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University of Georgia
1.
Park, Seung Won.
Promoting academic reading engagement through a Virtual Tutee System.
Degree: PhD, Instructional Technology, 2013, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/park_seung-won_201308_phd 
► Reading is fundamental in college learning. College students are often expected to study and learn through readings so that they can develop a deeper understanding…
(more)
▼ Reading is fundamental in college learning. College students are often expected to study and learn through readings so that they can develop a deeper understanding of a topic. However, it is frequently reported that college students demonstrate poor
engagement in academic readings. Despite the significance of academic reading in a college environment, very few empirical studies have been conducted to improve college students’
engagement in academic readings.
This dissertation focuses on the development, implementation, and evaluation of an instructional tool, a Virtual Tutee System (VTS), to promote college students’ reading
engagement and performance. The VTS is a web-based tutoring environment that allows students to teach a virtual character about what they read and learn from academic texts. The VTS has been developed grounded on the peer tutoring literature and motivation theory. A series of studies were conducted to evaluate and refine the VTS.
This dissertation adopts the alternative format and consists of three journal-style
manuscripts. The first manuscript (Chapter 2) describes the theoretical foundations underlying the design of the VTS and introduces its design framework. The design framework of the VTS is composed of four design principles and corresponding guidelines. The second manuscript (Chapter 3) presents two field trials of the initial VTS prototype. The VTS prototype was developed based on the design framework and implemented in an introductory educational technology class at a large public university in the southeastern United States. The two field trials identified some design errors of the VTS and the VTS prototype was revised accordingly. The third manuscript (Chapter 4) reports on an empirical study that assessed the effects of the revised VTS on reading motivation,
engagement, and performance. This study used a mixed methods approach: survey instruments yielded quantitative data, and an open-ended survey and student interviews were used to collect qualitative data. The results of the study indicated that students who used the VTS demonstrated deeper cognitive
engagement in reading and higher performance on the reading assignments than those who did not use the VTS. The dissertation concludes with implications of the study and future research directions (Chapter 5).
Advisors/Committee Members: ChanMin Kim.
Subjects/Keywords: Engagement
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APA (6th Edition):
Park, S. W. (2013). Promoting academic reading engagement through a Virtual Tutee System. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/park_seung-won_201308_phd
Chicago Manual of Style (16th Edition):
Park, Seung Won. “Promoting academic reading engagement through a Virtual Tutee System.” 2013. Doctoral Dissertation, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/park_seung-won_201308_phd.
MLA Handbook (7th Edition):
Park, Seung Won. “Promoting academic reading engagement through a Virtual Tutee System.” 2013. Web. 16 Feb 2020.
Vancouver:
Park SW. Promoting academic reading engagement through a Virtual Tutee System. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/park_seung-won_201308_phd.
Council of Science Editors:
Park SW. Promoting academic reading engagement through a Virtual Tutee System. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/park_seung-won_201308_phd
University of Georgia
2.
Oh, Jooeun.
Social engagement in peer culture by two Korean children newly enrolled in U.S. preschools: towards preschools where every voice matters.
Degree: PhD, Early Childhood Education, 2013, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/oh_jooeun_201305_phd
► This study explores two Korean children’s social engagement in peer culture at two U. S. preschools with no or few peers from the same cultural…
(more)
▼ This study explores two Korean children’s social
engagement in peer culture at two U. S. preschools with no or few peers from the same cultural linguistic background. Drawing on theoretical frameworks that include cultural psychology, the Bakhtinian notion of dialogism, and Michel de Certeau’s ideas of “tactics of the weak,” I perceive social
engagement as a cultural process of participation in the meaning making process and the Korean children as capable of communicating with others and taking control of their lives. Using ethnographic methods, data were derived from observations of the children; field notes; video-cued interviews with the children; interviews with their teachers and caregivers; and video- and audio-recordings over a research period of one academic year.
This study describes how the Korean children developed various non-verbal strategies for communicating with their peers and creative tactics for gaining advantage by disrupting the social order that situated them as “the weak.” Findings highlight that the Korean children were not only being influenced by the culture in their classrooms but also contributed to the on-going construction of peer culture and class norms. The children in this study perceived clean-up time and some of their peers as having special characteristics for satisfying their needs and supporting their social
engagement. The findings suggest that we need more studies of cultural linguistic minority children’s unique ways of social
engagement in order to find better ways to support the children in taking active part in their classroom communities.
Advisors/Committee Members: Kyunghwa Lee.
Subjects/Keywords: Social Engagement
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APA (6th Edition):
Oh, J. (2013). Social engagement in peer culture by two Korean children newly enrolled in U.S. preschools: towards preschools where every voice matters. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/oh_jooeun_201305_phd
Chicago Manual of Style (16th Edition):
Oh, Jooeun. “Social engagement in peer culture by two Korean children newly enrolled in U.S. preschools: towards preschools where every voice matters.” 2013. Doctoral Dissertation, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/oh_jooeun_201305_phd.
MLA Handbook (7th Edition):
Oh, Jooeun. “Social engagement in peer culture by two Korean children newly enrolled in U.S. preschools: towards preschools where every voice matters.” 2013. Web. 16 Feb 2020.
Vancouver:
Oh J. Social engagement in peer culture by two Korean children newly enrolled in U.S. preschools: towards preschools where every voice matters. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/oh_jooeun_201305_phd.
Council of Science Editors:
Oh J. Social engagement in peer culture by two Korean children newly enrolled in U.S. preschools: towards preschools where every voice matters. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/oh_jooeun_201305_phd
University of Georgia
3.
Whitaker, Sarah Kristine.
Development and validation of the Reading Engagement Survey.
