver:

Dankert A1. Absentee Landowners Near a Military Installation in Texas: Use, Motivation, and Emotional Tie to their Land. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/148184.

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

Council of Science Editors:

Dankert A1. Absentee Landowners Near a Military Installation in Texas: Use, Motivation, and Emotional Tie to their Land. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148184

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

Texas A&M University

16. Luckett, Meghan. The Process and Consequences of the Diffusion of Avocado and Drumstick Trees into the Lives of Rural Women in Hazaribag, India after an Agricultural and Nutrition Training Program.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149364

► The rural poor of Hazaribag suffer from vitamin A and iron deficiencies from meals containing rice (200-400g) and limited (25-50g) slow-cooked vegetables with potatoes. This… (more)

▼ The rural poor of Hazaribag suffer from vitamin A and iron deficiencies from meals containing rice (200-400g) and limited (25-50g) slow-cooked vegetables with potatoes. This causes undernourishment in 50% of children and 40% of women. The two main causes are lack of access to nutritious foods, and lack of knowledge about nutrition. Through extension, 24 women were taught and quantitatively assessed about growing avocado and drumstick trees, and proper nutrition. Participants were monitored for four months using persistent observation to qualitatively evaluate the adoption process of four behaviors (eating and feeding avocados to children; increasing consumption of drumstick leaves/pods; caring for grafted avocado trees, and planting avocado seeds) and their consequences. From the assessment of knowledge gained and retained, results indicate a statistically significant difference among all test scores, T1 and T2 (p = .001, t = -5.58), T1 and T3 (p = .001, t = -6.98), T2 and T3 (p = .038, t = -2.20), and T4 perceptions of knowledge before/after training (p = .001, t = -16.32). Qualitative studies show the women did adopt a majority of the behaviors, with 100% eating or feeding avocados to children; 60% eating more drumstick leaves/pods; 90% caring for avocado trees and 50% planting seeds. A number of consequences were associated with the adoption of the behaviors. Many of the women reported perceptions of improved health and expressed that children were falling sick less often due to the avocados and drumstick leaves/pods. The MUAC test showed that children who ate avocados weekly had increases in their mid-upper-arm circumference. And, people outside the study became interested in avocados because the participants shared their new knowledge. Most extension programs result in knowledge gains, but this study showed that with continued engagement and interaction, the participants were able to retain and gain additional knowledge about agriculture and proper nutrition. From the data collected, it is clear that the women learned and adopted the behaviors to improve their nutrition resulting in positive changes. Ultimately, there is a connection between extension, knowledge gains, and behavior adoption. This could be a powerful tool to address malnutrition in Hazaribag. Advisors/Committee Members: Dooley, Kim (advisor), Briers, Gary (committee member), Lindner, James (committee member), Volder, Astrid (committee member).

Subjects/Keywords: Extension; Nutrition; Agriculture; Avocado Tree; Drumstick Tree; Behavior Adoption; Horticulture; India; Malnutrition

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APA (6^th Edition):

Luckett, M. (2013). The Process and Consequences of the Diffusion of Avocado and Drumstick Trees into the Lives of Rural Women in Hazaribag, India after an Agricultural and Nutrition Training Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149364

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):

Luckett, Meghan. “The Process and Consequences of the Diffusion of Avocado and Drumstick Trees into the Lives of Rural Women in Hazaribag, India after an Agricultural and Nutrition Training Program.” 2013. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/149364.

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

MLA Handbook (7^th Edition):

Luckett, Meghan. “The Process and Consequences of the Diffusion of Avocado and Drumstick Trees into the Lives of Rural Women in Hazaribag, India after an Agricultural and Nutrition Training Program.” 2013. Web. 24 Jun 2019.

Vancouver:

Luckett M. The Process and Consequences of the Diffusion of Avocado and Drumstick Trees into the Lives of Rural Women in Hazaribag, India after an Agricultural and Nutrition Training Program. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/149364.

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

Council of Science Editors:

Luckett M. The Process and Consequences of the Diffusion of Avocado and Drumstick Trees into the Lives of Rural Women in Hazaribag, India after an Agricultural and Nutrition Training Program. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149364

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

Texas A&M University

17. Wentling, David. Student Organization Leadership Aspirations of First Generation Students Enrolled in a College Based First Semester University Academic Success Program.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151821

► The purpose of this study was to investigate student organization leadership aspirations of college students currently enrolled in a college-based first semester academic success program… (more)

Subjects/Keywords: Aspirations; Acadmic Success Program; First generation students; leadership

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APA (6^th Edition):

Wentling, D. (2013). Student Organization Leadership Aspirations of First Generation Students Enrolled in a College Based First Semester University Academic Success Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151821

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):

Wentling, David. “Student Organization Leadership Aspirations of First Generation Students Enrolled in a College Based First Semester University Academic Success Program.” 2013. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/151821.

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

MLA Handbook (7^th Edition):

Wentling, David. “Student Organization Leadership Aspirations of First Generation Students Enrolled in a College Based First Semester University Academic Success Program.” 2013. Web. 24 Jun 2019.

Vancouver:

Wentling D. Student Organization Leadership Aspirations of First Generation Students Enrolled in a College Based First Semester University Academic Success Program. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/151821.

