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You searched for +publisher:"U of Denver" +contributor:("Sylvia D. Hall-Ellis"). Showing records 1 – 2 of 2 total matches.

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1. Walker, Emelda. Influence Of Organizational Factors On Job Satisfaction Of Disability Service Providers At Postsecondary Institutions.

Degree: PhD, Higher Education, 2010, U of Denver

With the increase in the number of students with disabilities taking part in colleges and universities nationwide (U.S. Department of Education, 2003; Horn & Nevill, 2006; Schuh, 2000; Collins & Mowbray, 2005), the role of disability service providers is indispensible. The underlying principle of this study was to explore the working conditions of disability service providers, their roles as middle managers, and duties inherent to their position. The review of literature summarized the progression of disability services on the college or university campus, the application of organizational development theory, and the role of middle managers. This synopsis of the role of the middle managers was used as the basis of the conceptual framework. A web-based survey was developed to identify the level of job satisfaction ratings of disability service providers with regards to managing information, overseeing funds, influencing culture, and building a career. The main purpose of this study was to achieve a greater understanding of how organizational factors influenced levels of job satisfaction among disability service providers and examine perceived responses that both restrict and support their satisfaction levels. A web-based Service Provider Job Satisfaction Survey (SPJSS) was developed and distributed to 472 disability service providers at postsecondary institutions within the Western Interstate Commission on Higher Education (WICHE) states. Results of the study indicated that building a career was an important organizational factor and years in the field had a significant impact on the level of job satisfaction. Outcomes from this study can be used as a means to identify the importance of various duties and responsibilities of disability service providers and organizational factors that could contribute to their satisfaction on the job. This study confirms the need for future research regarding organizational factors that could contribute to the level of job satisfaction of directors who provide services and supports for students at postsecondary institutions. Advisors/Committee Members: Sylvia D. Hall-Ellis.

Subjects/Keywords: Disability

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

APA (6th Edition):

Walker, E. (2010). Influence Of Organizational Factors On Job Satisfaction Of Disability Service Providers At Postsecondary Institutions. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/681

Chicago Manual of Style (16th Edition):

Walker, Emelda. “Influence Of Organizational Factors On Job Satisfaction Of Disability Service Providers At Postsecondary Institutions.” 2010. Doctoral Dissertation, U of Denver. Accessed April 20, 2019. https://digitalcommons.du.edu/etd/681.

MLA Handbook (7th Edition):

Walker, Emelda. “Influence Of Organizational Factors On Job Satisfaction Of Disability Service Providers At Postsecondary Institutions.” 2010. Web. 20 Apr 2019.

Vancouver:

Walker E. Influence Of Organizational Factors On Job Satisfaction Of Disability Service Providers At Postsecondary Institutions. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Apr 20]. Available from: https://digitalcommons.du.edu/etd/681.

Council of Science Editors:

Walker E. Influence Of Organizational Factors On Job Satisfaction Of Disability Service Providers At Postsecondary Institutions. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/681

2. Fattor, Melissa McFarland. Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students.

Degree: PhD, Educational Administration and Policy Studies, 2010, U of Denver

Differences on three subscales of student engagement were compared across ethnic groups and by subscale. The ninth grade is often considered a vital juncture that indicates success or failure to graduate high school. When a student goes through a transition he or she often experiences some type of change in student engagement levels and may experience adverse effects in the form of academic, social, and psychological challenges. Researchers of the National Research Council (2004) believe that the engagement process (the successful interaction between the individual and the educational context) is considered a means toward alleviating unsuccessful student outcomes. Therefore, this study explored student engagement in three domains after a high school transition for Hispanic and White ninth grade students attending a small, rural high school. Student engagement was measured for each of three domains of engagement (behavioral engagement, emotional engagement, and cognitive engagement), treating engagement as a multidimensional construct, using the Student Engagement Survey (SES). Results from the data analyses indicated no statistically significant differences in levels of engagement on the SES across the three engagement subscales (behavioral, cognitive, and emotional) for a group of ninth grade students. Also, no significant differences were found between Hispanic and White students’ views of engagement. Results suggest that future research in which engagement components are present or not present or are being put into practice effectively versus ineffectively may allow researchers to understand the pathways between stratagem for changing the learning environment and the extent to which those changes will influence engagement and, ultimately, individual student success. The inclusion of other aspects of data could make available a broader scope of understanding into the positive and/or negative influences on student engagement. Student engagement was measured for each of three domains of engagement (behavioral engagement, emotional engagement, and cognitive engagement), treating engagement as a multidimensional construct, using the Student Engagement Survey (SES). Results from the data analyses indicated no statistically significant differences in levels of engagement on the SES across the three engagement sub-scales (behavioral, cognitive, and emotional) for a group of ninth grade students. Also, no significant differences were found between Hispanic and White students' views of engagement. Results suggest that future research in which engagement components are present or not present or are being put into practice effectively versus ineffectively may allow researchers to understand the pathways between stratagem for changing the learning environment and the extent to which those changes will influence engagement and, ultimately, individual student success. The inclusion of other aspects of data could make available a broader scope of understanding into… Advisors/Committee Members: Sylvia D. Hall-Ellis, Ph.D..

Subjects/Keywords: Dropout; Ethnicity; High school; Multifaceted engagement; Student engagement; Transitions; Education; Educational Leadership; Secondary Education

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

APA (6th Edition):

Fattor, M. M. (2010). Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/190

Chicago Manual of Style (16th Edition):

Fattor, Melissa McFarland. “Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students.” 2010. Doctoral Dissertation, U of Denver. Accessed April 20, 2019. https://digitalcommons.du.edu/etd/190.

MLA Handbook (7th Edition):

Fattor, Melissa McFarland. “Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students.” 2010. Web. 20 Apr 2019.

Vancouver:

Fattor MM. Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Apr 20]. Available from: https://digitalcommons.du.edu/etd/190.

Council of Science Editors:

Fattor MM. Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/190

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