Degree: MA, Educational Psychology, 2009, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/whitaker_sarah_k_200905_ma
► Engagement is a critical component of successful reading. In the present study, reading engagement represents a metaconstruct, subsuming motivation, personal beliefs, interest, self-regulation, and other…
(more)
▼ Engagement is a critical component of successful reading. In the present study, reading
engagement represents a metaconstruct, subsuming motivation, personal beliefs, interest, self-regulation, and other aspects of reading often examined independently of one another. Specifically, reading
engagement is defined as the combined functioning of these elements of reading, which produces a reader who has the desire, skills, and ability to become deeply involved with a text. The Reading
Engagement Survey (RES), a questionnaire using a five-point Likert scale, was developed from a social-cognitive perspective. The RES was administered to 159 upper elementary-school students. The students’ scores on the RES were reliable and related to students’ reading-achievement scores, an indication of criterion-related validity. An exploratory factor analysis provided evidence of construct validity, revealing that the students conceptualized their reading
engagement in terms of three factors: task-value, anxiety, and flow. The findings suggest that the RES is a reliable, valid, and efficient tool for teachers to measure their students’ levels of reading
engagement. Directions for future research include the cross validation of the RES on a new sample of students and the use of confirmatory factor analysis.
Advisors/Committee Members: Shawn Glynn.
Subjects/Keywords: Reading Engagement
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APA (6th Edition):
Whitaker, S. K. (2009). Development and validation of the Reading Engagement Survey. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/whitaker_sarah_k_200905_ma
Chicago Manual of Style (16th Edition):
Whitaker, Sarah Kristine. “Development and validation of the Reading Engagement Survey.” 2009. Masters Thesis, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/whitaker_sarah_k_200905_ma.
MLA Handbook (7th Edition):
Whitaker, Sarah Kristine. “Development and validation of the Reading Engagement Survey.” 2009. Web. 16 Feb 2020.
Vancouver:
Whitaker SK. Development and validation of the Reading Engagement Survey. [Internet] [Masters thesis]. University of Georgia; 2009. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/whitaker_sarah_k_200905_ma.
Council of Science Editors:
Whitaker SK. Development and validation of the Reading Engagement Survey. [Masters Thesis]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/whitaker_sarah_k_200905_ma
University of Georgia
4.
Carter, Chandra Patrice.
Early detection of dropout risk: measuring student engagement at the elementary school level.
Degree: MA, Educational Psychology, 2010, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/carter_chandra_p_201008_ma
► Early school withdrawal, commonly referred to as dropout, is associated with a plethora of negative outcomes for students, schools, and society. Student engagement, however, presents…
(more)
▼ Early school withdrawal, commonly referred to as dropout, is associated with a plethora of negative outcomes for students, schools, and society. Student
engagement, however, presents a promising theoretical model and cornerstone of school completion interventions. The purpose of the present study was to validate an elementary version (SEI-E) of a student
engagement survey, the SEI. The psychometric properties of this measure were assessed based on the responses of an ethnically diverse sample of 2,504 students from an urban locale. Exploratory factor analyses indicated that the six-factor model of
engagement obtained with the original SEI (validated on students in grades 6-12) was replicated with the present sample of early elementary school students (grades 3-5). Discussion and implications of these findings are presented in the context of student
engagement and dropout prevention.
Advisors/Committee Members: Amy Reschly.
Subjects/Keywords: Student engagement
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APA (6th Edition):
Carter, C. P. (2010). Early detection of dropout risk: measuring student engagement at the elementary school level. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/carter_chandra_p_201008_ma
Chicago Manual of Style (16th Edition):
Carter, Chandra Patrice. “Early detection of dropout risk: measuring student engagement at the elementary school level.” 2010. Masters Thesis, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/carter_chandra_p_201008_ma.
MLA Handbook (7th Edition):
Carter, Chandra Patrice. “Early detection of dropout risk: measuring student engagement at the elementary school level.” 2010. Web. 16 Feb 2020.
Vancouver:
Carter CP. Early detection of dropout risk: measuring student engagement at the elementary school level. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/carter_chandra_p_201008_ma.
Council of Science Editors:
Carter CP. Early detection of dropout risk: measuring student engagement at the elementary school level. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/carter_chandra_p_201008_ma
University of Georgia
5.
Lovelace, Matthew Davis.
A construct validity study of the student engagement instrument: fit with at-risk youth and degree of association with behavioral indicators of disengagement.
Degree: MA, Educational Psychology, 2010, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/lovelace_matthew_d_201008_ma
► School failure is a substantial problem in the United States, particularly for various at-risk demographics. In dropout prevention efforts, student engagement has emerged as an…
(more)
▼ School failure is a substantial problem in the United States, particularly for various at-risk demographics. In dropout prevention efforts, student
engagement has emerged as an area of focus. While generally considered to be a behavioral, cognitive, and affective multifactor construct, studies of student
engagement primarily center on its behavioral aspects. However, indicators of cognitive and affective
engagement may have distinct or additive value if incorporated into multiple-factor risk models. In order to investigate such possibilities, however, the construct validity of measures of such indicators must be sufficiently supported. The present study evaluated the Student
Engagement Instrument (SEI), a self-report measure of cognitive and affective
engagement. The results of confirmatory factor analyses supported the use of the SEI with various at-risk populations. Furthermore, results of rate and proportion analyses suggested considerable and highly consistent associations in expected directions between extreme scores on the SEI and indicators of behavioral disengagement.
Advisors/Committee Members: Amy Reschly.
Subjects/Keywords: Student engagement
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APA ·
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APA (6th Edition):
Lovelace, M. D. (2010). A construct validity study of the student engagement instrument: fit with at-risk youth and degree of association with behavioral indicators of disengagement. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lovelace_matthew_d_201008_ma
Chicago Manual of Style (16th Edition):
Lovelace, Matthew Davis. “A construct validity study of the student engagement instrument: fit with at-risk youth and degree of association with behavioral indicators of disengagement.” 2010. Masters Thesis, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/lovelace_matthew_d_201008_ma.
MLA Handbook (7th Edition):
Lovelace, Matthew Davis. “A construct validity study of the student engagement instrument: fit with at-risk youth and degree of association with behavioral indicators of disengagement.” 2010. Web. 16 Feb 2020.
Vancouver:
Lovelace MD. A construct validity study of the student engagement instrument: fit with at-risk youth and degree of association with behavioral indicators of disengagement. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/lovelace_matthew_d_201008_ma.