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

Council of Science Editors:

Wentling D. Student Organization Leadership Aspirations of First Generation Students Enrolled in a College Based First Semester University Academic Success Program. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151821

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

Texas A&M University

18. Shehane, Melissa Renee'. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152695

► This study describes the experiences of college-age students (18?24 years) engaged in multiple high-impact practices simultaneously in an internship experience in Washington, DC, and in… (more)

▼ This study describes the experiences of college-age students (18?24 years) engaged in multiple high-impact practices simultaneously in an internship experience in Washington, DC, and in a service-learning experience. They reflected weekly on their experiences and wrote three culminating articulated learning statements focused on their academic, civic, and personal learning. The journals were analyzed via an interpretative phenomenological approach. Key findings were as follows: (a) reflection on personal growth helped the students to find clarity with career aspirations, (b) confidence was gained as a result of engaging in high-impact practices, (c) participants demonstrated heightened levels of self-awareness as a result of their experiences, (d) reflections shared by participants validated some core curriculum courses (e.g., writing-intensive courses, public speaking courses, and political science), (e) lifelong learning was addressed by some participants but could be a continued focus to address, (f) students engage in service-learning increased their understanding of social issues, (g) students who had internship and service-learning experiences that had overlapping social issues provided deep reflections, (h) learning occurred when students interacted with people different from themselves, (i) students should continue to engage in experiential learning practices as part of the core curriculum, and (j) students consistently learned through observation and experience across the three categories of personal, academic, and civic learning. Recommendations for practice focused on how to apply the Describe, Examine, and Article Learning (DEAL) model of critical reflection and how to prepare and structure reflection for participants in these programs. It was concluded that the addition of service-learning to the internship created additional learning opportunities. Understanding learning styles could benefit program coordinators of service site placements. Recommendations for future research included the following: (a) content analysis of program and reflection materials between the Public Policy Internship Program and Natural Resources Policy Internship Programs, (b) individual case studies of students whose internship and service-learning experiences were in alignment, (c) longitudinal study of past participants, (d) scoring of reflections using the critical thinking rubric developed by Ash and Clayton, and (e) application of the Socially Responsible Leadership Scale or Kolb?s learning style inventory to create additional avenues for research. Advisors/Committee Members: Moore, Lori (advisor), Briers, Gary (committee member), Dooley, Kim (committee member), Peck Parrott, Kelli (committee member).

Subjects/Keywords: internships; service-learning; critical reflection; experiential learning; high-impact practices

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APA (6^th Edition):

Shehane, M. R. (2014). A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152695

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):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/152695.

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

MLA Handbook (7^th Edition):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Web. 24 Jun 2019.

Vancouver:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/152695.

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

Council of Science Editors:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152695

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

Texas A&M University

19. Perez Guarda, Paola. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153222

► This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students.… (more)

▼ This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students. Therefore, it is necessary to provide opportunities for teachers to develop and grow professionally according to their professional context and needs. This study focuses on professional development of rural teachers in Chile. These teachers work in schools that present unique characteristics, which demand professional development to be supportive and related to teachers? practices in rural settings. Through a mixed method study implemented through an online survey and later interviews, rural teachers from Chile were asked about their preferences for topics to learn, the importance of participating in activities based on the adult learner paradigm, their preference for delivery methods, and their expectations of professional development for rural teachers. The study also explores the potential use of online systems and online learning communities, by asking teachers about their perceptions of the usefulness of online systems and the perceived benefits as well as obstacles to their implementation in rural areas. The findings of this study suggest that rural teachers tend to favor professional development that provides ongoing support for their teaching practices, foster collaboration, and reflection and addresses their rural context and needs. Technology is perceived as a tool to overcome isolation and to collaborate and reflect with peers; however, this study identified the lack or unstable access to Internet as an obstacle to the use of online systems in professional development. More research is needed to identify the design and learning principles that currently guide professional development for rural teachers. It is also recommended to identify the role of higher education in the integration of technology and education in the training of future teachers. Finally, it is suggested to research about the relationship between current professional development programs for teachers and students learning outcomes in rural areas. Advisors/Committee Members: Zellner, Ronald (advisor), Hall, Robert (advisor), Dooley, Kim (committee member), Gazi, Yakut (committee member).

Subjects/Keywords: professional development; online learning communities

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APA (6^th Edition):

Perez Guarda, P. (2014). Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153222

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):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/153222.

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

MLA Handbook (7^th Edition):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Web. 24 Jun 2019.

Vancouver:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/153222.

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

Council of Science Editors:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153222

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

Texas A&M University

20. Mercer, Rene E. Impacts of a Quality Matters? Workshop on Faculty Who Design, Develop, and Deliver Online Courses: A Mixed Methods Study.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153276

► Quality Matters? is recognized world wide as a highly reputable method for quality assurance in online learning. While much research is available regarding Quality Matters… (more)