Council of Science Editors:
Lovelace MD. A construct validity study of the student engagement instrument: fit with at-risk youth and degree of association with behavioral indicators of disengagement. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/lovelace_matthew_d_201008_ma
University of Georgia
6.
Karsli, Elif.
Young children’s embodied mathematical practices in and out of school context: a video-ethnography inquiry.
Degree: PhD, Early Childhood Education, 2014, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/karsli_elif_201408_phd
► This dissertation, which is a video-ethnography study, includes three articles that contribute complementarily to the understanding of young children’s mathematical practices in and out of…
(more)
▼ This dissertation, which is a video-ethnography study, includes three articles that contribute complementarily to the understanding of young children’s mathematical practices in and out of school. The dissertation starts with a rationale and a subjectivity statement and an overview of the three articles. Then, the first article, eliciting parental voices through multi-vocal video-cued interviews, shows parental insight about the processes of their four and five year old children engaging with mathematics out of school. The focus is parents’ particular interest in mathematics content ranging from number sense to data analysis, parents’ pedagogical ways of teaching mathematics, and parental concerns about contextual aspects of their children’s mathematics engagements. The second article reveals ways in which discipline is institutionalized within the contexts of schools, and how a school’s disciplinary mechanisms are infused in mathematical practices in a classroom of young children. As mathematics was enacted in multiple discourses, key scenes from the study show verbal and bodily rules inserted in mathematical curriculum times, and demonstrate ways in which mathematics becomes a disciplinary tool itself during the course of the day, with its authoritative and classificatory nature. Also evident are the ways in which all actors in a classroom draw on mathematics for problem solving in real life situations within a power/resistance dynamic. Embracing a multimodal perspective, the last article introduces data on young children’s embodied mathematical practices in the outdoor play area of a prekindergarten classroom. The findings from the third article help us to see that recognizing children’s spontaneous bodily techniques has potential to reshape researchers and educators’ agendas on what it means to engage in mathematical learning in early childhood education classrooms. The dissertation ends with an implications discussion, emphasizing the need for shaping formal mathematics education in early childhood education classrooms based on children’s embodied potentials that they bring to school and develop within the school. Also discussed are possibilities incorporating a consideration of families’ insights about children’s mathematics in and out of school into teachers’ and educators’ thinking about young children’s mathematics learning.
Advisors/Committee Members: Martha Allexsaht-Snider.
Subjects/Keywords: Family Engagement
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APA (6th Edition):
Karsli, E. (2014). Young children’s embodied mathematical practices in and out of school context: a video-ethnography inquiry. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/karsli_elif_201408_phd
Chicago Manual of Style (16th Edition):
Karsli, Elif. “Young children’s embodied mathematical practices in and out of school context: a video-ethnography inquiry.” 2014. Doctoral Dissertation, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/karsli_elif_201408_phd.
MLA Handbook (7th Edition):
Karsli, Elif. “Young children’s embodied mathematical practices in and out of school context: a video-ethnography inquiry.” 2014. Web. 16 Feb 2020.
Vancouver:
Karsli E. Young children’s embodied mathematical practices in and out of school context: a video-ethnography inquiry. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/karsli_elif_201408_phd.
Council of Science Editors:
Karsli E. Young children’s embodied mathematical practices in and out of school context: a video-ethnography inquiry. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/karsli_elif_201408_phd
University of Georgia
7.
Pearl, Andrew Joseph.
Community-engaged scholarship in the professoriate: a mixed-methods exploration of faculty motivations, satisfaction, and productivity.
Degree: PhD, Higher Education, 2015, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/pearl_andrew_j_201505_phd
► In its purest form, higher education exists to advance knowledge and seek truth. The driving force behind that advancement of knowledge has been the professoriate;…
(more)
▼ In its purest form, higher education exists to advance knowledge and seek truth. The driving force behind that advancement of knowledge has been the professoriate; however, in 1990, Ernest Boyer lamented that the work of the professoriate was focused too narrowly on research productivity, rather than embracing a full range of approaches to scholarship, particularly how knowledge can be used to address important societal issues. Boyer described this commitment as the “scholarship of
engagement,” which is now often thought of as community
engagement, defined by the Carnegie Foundation as “the collaboration between institutions of higher education and their local communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.” In this dissertation, I took a mixed-methods approach to learn more about what drives faculty members to do their work, particularly in the context of community
engagement. I began by borrowing from the public administration literature and examining faculty members through the theoretical framework of public service motivation using confirmatory factor analysis. Based on the findings that failed to confirm public service motivation in higher education, I continued my exploration of faculty motivations by better understanding what drives their varying approaches to scholarship. Using latent class analysis, I created a typology of five classes of faculty members based on their interests in and practices related to community
engagement. Next, I took the resulting classes and used regression analyses to explore differences in their job satisfaction, research productivity, career-related stress, and other affective items. The findings suggest that important differences exist between the classes. In particular, faculty members who are interested in community
engagement, but do not pursue community-engaged scholarship in practice, are less satisfied in their careers and feel less connection between their personal values and work. During two qualitative focus groups sessions, I discussed how the quantitative findings are useful, both in theory and practice. This research makes a unique contribution to the literature by expanding our knowledge of faculty members’ motivations related to community
engagement through exploration of a large, national dataset, reinforced by in-depth qualitative analyses.
Advisors/Committee Members: Karen Webber.
Subjects/Keywords: Community engagement
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APA (6th Edition):
Pearl, A. J. (2015). Community-engaged scholarship in the professoriate: a mixed-methods exploration of faculty motivations, satisfaction, and productivity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/pearl_andrew_j_201505_phd
Chicago Manual of Style (16th Edition):
Pearl, Andrew Joseph. “Community-engaged scholarship in the professoriate: a mixed-methods exploration of faculty motivations, satisfaction, and productivity.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/pearl_andrew_j_201505_phd.