▼ Quality Matters? is recognized world wide as a highly reputable method for quality assurance in online learning. While much research is available regarding Quality Matters as a tool for quality assurance, very little research exists on Quality Matters professional development and effective methods for instructional designers who support faculty as they design courses to meet QM standards. The present mixed-methods study was conducted using two phases. Phase 1 explored cognitive and affective outcomes of the Applying the Quality Matters Rubric (APPQMR) workshop with faculty in one large university who design, develop, and deliver online courses. Cognitive outcomes included knowledge of best practice in online course design and were measured using a criterion-based assessment. Affective outcomes were measured using self-report and included faculty perception of online course quality and willingness to use the QM Rubric to redesign an online course. Phase 2 explored the extent to which faculty improved the quality of their online course after workshop participation and lived experiences of redesigning an online course to meet QM standards. Courses were peer-reviewed and faculty members were interviewed before and after redesign. Faculty members had the option of collaborating with an instructional designer and Quality Matters expert during course redesign. Results for participants, N=25, indicated that APPQMR statistically significantly improved knowledge of best practices in online course design but did not improve perception of online course quality or increase willingness to use the QM rubric to redesign an existing online course. Three out of five case studies completed the course revision process and dramatically improved the quality of their online courses by over 70%. The largest improvements occurred in Course Overview and Introduction, Learning Objectives, and Learner Support. The smallest improvements occurred in Assessment and Measurement and Accessibility suggesting that faculty need further opportunities to learn how to apply the concept of alignment within an authentic setting. Faculty were initially overwhelmed by the amount of work implied by the initial course review, but overall reported a positive professional growth experience. Based on these findings a model for additional professional development is proposed and guidelines for effective collaboration are proposed. Advisors/Committee Members: Cifuentes, Lauren (advisor), Thompson, Bruce (advisor), Gonzalez, Elsa (committee member), Dooley, Kim (committee member).

Subjects/Keywords: Faculty Professional Development; Quality Matters; Online Education; Designing Online Courses; Instructional Design; Collaboration

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

APA (6^th Edition):

Mercer, R. E. (2014). Impacts of a Quality Matters? Workshop on Faculty Who Design, Develop, and Deliver Online Courses: A Mixed Methods Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153276

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):

Mercer, Rene E. “Impacts of a Quality Matters? Workshop on Faculty Who Design, Develop, and Deliver Online Courses: A Mixed Methods Study.” 2014. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/153276.

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

MLA Handbook (7^th Edition):

Mercer, Rene E. “Impacts of a Quality Matters? Workshop on Faculty Who Design, Develop, and Deliver Online Courses: A Mixed Methods Study.” 2014. Web. 24 Jun 2019.

Vancouver:

Mercer RE. Impacts of a Quality Matters? Workshop on Faculty Who Design, Develop, and Deliver Online Courses: A Mixed Methods Study. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/153276.

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

Council of Science Editors:

Mercer RE. Impacts of a Quality Matters? Workshop on Faculty Who Design, Develop, and Deliver Online Courses: A Mixed Methods Study. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153276

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

Texas A&M University

21. Chatterjee, Aparupa. Using Performance-Based Arts as a Delivery Strategy in International Agricultural Development.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153390

► The purpose of this qualitative study was to explore and describe the perceptions of purposively sampled International Agricultural Development workers who had experienced using performance-based… (more)

▼ The purpose of this qualitative study was to explore and describe the perceptions of purposively sampled International Agricultural Development workers who had experienced using performance-based arts as a delivery method in international education and agricultural development. This case study was based on the needs assessment, research paradigms and impacts of using Community Theatre, a performance-based art, as a delivery strategy for communication, education and development to eradicate health, political and socio-economic constraints posing a threat to the net agricultural production of the communities involved in the SPREAD project of the Rwandan coffee and pyrethrum co-operatives. Usually implemented in developing nations, Community Theater had brought itself to Africa post-genocide in 1994 and has been extremely successful in Rwanda. With a historic, tragic post-war and genocide aftermath, communities lacking considerable education and social awareness, found it difficult to address social change to transition into a more peaceful and developed condition. Addressing an establishment of such a reconstruction strategy, through employing Community Theater, the communities engaged themselves as artists and were stretched and challenged to transform into leaders of their communities to improve the lives of their generations and generations to follow. A qualitative research paradigm formed the basis of the methodology of the study. The study used a holistic, unique and descriptive case study research design. A purposive sample of respondents, selected on the criterion of having experienced the use of Community Theatre, a performance-based artistic strategy in the SPREAD project for international agricultural development, were interviewed face-to-face, by telephone and electronically. Findings were reported using categories or themes emerging from data analysis, which implied the positive impacts of theatre on understanding, assessing, staging or scripting and resolving socio-economic and health concerns, which in turn enhanced team building, empowerment, gender role resources, education and awareness, family planning and agricultural production. Owing to its proved success, Community Theater brings forth a considerable level of credibility and legitimacy and a power to engage communities at large, impacting the improvement of the livelihoods involved in agriculture, building capacity and increasing agricultural and industrial production of the cooperatives of Rwanda at each household level. Advisors/Committee Members: Lindner, James R (advisor), Dooley, Kim W (advisor), Briers, Gary (committee member), Price, Edwin (committee member).

Subjects/Keywords: Performance-based art; International agricultural development; theater; dance as delivery tool; Education and communication; Community theater

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

APA (6^th Edition):

Chatterjee, A. (2014). Using Performance-Based Arts as a Delivery Strategy in International Agricultural Development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153390

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):

Chatterjee, Aparupa. “Using Performance-Based Arts as a Delivery Strategy in International Agricultural Development.” 2014. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/153390.

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

MLA Handbook (7^th Edition):

Chatterjee, Aparupa. “Using Performance-Based Arts as a Delivery Strategy in International Agricultural Development.” 2014. Web. 24 Jun 2019.

Vancouver:

Chatterjee A. Using Performance-Based Arts as a Delivery Strategy in International Agricultural Development. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/153390.