MLA Handbook (7th Edition):
Pearl, Andrew Joseph. “Community-engaged scholarship in the professoriate: a mixed-methods exploration of faculty motivations, satisfaction, and productivity.” 2015. Web. 16 Feb 2020.
Vancouver:
Pearl AJ. Community-engaged scholarship in the professoriate: a mixed-methods exploration of faculty motivations, satisfaction, and productivity. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/pearl_andrew_j_201505_phd.
Council of Science Editors:
Pearl AJ. Community-engaged scholarship in the professoriate: a mixed-methods exploration of faculty motivations, satisfaction, and productivity. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/pearl_andrew_j_201505_phd
University of Georgia
8.
Macias-Dye, Lauren Melissa.
Analysis of student engagement of 7th grade students in Elbert County, Georgia.
Degree: MAL, Agricultural Leadership, 2015, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/macias-dye_lauren_m_201512_mal
► High school dropout is a problem in the United States, particularly for students of low socioeconomic status. A high level of student engagement will help…
(more)
▼ High school dropout is a problem in the United States, particularly for students of low socioeconomic status. A high level of student
engagement will help students achieve graduation. In this study, the researcher used existing data collected from the Student
Engagement Instrument to examine
engagement among students in the 7th grade at Elbert County Middle School (rural Georgia), where poverty is higher than the national and state average. Significant differences were found between the higher and lower scoring constructs. Constructs scored (from highest to lowest): future goals and aspirations, family support for learning, intrinsic reward, peer support for learning, control for school work and relevance, 4-H relationship and teacher student relationship. No significant differences were found in
engagement values between demographic groups, including racial/ethnic groups (Latino, non-Latino White and non-Latino Black/Biracial students).
Advisors/Committee Members: Maria Navarro.
Subjects/Keywords: student engagement
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APA (6th Edition):
Macias-Dye, L. M. (2015). Analysis of student engagement of 7th grade students in Elbert County, Georgia. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/macias-dye_lauren_m_201512_mal
Chicago Manual of Style (16th Edition):
Macias-Dye, Lauren Melissa. “Analysis of student engagement of 7th grade students in Elbert County, Georgia.” 2015. Masters Thesis, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/macias-dye_lauren_m_201512_mal.
MLA Handbook (7th Edition):
Macias-Dye, Lauren Melissa. “Analysis of student engagement of 7th grade students in Elbert County, Georgia.” 2015. Web. 16 Feb 2020.
Vancouver:
Macias-Dye LM. Analysis of student engagement of 7th grade students in Elbert County, Georgia. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/macias-dye_lauren_m_201512_mal.
Council of Science Editors:
Macias-Dye LM. Analysis of student engagement of 7th grade students in Elbert County, Georgia. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/macias-dye_lauren_m_201512_mal
University of Georgia
9.
Jones, Diann Olszowy.
Community engagement: exploring its effects during a university presidential transition.
Degree: PhD, Adult Education, 2016, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/jones_diann_o_201605_phd
► University presidents hold the strategic and symbolic power to communicate their institution’s mission internally within their institutions and externally to the larger community. However, the…
(more)
▼ University presidents hold the strategic and symbolic power to communicate their institution’s mission internally within their institutions and externally to the larger community. However, the requirements within the position are escalating at the same time as significant presidential turnover is occurring. Of particular concern is the impact to sustaining the innovation and momentum of community
engagement during this upheaval. The purpose of this study was to explore how a university presidential transition affected community
engagement. Through a single case study methodology, using Schlossberg’s transition framework, four research questions guided this study: Situation: What was the status of community
engagement throughout the presidential transition? Selves: How did community
engagement advocates react to the president’s departure and throughout the transition? Support: How was community
engagement supported throughout the presidential transition? Strategies: How was community
engagement managed throughout the presidential transition? The findings indicated community
engagement transitioned to a new university president with minimal disruption and sustainability because: (a) Individuals felt empowered to continue their work, had skills in relationship building, and adapted to a new president’s leadership style and structure; (b) There was a formalized infrastructure which aligned with the university’s mission and was built using the criteria required to earn the Carnegie Elective Community
Engagement designation; (c) Community
engagement advocates were part of the search process and in power positions; (d) An external network of community
engagement scholars and professionals supported each other’s work; (e) Process over product was an embedded practice in how community
engagement was managed; and (f) The academic leader of the community
engagement center was a critical success factor. The analysis yielded three conclusions: (1) A balance of both internal and external actors with agency are required to sustain an institution’s community
engagement agenda through a presidential transition; (2) Leadership, including presidents, regents/trustees, provosts, community
engagement administrators, and scholarly faculty, is critical in the presidential transition; and (3) Schlossberg’s (1981) individual transition model is applicable to organizational transitions as well.
Advisors/Committee Members: Lorilee R. Sandmann.
Subjects/Keywords: Community Engagement
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APA (6th Edition):
Jones, D. O. (2016). Community engagement: exploring its effects during a university presidential transition. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jones_diann_o_201605_phd
Chicago Manual of Style (16th Edition):
Jones, Diann Olszowy. “Community engagement: exploring its effects during a university presidential transition.” 2016. Doctoral Dissertation, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/jones_diann_o_201605_phd.
MLA Handbook (7th Edition):
Jones, Diann Olszowy. “Community engagement: exploring its effects during a university presidential transition.” 2016. Web. 16 Feb 2020.
Vancouver:
Jones DO. Community engagement: exploring its effects during a university presidential transition. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/jones_diann_o_201605_phd.
Council of Science Editors:
Jones DO. Community engagement: exploring its effects during a university presidential transition. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/jones_diann_o_201605_phd
University of Georgia
10.
Pinzone, Christopher Anthony.
Longitudinal measurement invariance analyses of the Student Engagement Instrument - Brief Version.
Degree: MA, School Psychology, 2016, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/pinzone_christopher_a_201605_ma
► This study evaluated the psychometric properties of the Student Engagement Instrument – Brief Version (SEI-B) longitudinally across three time points with high school students in…
(more)
▼ This study evaluated the psychometric properties of the Student
Engagement Instrument – Brief Version (SEI-B) longitudinally across three time points with high school students in the Southeastern United States. Two subsamples of one time point were analyzed to validate the factor structure by exploratory factor analysis (40% of the sample) and confirmatory factor analysis (60% of the sample) revealing a five-factor structure in congruence with the full form of the Student
Engagement Instrument (SEI). Longitudinal measurement invariance analyses were performed on each of the five imputed datasets following the suggestions and recommendations of Vandenberg and Lance (2000). The SEI-B demonstrated configural, metric, scalar, and uniqueness invariance with acceptable levels and changes of model fit across all time points and datasets suggesting it may be used as part of a comprehensive progress monitoring effort to predict students that may be at-risk to drop out of school.
Advisors/Committee Members: Amy Reschly.
Subjects/Keywords: student engagement
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APA (6th Edition):
Pinzone, C. A. (2016). Longitudinal measurement invariance analyses of the Student Engagement Instrument - Brief Version. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/pinzone_christopher_a_201605_ma
Chicago Manual of Style (16th Edition):
Pinzone, Christopher Anthony. “Longitudinal measurement invariance analyses of the Student Engagement Instrument - Brief Version.” 2016. Masters Thesis, University of Georgia. Accessed February 16, 2020.
http://purl.galileo.usg.edu/uga_etd/pinzone_christopher_a_201605_ma.
MLA Handbook (7th Edition):
Pinzone, Christopher Anthony. “Longitudinal measurement invariance analyses of the Student Engagement Instrument - Brief Version.” 2016. Web. 16 Feb 2020.
Vancouver:
Pinzone CA. Longitudinal measurement invariance analyses of the Student Engagement Instrument - Brief Version. [Internet] [Masters thesis]. University of Georgia; 2016. [cited 2020 Feb 16].
Available from: http://purl.galileo.usg.edu/uga_etd/pinzone_christopher_a_201605_ma.
Council of Science Editors:
Pinzone CA. Longitudinal measurement invariance analyses of the Student Engagement Instrument - Brief Version. [Masters Thesis]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/pinzone_christopher_a_201605_ma
Texas A&M University
11.
Anderson, Leah A.
A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.
Degree: 2015, Texas A&M University
URL: http://hdl.handle.net/1969.1/155109
► The purpose of this research?which was divided into two parts?was to evaluate the extent to which adolescent reading comprehension research has addressed student engagement and…
(more)
▼ The purpose of this research?which was divided into two parts?was to evaluate the extent to which adolescent reading comprehension research has addressed student
engagement and examine the relationship between
engagement, classroom practices, students? reading skills, and comprehension. Study 1 reviewed adolescent reading comprehension intervention research published between the years 2000 and 2014 to examine the presence of
engagement-enhancing practices. Additionally, it examined the extent to which
engagement was measured, the dimensions of
engagement commonly measured, the most common methods of measurement, and whether
engagement was statistically linked to student outcomes. Study 2 examined whether behavioral and cognitive
engagement mediated the impact of classroom practices and conditions on comprehension and whether students? entry-level reading skills moderated the influence of behavioral and cognitive
engagement on comprehension.
In Study 1, a systematic literature review of adolescent reading comprehension interventions revealed 76 articles (80 studies) published between 2000 and 2014 that were coded for inclusion of
engagement-enhancing components and measurement of
engagement. Most of these studies (95%) included at least one
engagement-enhancing component, but only 9% measured
engagement. Findings of the limited studies (3%) that examined the relationship between
engagement and outcomes indicated statistically significant effects for interventions that incorporated
engagement-enhancing practices.
Study 2 used structural equation modeling with two latent predictor factors (classroom practices and
engagement) and one observed outcome (comprehension) gathered in the context of a multi-component reading comprehension intervention study designed to increase students? comprehension of complex text. Findings indicated that behavioral
engagement significantly predicted comprehension in both the treatment and business-as-usual conditions, but behavioral
engagement only partially mediated the impact of classroom practices and conditions on comprehension in the treatment condition. Cognitive
engagement did not significantly predict comprehension outcomes, nor did it act as a mediator. Students? entry-level reading skills did not interact with their behavioral or cognitive
engagement to predict comprehension.
Both studies highlight the importance of
engagement and provide preliminary evidence to support the relationship between classroom practices,
engagement, and comprehension. More research is needed to better define and measure the multiple dimensions of
engagement and determine which specific practices influence
engagement, and how they do so.
Advisors/Committee Members: Simmons, Deborah (advisor), Clemens, Nathan (advisor), Byrns, Glenda (committee member), McTigue, Erin (committee member), Kwok, Oi-Man (committee member).
Subjects/Keywords: Comprehension; Engagement
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APA (6th Edition):
Anderson, L. A. (2015). A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155109
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Anderson, Leah A. “A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.” 2015. Thesis, Texas A&M University. Accessed February 16, 2020.
http://hdl.handle.net/1969.1/155109.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Anderson, Leah A. “A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.” 2015. Web. 16 Feb 2020.
Vancouver:
Anderson LA. A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/1969.1/155109.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Anderson LA. A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155109
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of New Mexico
12.
Lujan, James.
ENGAGEMENT OF MEXICAN IMMIGRANT FAMILIES IN SCHOOLS: EDUCATIONAL IMPACT FOR SCHOOL REFORM.