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

Council of Science Editors:

Chatterjee A. Using Performance-Based Arts as a Delivery Strategy in International Agricultural Development. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153390

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

Texas A&M University

22. Preston, Tammie M. The Leadership Perspectives of African American Males after Participation in a Leadership Development Program.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153941

► This study investigated the perceptions of African American undergraduate males who attend a predominately White institution in the southwest as they concern leadership after participation… (more)

▼ This study investigated the perceptions of African American undergraduate males who attend a predominately White institution in the southwest as they concern leadership after participation in a leadership development program and the influence of social constructed identities on development. Research concerning African American undergraduate males in education has been from a deficit- orientated narrative and focused primarily on academic achievement or lack of involvement, with little attention paid to African American males performing leadership. As society continues to focus on graduation and college attendance by African American males, it is important to explore African American undergraduate male leadership as a viable method to engage and influence graduation and attendance. Study I of this dissertation research examine the literature pertaining to socially constructed identities, leadership, and leadership development programs. Results indicated a gap in the literature addressing the intersectionality of multiple layers of identity and leadership. Study II examined the way in which African American undergraduate males make meaning and define leadership. Results indicated that African American undergraduate males defined leadership as either leader behaviors or specific characteristics that leaders possess. Study III examined the influence of participation in a leadership development program on the perception of leadership. Results indicated that these African American undergraduate males had a sense of increased self-concept and a sense of responsibility/selflessness to improve themselves and others. This dissertation suggests that universities develop and implement campus leadership development programs focused on the interconnectedness of socially constructed identities and leadership theory as a method to engage and improve self-concept in African American undergraduate males. Advisors/Committee Members: Boyd, Barry (advisor), Dooley, Kim (committee member), Elbert, Chanda (committee member), Peck-Parrott, Kelli (committee member).

Subjects/Keywords: African American; males; leadership

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

APA (6^th Edition):

Preston, T. M. (2014). The Leadership Perspectives of African American Males after Participation in a Leadership Development Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153941

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):

Preston, Tammie M. “The Leadership Perspectives of African American Males after Participation in a Leadership Development Program.” 2014. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/153941.

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

MLA Handbook (7^th Edition):

Preston, Tammie M. “The Leadership Perspectives of African American Males after Participation in a Leadership Development Program.” 2014. Web. 24 Jun 2019.

Vancouver:

Preston TM. The Leadership Perspectives of African American Males after Participation in a Leadership Development Program. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/153941.

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

Council of Science Editors:

Preston TM. The Leadership Perspectives of African American Males after Participation in a Leadership Development Program. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153941

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

Texas A&M University

23. Sandifeer, Aimee. Describing the Use of Microsoft? Lync? in the Texas A&M AgriLife Extension Service among County Extension Agents.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/154054

► The purpose of this study was to describe the use and acceptance of Microsoft? Lync? among agents from the Texas A&M AgriLife Extension Service. A… (more)

▼ The purpose of this study was to describe the use and acceptance of Microsoft? Lync? among agents from the Texas A&M AgriLife Extension Service. A survey research design was used with an on-line questionnaire containing 23 items. The questionnaire was modified from the Unified Theory of Acceptance and Use of Technology (UTAUT) model and found to be a reliable and valid instrument. The UTAUT scale was developed by Venkatesh, Morris, Davis & Davis (2003) to assess users? technology preferences. Constructs examined in this study were performance expectancy, effort expectancy, and self-efficacy. Six-hundred-thirty-six county Extension agents employed during January 2014 participated in the study. The survey instrument was administered on-line using Qualtrics? On-line Surveys. According to the Qualtrics data, there were 340 respondents yielding a response rate of 53% with a dropout rate of 2%. Descriptive statistics (mean and standard deviation) were run on the performance expectancy, effort expectancy, and self-efficacy constructs to determine county Extension Agents? agreement of usage and acceptance of Microsoft? Lync?. Demographics collected during the Microsoft? Lync? study were used to determine if there were significant differences of means. These personal characteristic variables included gender, Extension region, Extension program area, Extension experience, and size of county population. Significant differences based upon gender and program area. Females composed a larger portion of the sample at 54% and scored significantly higher on a number of questions. The second demographic value that demonstrated significant differences were the program areas of 4-H and Youth Development, Family and Consumer Sciences, Horticulture, and Agriculture and Natural Resource. Essentially, 4-H agents had significantly higher means on items regarding Lync? usage. Mean, standard deviation, and t-tests/ANOVA were used for this portion of the survey results. Performance expectancy earned a reliability coefficient of .92 and effort expectancy of .91 in this study. Thus, the internal consistency of performance expectancy, effort expectancy, and self-efficacy was reliable (Cronbach, 1951) and deemed sufficient in order to address the study?s research objectives. As a result, Microsoft? Lync? has proven to be an effective communication and collaboration tool for the Texas A&M AgriLife Extension Service. Advisors/Committee Members: Dooley, Kim E. (advisor), Meyers, Courtney (advisor), Strong, Robert (committee member), Brashears, Todd (committee member).

Subjects/Keywords: Microsoft? Lync?; Unified Theory of Acceptance and Use of Technology; Texas A&M AgriLife Extension Service; AgriLife Information Technology; County Extension Agent; Unified Communications

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APA (6^th Edition):

Sandifeer, A. (2014). Describing the Use of Microsoft? Lync? in the Texas A&M AgriLife Extension Service among County Extension Agents. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154054

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):

Sandifeer, Aimee. “Describing the Use of Microsoft? Lync? in the Texas A&M AgriLife Extension Service among County Extension Agents.” 2014. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/154054.