Degree: Teacher Education, Educational Leadership & Policy, 2013, University of New Mexico
URL: http://hdl.handle.net/1928/23130
► Family engagement is widely believed to enhance childrens academic achievement. Some children, particularly Latino English language learners, are consistently found at the low end of…
(more)
▼ Family
engagement is widely believed to enhance childrens academic achievement. Some children, particularly Latino English language learners, are consistently found at the low end of the achievement gap. This qualitative study examined the relationship between the Epstein Model of Parent Involvement, and the personal
engagement of Mexican immigrant families who have a son or daughter enrolled at the middle school level. This study employed a constructivist grounded theory analysis method. The participants of this study are Mexican immigrant parents who comprised the core sample. Data was collected in participants' homes, community agencies, neighborhoods, and schools. Data sources included interviews, participant observations, and focus groups as well as document analysis at a public middle school in a Southwestern city of the United States. This research will contribute to understanding of Mexican immigrant families and their needs by providing insight into which of Maslow's hierarchy of needs emerge during family
engagement practices and what unique meaning individual family members make of the hierarchy needs that emerge, including, which hierarchy needs are most common among immigrant families, and which hierarchy needs are considered most important to immigrant families engaged in learning processes that may lead towards school reform. With this study I hope to unveil the intricacies of family and child relationships for this population and family and school partnerships that may lead towards student achievement. In doing so, I hope to provide critical understanding of school community vii forms of
engagement of immigrant Mexican families to inform researchers and politicians who make decisions and evaluations on effective practices for family
engagement of these diverse families.'
Advisors/Committee Members: Chavez, Alicia, Torres, Eliseo Cheo, Kitchen, Richard, Torrez, Lillian.
Subjects/Keywords: Family Engagement
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APA (6th Edition):
Lujan, J. (2013). ENGAGEMENT OF MEXICAN IMMIGRANT FAMILIES IN SCHOOLS: EDUCATIONAL IMPACT FOR SCHOOL REFORM. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23130
Chicago Manual of Style (16th Edition):
Lujan, James. “ENGAGEMENT OF MEXICAN IMMIGRANT FAMILIES IN SCHOOLS: EDUCATIONAL IMPACT FOR SCHOOL REFORM.” 2013. Doctoral Dissertation, University of New Mexico. Accessed February 16, 2020.
http://hdl.handle.net/1928/23130.
MLA Handbook (7th Edition):
Lujan, James. “ENGAGEMENT OF MEXICAN IMMIGRANT FAMILIES IN SCHOOLS: EDUCATIONAL IMPACT FOR SCHOOL REFORM.” 2013. Web. 16 Feb 2020.
Vancouver:
Lujan J. ENGAGEMENT OF MEXICAN IMMIGRANT FAMILIES IN SCHOOLS: EDUCATIONAL IMPACT FOR SCHOOL REFORM. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/1928/23130.
Council of Science Editors:
Lujan J. ENGAGEMENT OF MEXICAN IMMIGRANT FAMILIES IN SCHOOLS: EDUCATIONAL IMPACT FOR SCHOOL REFORM. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23130
University of Southern California
13.
Lambert, Amicia L.
Student engagement in high-performing urban high schools: a
case study.
Degree: EdD, Education (Leadership), 2007, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524057/rec/6138
► The purpose of the study was to determine whether high performing urban high schools have higher levels of student engagement and if so; what school…
(more)
▼ The purpose of the study was to determine whether high
performing urban high schools have higher levels of student
engagement and if so; what school factors contribute toward that
engagement. The school factors examined in this study were
leadership, instructional practices and culture.; A high-performing
urban high school in the Los Angeles County area of California was
selected for the study. The school was selected because it was part
of a high school district singled out by the State Superintendent
of Instruction for special recognition as a result of increased
student achievement by California's Academic Performance Index
(API) and its particular success with targeted subgroup
populations.; The case study was completed using a mixed-method
qualitative research design. Methods of data collection included
observations, surveys, interviews and document analysis. A
concurrent research study conducted at the school site by Indiana
University as part of the High School Survey of Student
Engagement
was also utilized as a secondary data source. Instruments to gather
multiple methods of data collection supported triangulation of the
data.; Analysis of the data indicated that effective leadership,
instructional practices, and culture were factors impacting student
achievement and student
engagement; but the findings from the High
School Survey of Student
Engagement indicated minimal or moderate
levels of student
engagement. Responsibility for student
achievement throughout the school organization, concern for
students, use of data to guide decision making, and effective
leadership emerged as predominant themes impacting student
achievement and student
engagement.
Advisors/Committee Members: Gothold, Stuart E. (Committee Chair), Hocevar, Dennis J. (Committee Member), Stowe, Kathy Huisong (Committee Member).
Subjects/Keywords: engagement
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APA (6th Edition):
Lambert, A. L. (2007). Student engagement in high-performing urban high schools: a
case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524057/rec/6138
Chicago Manual of Style (16th Edition):
Lambert, Amicia L. “Student engagement in high-performing urban high schools: a
case study.” 2007. Doctoral Dissertation, University of Southern California. Accessed February 16, 2020.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524057/rec/6138.
MLA Handbook (7th Edition):
Lambert, Amicia L. “Student engagement in high-performing urban high schools: a
case study.” 2007. Web. 16 Feb 2020.
Vancouver:
Lambert AL. Student engagement in high-performing urban high schools: a
case study. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Feb 16].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524057/rec/6138.
Council of Science Editors:
Lambert AL. Student engagement in high-performing urban high schools: a
case study. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/524057/rec/6138
Queensland University of Technology
14.
De Lacy, Jonnie C.
Task engagement at work: Characteristics, antecedents and consequences.
Degree: 2016, Queensland University of Technology
URL: http://eprints.qut.edu.au/95623/
► In this thesis existing theory is extended by combining work engagement and flow research to generate the concept of task engagement, which focuses on episodes…
(more)
▼ In this thesis existing theory is extended by combining work engagement and flow research to generate the concept of task engagement, which focuses on episodes of peak performance at work. Using a critical incident methodology in Study 1, task engagement was found to have three key characteristics (i.e., distortion of time; complete absorption in the task; and is a state of high cognitive efficiency). Both situational (i.e., high challenge/high skills, control, and proximal feedback) and psychological antecedents (i.e., safety, availability, meaning and self-efficacy) were also identified. In Study 2, a longitudinal diary study, study 1 findings were replicated and extended by examining duration and frequency of task engagement episodes at work, and their positive impact on employee well-being. Overall, task engagement was found to be a temporal and dynamic construct, involving the interplay of person and situation, which has implications for employee task performance and well-being.
Subjects/Keywords: work engagement; employee engagement; task engagement; flow at work; job engagement
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Manager
APA (6th Edition):
De Lacy, J. C. (2016). Task engagement at work: Characteristics, antecedents and consequences. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/95623/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
De Lacy, Jonnie C. “Task engagement at work: Characteristics, antecedents and consequences.” 2016. Thesis, Queensland University of Technology. Accessed February 16, 2020.
http://eprints.qut.edu.au/95623/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
De Lacy, Jonnie C. “Task engagement at work: Characteristics, antecedents and consequences.” 2016. Web. 16 Feb 2020.
Vancouver:
De Lacy JC. Task engagement at work: Characteristics, antecedents and consequences. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2020 Feb 16].
Available from: http://eprints.qut.edu.au/95623/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
De Lacy JC. Task engagement at work: Characteristics, antecedents and consequences. [Thesis]. Queensland University of Technology; 2016. Available from: http://eprints.qut.edu.au/95623/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Namibia
15.
Welsh, Coen.
Predictors of employee engagement in selected organisations in the Windhoek area in Namibia.
Degree: 2012, University of Namibia
URL: http://hdl.handle.net/11070/909
► The academic study of engagement has its roots in studies of happiness and of burnout. Happiness consists of three distinct dimensions, namely, pleasure, meaning and…
(more)
▼ The academic study of engagement has its roots in studies of happiness and of burnout. Happiness consists of three distinct dimensions, namely, pleasure, meaning and engagement. The dimension of engagement is highly relevant to a working environment. The positive outcomes that have been linked to engagement have driven much of the research in this field. Living in an increasingly competitive world where performance and competitive advantage guide the thinking patterns it has become important to investigate this concept in a local setting in order to determine its roots, its predictors and the underlying processes that influence and determine engagement. This is because it is not clear what the levels of employee engagement are in Namibian organisations. It is also unclear what the psychological conditions and antecedents of engagement are in Namibian organisations and whether these are consistent with findings elsewhere. In addition to this it also is not clear what the effects of the psychological conditions, and antecedents thereof, are on employee engagement in Namibian organisations.
The aim of this study was to investigate the levels of engagement in Namibian organisations as well as the antecedents and underlying psychological conditions that lead to engagement. In this study a cross-sectional survey design was used with a sample of 309 currently employed individuals. A biographical questionnaire together with the Antecedents Questionnaire, Psychological Conditions Questionnaire and Engagement Questionnaire were used as measuring instruments. Statistical analysis in terms of descriptive, factor, correlation, canonical, multiple regression and mediation analyses have been conducted. results showed that Namibian employees showed higher levels of engagement than those of employees investigated in other areas. In addition, it was shown that rewards, co-worker relations, resources, supervisor relations, job enrichment, self-consciousness, work role fit and organisational support had statistically significant relationships with employee engagement. Psychological meaningfulness mediated the relationship between job enrichment and work role fit on the one hand and employee engagement on the other. However, the relationship between co-worker relations and engagement was not mediated by psychological meaningfulness. The relationship between resources and engagement was not mediated by psychological availability. In this study, psychological safety did not mediate the relationship between co-worker relations and engagement. However, psychological safety mediated the relationship between supervisor relations and self-consciousness on the one hand and employee engagement on the other.
The results build on previous findings regarding antecedents of employee engagement by confirming the important role of psychological meaningfulness and psychological availability as intervening variables between work context factors and employee engagement.
Subjects/Keywords: Employee engagement
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APA ·
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Export
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APA (6th Edition):
Welsh, C. (2012). Predictors of employee engagement in selected organisations in the Windhoek area in Namibia.
(Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/909
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Welsh, Coen. “Predictors of employee engagement in selected organisations in the Windhoek area in Namibia.
” 2012. Thesis, University of Namibia. Accessed February 16, 2020.
http://hdl.handle.net/11070/909.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Welsh, Coen. “Predictors of employee engagement in selected organisations in the Windhoek area in Namibia.
” 2012. Web. 16 Feb 2020.
Vancouver:
Welsh C. Predictors of employee engagement in selected organisations in the Windhoek area in Namibia.
[Internet] [Thesis]. University of Namibia; 2012. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/11070/909.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Welsh C. Predictors of employee engagement in selected organisations in the Windhoek area in Namibia.
[Thesis]. University of Namibia; 2012. Available from: http://hdl.handle.net/11070/909
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Debrecen
16.
Szilágyi, János Máté.
Dit zijn de namen
.
Degree: DE – Bölcsészettudományi Kar, 2014, University of Debrecen
URL: http://hdl.handle.net/2437/192160
A dolgozat a huszonegyedik századi holland irodalom társadalmi pozíciójáról szól. A címben említett mű elemzése alapján megállapítható, hogy ez a pozíció az elmúlt századhoz képest változik.
Advisors/Committee Members: Pusztai, Gábor (advisor).Subjects/Keywords: autonomie;
engagement
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APA (6th Edition):
Szilágyi, J. M. (2014). Dit zijn de namen
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/192160
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Szilágyi, János Máté. “Dit zijn de namen
.” 2014. Thesis, University of Debrecen. Accessed February 16, 2020.
http://hdl.handle.net/2437/192160.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Szilágyi, János Máté. “Dit zijn de namen
.” 2014. Web. 16 Feb 2020.
Vancouver:
Szilágyi JM. Dit zijn de namen
. [Internet] [Thesis]. University of Debrecen; 2014. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/2437/192160.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Szilágyi JM. Dit zijn de namen
. [Thesis]. University of Debrecen; 2014. Available from: http://hdl.handle.net/2437/192160
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
California State Polytechnic University – Pomona
17.
Vasquez, Daisy.
Enhancing student achievement using GeoGebra in a technology rich environment.