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

MLA Handbook (7^th Edition):

Sandifeer, Aimee. “Describing the Use of Microsoft? Lync? in the Texas A&M AgriLife Extension Service among County Extension Agents.” 2014. Web. 24 Jun 2019.

Vancouver:

Sandifeer A. Describing the Use of Microsoft? Lync? in the Texas A&M AgriLife Extension Service among County Extension Agents. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/154054.

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

Council of Science Editors:

Sandifeer A. Describing the Use of Microsoft? Lync? in the Texas A&M AgriLife Extension Service among County Extension Agents. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154054

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

Texas A&M University

24. Hall, Daijonna Mar'Shay. Cease to be Obese: A Content Analysis of Healthy Living in Two Popular Children's Book Series.

Degree: MS, Agricultural Leadership, Education, and Communications, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/158642

► Childhood obesity has been a prevalent issue over the decades, that can occur as a result of genetic and non-genetic factors. Because of advancements in… (more)

▼ Childhood obesity has been a prevalent issue over the decades, that can occur as a result of genetic and non-genetic factors. Because of advancements in technology over the years, many Americans have strayed away from living traditional lifestyles that embed a healthy diet and physical activity into their everyday lives. In the past, a few studies have examined the effect books have on preschool aged children’s behavior toward healthy food because it is at this age children begin to develop attitudes toward food. However, these studies only focused on the frequency of healthy food depictions and messages in books provided by reading lists, libraries, physician’s offices, and best seller list to name a few. This study focuses on healthy food as well as the depictions and messages in preschool children’s books encouraging healthy living. Additionally this study compares two book series tied to popular television shows, one contemporary and one longstanding. The findings revealed that although each series incorporated sub-themes regarding healthy living into the text and illustrations, the frequency of these sub-themes were heavily outweighed by other sub-themes not concerning healthy living. Furthermore, verbal and imagery codes for healthy living sub-themes were not combined as often as anticipated. Additionally, the long-standing series was revealed to be the more health conscious series of the two because of the large amount of background depictions of healthy food. I concluded that the deficit in sub-themes concerning healthy living exists because neither series purpose was to educate children on health education. This conclusion also explains why there were not as many combinations of verbal and imagery codes regarding healthy living as anticipated. From the literature it is apparent any type of media can have an effect on children’s behavior. However, to better understand how books affect children’s behavior toward healthy living, more research involving children must be done. The findings of the study also revealed that there is a lot more work to be done by agricultural communicators to decrease and hopefully end childhood obesity. Advisors/Committee Members: Leggette, Holli R (advisor), Dooley, Kim Walters (committee member), Liew, Jeffrey (committee member).

Subjects/Keywords: childhood obesity; obese; children's books; health; healthy living

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

APA (6^th Edition):

Hall, D. M. (2016). Cease to be Obese: A Content Analysis of Healthy Living in Two Popular Children's Book Series. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158642

Chicago Manual of Style (16^th Edition):

Hall, Daijonna Mar'Shay. “Cease to be Obese: A Content Analysis of Healthy Living in Two Popular Children's Book Series.” 2016. Masters Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/158642.

MLA Handbook (7^th Edition):

Hall, Daijonna Mar'Shay. “Cease to be Obese: A Content Analysis of Healthy Living in Two Popular Children's Book Series.” 2016. Web. 24 Jun 2019.

Vancouver:

Hall DM. Cease to be Obese: A Content Analysis of Healthy Living in Two Popular Children's Book Series. [Internet] [Masters thesis]. Texas A&M University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/158642.

Council of Science Editors:

Hall DM. Cease to be Obese: A Content Analysis of Healthy Living in Two Popular Children's Book Series. [Masters Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158642

Texas A&M University

25. Sommerlatte Lowes, Kelley Renee. Making it Work: A Qualitative Study of Work-Life Balance of Agricultural Science Teachers.

Degree: PhD, Agricultural Leadership, Education, and Communications, 2018, Texas A&M University

URL: http://hdl.handle.net/1969.1/174044

► The purpose of this study was to determine how agricultural science teachers in central Texas balance family and a successful career as a secondary agricultural… (more)

▼ The purpose of this study was to determine how agricultural science teachers in central Texas balance family and a successful career as a secondary agricultural science teacher. This study identified the supports that agricultural science teachers need in order to maintain a career and a family to remain teachers in the profession. Research questions that guided this study were as follows: How do you make it all work in terms of family and work balance? In terms of family, what are the social supports that you need to maintain your role? How do you define success and has that changed since you first started teaching? This study utilized qualitative phenomenological analysis methodology to gain knowledge about the supports necessary to juggle a family and a career. Several themes emerged as data was coded for this study: involving your children in the program, organization, prioritizing time, importance of teaching partners, spousal support, family, and a supportive administration. Teachers were also asked to define their version of success. These individuals cited student success, survival, and creating a well-rounded program as their version of success. Teachers suggested that educator preparation programs should focus on properly preparing future agriculture teachers and helping them understand this career. Many also recommended that administrator should learn more about agriculture programs as well as teachers need to educate these administrators by having open conversations. Recommendations for future studies were to compare male and female experiences in teaching agricultural science. Another possible study could look at how other similar professions also balance their career and families. A study could focus on how administrators support their agricultural science teachers. Finally, it is suggested that a study be conducted on those who left the profession. Advisors/Committee Members: Harlin, Julie (advisor), Dooley, Kim (committee member), Briers, Gary (committee member), Juntune, Joyce (committee member).

Subjects/Keywords: agriculture science teacher; work-life balance; FFA; supports

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

APA (6^th Edition):

Sommerlatte Lowes, K. R. (2018). Making it Work: A Qualitative Study of Work-Life Balance of Agricultural Science Teachers. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174044

Chicago Manual of Style (16^th Edition):

Sommerlatte Lowes, Kelley Renee. “Making it Work: A Qualitative Study of Work-Life Balance of Agricultural Science Teachers.” 2018. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/174044.

MLA Handbook (7^th Edition):

Sommerlatte Lowes, Kelley Renee. “Making it Work: A Qualitative Study of Work-Life Balance of Agricultural Science Teachers.” 2018. Web. 24 Jun 2019.

Vancouver:

Sommerlatte Lowes KR. Making it Work: A Qualitative Study of Work-Life Balance of Agricultural Science Teachers. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/174044.

Council of Science Editors:

Sommerlatte Lowes KR. Making it Work: A Qualitative Study of Work-Life Balance of Agricultural Science Teachers. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174044

Texas A&M University

26. Lillard, Aime Jo Sommerfeld. Growing Minds: Evaluating the Effect of a School Garden Program on Children?s Ability to Delay Gratification and Influence Visual Motor Integration.

Degree: 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/156835

► Youth in today?s society have a multitude of opportunities at their disposal that encourage instant gratification. Technology is paramount almost everywhere and allows information transfer… (more)

▼ Youth in today?s society have a multitude of opportunities at their disposal that encourage instant gratification. Technology is paramount almost everywhere and allows information transfer and communication at the touch of a fingertip. Often there is no force to inhibit impulses or delay gratification unless an individual imposes these strategies upon him or herself. While technology allows access to desirable information, it can also encourage sedentary behaviors through computer and gaming usage, which is especially dangerous to our nation?s youth who are facing obesity challenges and need to be honing motor skill development and self-control strategies. Since delaying gratification and appropriate motor skill development have been linked with successful academic achievements, there has been a rise in interest regarding interventions that could address these challenges. It is especially important to encourage healthy behaviors and an active lifestyle early, which makes interventions in early school years a special area of interest. The purpose of this study was to examine the effect of a school gardening program on children?s ability to delay gratification and examine the influence of a school garden program on children?s visual motor integration. The sample of this study was drawn from children ages 2-6 in a combination of private preschool programs that had no active garden on site. Treatment and control schools were selected based on similar teaching methodologies. Pre and posttest measures were taken for delay of gratification using a predetermined script created based on previous research in the field and visual motor integration was measured using Beery-Buktenica Developmental Test of Visual-Motor Integration 5th Edition (short form). Results from this study showed no significant main effect between the treatment and control schools in regards to change in delay of gratification times or visual motor integration from pre to posttest. However, further analysis of gender revealed interesting trends relating to both measures. For delay of gratification, females showed a response to the intervention through a trend of increasing control at the project end. The Beery Visual Motor Integration measure revealed a statistical significance in average scores for males (F=5.22; p=0.028) between control and treatment groups. These insights provide a starting point for future studies examining gardening programs as an intervention. Advisors/Committee Members: Zajicek, Jayne M (advisor), Waliczek-Cade, Tina M (committee member), Juntune, Joyce (committee member), Dooley, Kim (committee member).

Subjects/Keywords: Garden; Visual Motor Integration; Delay Of Gratification; School Garden

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

APA (6^th Edition):

Lillard, A. J. S. (2016). Growing Minds: Evaluating the Effect of a School Garden Program on Children?s Ability to Delay Gratification and Influence Visual Motor Integration. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156835

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):

Lillard, Aime Jo Sommerfeld. “Growing Minds: Evaluating the Effect of a School Garden Program on Children?s Ability to Delay Gratification and Influence Visual Motor Integration.” 2016. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/156835.

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

MLA Handbook (7^th Edition):

Lillard, Aime Jo Sommerfeld. “Growing Minds: Evaluating the Effect of a School Garden Program on Children?s Ability to Delay Gratification and Influence Visual Motor Integration.” 2016. Web. 24 Jun 2019.

Vancouver:

Lillard AJS. Growing Minds: Evaluating the Effect of a School Garden Program on Children?s Ability to Delay Gratification and Influence Visual Motor Integration. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/156835.

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

Council of Science Editors:

Lillard AJS. Growing Minds: Evaluating the Effect of a School Garden Program on Children?s Ability to Delay Gratification and Influence Visual Motor Integration. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156835

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

Texas A&M University

27. Miller, Rene Patricia. Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2415

► Institutions of higher education are harnessing the communication ability of the Internet to offer classes and academic degree programs. This study investigated adult students during… (more)

▼ Institutions of higher education are harnessing the communication ability of the Internet to offer classes and academic degree programs. This study investigated adult students during their first semester in a distance delivered doctoral program. The purpose of the study was to examine the use of web-based communication tools and their ability to establish a community of practice enabling the new students to share solutions related to distance doctoral study. This case study included the entire cohort of a distance delivered Ed.D. in Agricultural Education administered jointly by Texas Tech and Texas A&M Universities. Data collection methods included a semi-structured telephone interview, containing an adapted Sense of Community Index and postings on a Wiki (editable web page). Data analysis produced a participants? profile and their use of web-based communication tools. This study found that (a) a variety of web-based tools enabled the students to connect with their cohort on a routine basis, (b) it is possible to establish a community of practice using a variety of web-based communication tools, (c) after one semester the cohort is an embryonic community of practice (d) the students were able to assist each other with concerns that helped them acclimate to learning online and their doctoral program, (e) students appreciate the flexibility that distance education offers but some prefer a traditional education, (f) students were frustrated with the technology during the first few weeks of their program, (g) new doctoral students desire instruction in the use of the course management system, the online library, and scholarly writing, (h) the students feel a strong sense of community, (i) use of web-based communication tools are vital as they assist in the student?s learning, (j) students felt isolated from their cohort until they participated in a group project even though they had the use of web-based communication tools at their disposal. The results of this study suggest that opportunities for students to engage socially with their peers should be built into the design of online classes and degree programs. Future research is recommended to examine the sustainability and desirability of virtual communities of practice. Advisors/Committee Members: Doerfert, David L (advisor), Dooley, Kim E (advisor), Burris, Scott H (committee member), Dooley, Larry M (committee member), Murphrey, Theresa P (committee member).

Subjects/Keywords: communities of practice; online learning

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

APA (6^th Edition):

Miller, R. P. (2009). Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2415

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):

Miller, Rene Patricia. “Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education.” 2009. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2415.

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

MLA Handbook (7^th Edition):

Miller, Rene Patricia. “Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education.” 2009. Web. 24 Jun 2019.

Vancouver:

Miller RP. Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2415.

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

Council of Science Editors:

Miller RP. Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2415

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

Texas A&M University

28. Weatherly, Martha Gail. Personal develoment and transformational outcomes for women earning an online degree.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2495

► This qualitative study was designed to investigate the changes that occurred in the lives of women as a result of earning a fully online master?s… (more)

▼ This qualitative study was designed to investigate the changes that occurred in the lives of women as a result of earning a fully online master?s degree. Eighteen women were asked to describe why they chose to earn an online degree, what barriers they faced in trying to gain an education and advance professionally, how their lives changed as a result of earning the degree, and whether the outcomes met or surpassed their expectations. Constant comparative and narrative analysis of interview data revealed that women who overcame barriers and resistance to their pursuit of education experienced a range of benefits from earning the online degree. Benefits encompassed personal gains in self-confidence, respect, the strength to be a role model, and professional gains such as new career opportunities, connectedness in a professional community, and credibility among peers. Participants reported the online environment uniquely connected them to a more diverse group of peers, provided greater access to instructors and peers, offered highly valued anonymity, introduced them to a more engaged form of learning, and created a safe learning environment. Online learning emphasized students? writing, reflection, articulation, timely feedback from the facilitator, caring and respect for students, and effective communication. Participants shared that earning the degree had a ?domino effect? that led others to emulate their behavior, and some experienced relationship changes. Significantly, several of the women had a transformational learning experience that included: (1) an unexpected discovery leading to heightened personal awareness that resulted from the learning experience; (2) an openness to change and the process of becoming; (3) a willingness to overcome internal or external resistance in order to redefine self; and (4) a retrospective affirmation of altered personality and identity. Participants suggested women still face discrimination in their professional lives, making advanced degrees more critical for women. They recommended that institutions of higher education provide more advanced online degree programs for the benefit of women who have a variety of other demands placed on their lives as they strive to attain their personal and professional goals. Implications and recommendations for future research and policy changes are provided. Advisors/Committee Members: Egan, Toby Marshall (advisor), Dooley, Kim E. (committee member), Dooley, Larry M. (committee member), Stanley, Christine A. (committee member).

Subjects/Keywords: women; online; learning

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Weatherly, M. G. (2009). Personal develoment and transformational outcomes for women earning an online degree. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2495

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):

Weatherly, Martha Gail. “Personal develoment and transformational outcomes for women earning an online degree.” 2009. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2495.

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

MLA Handbook (7^th Edition):

Weatherly, Martha Gail. “Personal develoment and transformational outcomes for women earning an online degree.” 2009. Web. 24 Jun 2019.

Vancouver:

Weatherly MG. Personal develoment and transformational outcomes for women earning an online degree. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2495.

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

Council of Science Editors:

Weatherly MG. Personal develoment and transformational outcomes for women earning an online degree. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2495

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

Texas A&M University

29. Sullivan, Erin Alene. Channels and sources used to gather equine-related information by college-age horse owners and enthusiasts.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-3096

► This thesis identifies the equine-related topics that are important to Texas college-age horse owners and enthusiasts and the channels/sources they use to get equine-related information.… (more)

▼ This thesis identifies the equine-related topics that are important to Texas college-age horse owners and enthusiasts and the channels/sources they use to get equine-related information. Little research has focused on this group to determine their information needs. Therefore, two focus groups were conducted in 2008 in Texas with college-age horse owners and enthusiasts to conduct a needs assessment. Participants were separated into competitive and recreational groups depending on their level of participation in the industry. They were asked what topics they consider important and what channels/sources they use to gain desired information. Training was the most mentioned topic overall, and the most mentioned by recreational participants. Alternative medical treatments was the most mentioned topic by competitive participants. Competitive participants reported a smaller number of topics as important, indicating that they have specialized information needs. Recreational participants emphasized broader, less specialized topics. Participants showed an interest in relevant and controversial topics affecting the equine industry. Participants also used a combination of channels/sources and competitive and recreational participants often placed importance on different channels/sources. Face-to-face communication was important to both groups. Magazines were important to competitive participants, while the Internet was important to recreational participants. Competitive participants doubted the trustworthiness of sources available through the Internet, but wanted more reliable sources to be made available in the future. Participants preferred to get information from industry specialist sources, such as trainers, veterinarians, other owners and enthusiasts, breed associations, and equine magazines. Participants? perceptions of trustworthiness were affected by the source?s ability to demonstrate equine-specific knowledge and the source?s reputation and success among equine industry members. The results suggests that the influence of the Internet has altered the traditional models of communication in which source selection determines channel use. In this study, the participants? Internet channel selection often determined their source use. The results also suggests that communicators wanting to reach this audience should target specific topics to competitive and recreational audiences, use a multi-channel approach, establish trustworthiness, and explore the changing role of the Internet in agricultural communication. Advisors/Committee Members: Rutherford, Tracy (advisor), Cavinder, Clay (committee member), Dooley, Kim (committee member), Lindner, James (committee member), Wingenbach, Gary (committee member).

Subjects/Keywords: equine; source; channel; communication; horse; horse owner; college-age; Internet

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Sullivan, E. A. (2009). Channels and sources used to gather equine-related information by college-age horse owners and enthusiasts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3096

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):

Sullivan, Erin Alene. “Channels and sources used to gather equine-related information by college-age horse owners and enthusiasts.” 2009. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3096.

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

MLA Handbook (7^th Edition):

Sullivan, Erin Alene. “Channels and sources used to gather equine-related information by college-age horse owners and enthusiasts.” 2009. Web. 24 Jun 2019.

Vancouver:

Sullivan EA. Channels and sources used to gather equine-related information by college-age horse owners and enthusiasts. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3096.

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

Council of Science Editors:

Sullivan EA. Channels and sources used to gather equine-related information by college-age horse owners and enthusiasts. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3096

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

Texas A&M University

30. Espitia, Noberto Francisco. Assessing changes in competency of fourth-year veterinary medical students following a defined clinical experience.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-3276

► The purpose of this study was to measure the competency of problem solving skills of fourth-year veterinary students. The study identified two primary objectives, (a)… (more)

▼ The purpose of this study was to measure the competency of problem solving skills of fourth-year veterinary students. The study identified two primary objectives, (a) define clinical competency for fourth-year veterinary medical students, and (b) construct an instrument to assess the student?s level of clinical competency. A faculty advisory panel identified three themes in the development of a definition of clinical competency, (a) competency was situational, (b) competency was described by ability, and (c) the definition of fourth-year student competence was descriptive within the context of primary patient care. The description of competency contributed to the establishment of parameters applied to the rubric. Student self-assessments were taken twice; initially at the beginning of the clinical rotation, and again at the end of the rotation as a post-clinical assessment. The faculty instructor provided a comparison post-clinical assessment to serve as an authentication of the reliability of the instrument. Overall, students qualified themselves to be ?Fully Competent Students? at the beginning of the clinical rotation, and also at the end of the rotation. However, in the disaggregated quantified scores, the student self-assessment peaked at the highest competence level, ?Among The Most Competent Students,? for five descriptors of values and beliefs listed under Responsibility, Professionalism, and Interpersonal Skills. The faculty comparison assessment was in agreement with the student?s qualified description as ?Fully Competent Students? but did not agree with the higher quantified scores posted for values and beliefs. The descriptive statistics of the data reflect that the mean increased between the pre-clinical (M = 8.43, SD = 1.36) and the post-clinical (M = 9.10, SD = 1.32) assessments. The comparison mean for the faculty assessment (M = 9.01, SD = 1.52) was slightly lower than the student post-assessment. The assessment provided evidence supporting a confidence statement that the instrument has the sensitivity to detect changes in skills, and is consistent with research validated measures of problem-solving skills. Faculty authentication provided evidence of intra-rater reliability, while statistical analysis provided evidence that a relationship appears to be present between live-patient animal instruction and the increase in problem-solving competence of fourth-year veterinary students. Advisors/Committee Members: Dooley, Kim E. (advisor), August, John R. (committee member), Lindner, James R. (committee member), Murphy, Timothy H. (committee member).

Subjects/Keywords: ASSESSING; ASSESSMENT; COMPETENCY; VETERINARY STUDENT; VETERINARY MEDICAL; CLINICAL; PROBLEM-SOLVING

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Espitia, N. F. (2009). Assessing changes in competency of fourth-year veterinary medical students following a defined clinical experience. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3276

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):

Espitia, Noberto Francisco. “Assessing changes in competency of fourth-year veterinary medical students following a defined clinical experience.” 2009. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3276.

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

MLA Handbook (7^th Edition):

Espitia, Noberto Francisco. “Assessing changes in competency of fourth-year veterinary medical students following a defined clinical experience.” 2009. Web. 24 Jun 2019.

Vancouver:

Espitia NF. Assessing changes in competency of fourth-year veterinary medical students following a defined clinical experience. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3276.

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

Council of Science Editors:

Espitia NF. Assessing changes in competency of fourth-year veterinary medical students following a defined clinical experience. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3276

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

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Open Access Theses and Dissertations