Degree: MS, Mathematics, 2015, California State Polytechnic University – Pomona
URL: http://hdl.handle.net/10211.3/145708
► ???I???m not good at math??? and ???I hate math??? are common reactions teachers hear from their students. Increasing student motivation and achievement in the classroom…
(more)
▼ ???I???m not good at math??? and ???I hate math??? are common reactions teachers hear from their students. Increasing student motivation and achievement in the classroom is a challenge teachers are faced with. This research project studied the effects that GeoGebra had on student comprehension and retention of math concepts. This research project included 112 high school students all taking geometry from the same teacher. The control and treatment students learned the same material on geometric transformations with the treatment group using interactive GeoGebra activities. A mixed methods approach was used to determine whether GeoGebra impacted student achievement and
engagement. Qualitative data was collected in the form of field notes, informal interviews, and examination of artifacts. Quantitative data was collected on three assessments and analyzed in SPSS using a repeated measures analysis of variance (ANOVA). The findings and analyses from the qualitative data and quantitative data, respectively, were used to determine if the use of the GeoGebra software improved students??? level of understanding of abstract concepts, increased students??? comprehension and retention of geometric transformations, and had a positive effect on students??? attitudes towards mathematics, thus enhancing their learning and achievement.
Advisors/Committee Members: Riggs, Laurie (advisor), Rosin, Amber (committee member).
Subjects/Keywords: student engagement
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APA ·
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Vasquez, D. (2015). Enhancing student achievement using GeoGebra in a technology rich environment. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/145708
Chicago Manual of Style (16th Edition):
Vasquez, Daisy. “Enhancing student achievement using GeoGebra in a technology rich environment.” 2015. Masters Thesis, California State Polytechnic University – Pomona. Accessed February 16, 2020.
http://hdl.handle.net/10211.3/145708.
MLA Handbook (7th Edition):
Vasquez, Daisy. “Enhancing student achievement using GeoGebra in a technology rich environment.” 2015. Web. 16 Feb 2020.
Vancouver:
Vasquez D. Enhancing student achievement using GeoGebra in a technology rich environment. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2015. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/10211.3/145708.
Council of Science Editors:
Vasquez D. Enhancing student achievement using GeoGebra in a technology rich environment. [Masters Thesis]. California State Polytechnic University – Pomona; 2015. Available from: http://hdl.handle.net/10211.3/145708
University of Waikato
18.
Cruse, Diana Caroline Annavale.
Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand
.
Degree: 2017, University of Waikato
URL: http://hdl.handle.net/10289/11541
► This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing…
(more)
▼ This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum. The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013). The premise for this thesis is that meaningful whānau
engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection.
Therefore, this thesis sets out to examine what constitutes meaningful
engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful
engagement can assist whānau to enjoy an increase of wellbeing.
To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry. I listened to the narratives of whānau Māori indicating how meaningful
engagement was created for them, and investigated if links were generated between
engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success.
This research discovered three stages of
engagement for the whānau Māori who participated in this study: establishing
engagement, developing
engagement and solidifying
engagement. Once created, meaningful
engagement can lead to flourishing, indicating that there is relationship between meaningful
engagement and whānau wellbeing.
Advisors/Committee Members: White, Elizabeth Jayne (advisor).
Subjects/Keywords: Engagement;
Wellbeing
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APA (6th Edition):
Cruse, D. C. A. (2017). Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand
. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/11541
Chicago Manual of Style (16th Edition):
Cruse, Diana Caroline Annavale. “Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand
.” 2017. Masters Thesis, University of Waikato. Accessed February 16, 2020.
http://hdl.handle.net/10289/11541.
MLA Handbook (7th Edition):
Cruse, Diana Caroline Annavale. “Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand
.” 2017. Web. 16 Feb 2020.
Vancouver:
Cruse DCA. Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand
. [Internet] [Masters thesis]. University of Waikato; 2017. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/10289/11541.
Council of Science Editors:
Cruse DCA. Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand
. [Masters Thesis]. University of Waikato; 2017. Available from: http://hdl.handle.net/10289/11541
19.
Haynes, Hal Henry.
Spirituality And Student Engagement At A Small, Church-Related Private College.
Degree: PhD, Educational Leadership, 2016, University of North Dakota
URL: https://commons.und.edu/theses/2026
► ABSTRACT The undergraduate collegiate years are filled with growth and development for students. As students experience and progress through their collegiate years, they are…
(more)
▼ ABSTRACT
The undergraduate collegiate years are filled with growth and development for students. As students experience and progress through their collegiate years, they are often confronted with difficult life questions, such as what is the meaning of life or why am I here? Oftentimes, the question is why do bad things happen? The purpose of this study is to better understand relationship between student
engagement and spirituality.
Undergraduate students at a small, church-related private college in the Upper Midwest were surveyed in the Spring 2015 semester using the College Students’ Beliefs and Values Survey (CSBVS).
Alexander Astin’s I-E-O model was utilized as a conceptual framework for better understanding the relationships of inputs, environments, and outputs while testing the variables selected for the purposes of this research from the CSBVS, specifically the five constructs of spiritual quest, ethic of caring, ecumenical worldview, equanimity, and charitable involvement.
In-class experiences appear to be the strongest as it relates to the five spirituality constructs. There is a statistically significant relationship between out-of-class experiences and spirituality. There is less evidence that there is a relationship between spirituality and faculty interactions. It is important to remember the institution surveyed. Midwest Church College (MCC) is a small, church-related private college. What the research with this project also showed is strong support of the findings of the Astin, Astin, and Lindholm research of 2011 in that there is a strong relationship between
engagement and the five spirituality constructs of equanimity, ecumenical worldview, charitable involvement, ethic of caring, and spiritual quest for students at MCC.
Such information helps to confirm that students at MCC find that spirituality is a significant part of their daily lives and thus must be considered as a strong piece for better understanding how to best respond to the difficult questions they often pose: Why am I here? What is the meaning of life? Why do bad things happen?
Advisors/Committee Members: Margaret A. Healy.
Subjects/Keywords: Engagement; Spirituality
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Manager
APA (6th Edition):
Haynes, H. H. (2016). Spirituality And Student Engagement At A Small, Church-Related Private College. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2026
Chicago Manual of Style (16th Edition):
Haynes, Hal Henry. “Spirituality And Student Engagement At A Small, Church-Related Private College.” 2016. Doctoral Dissertation, University of North Dakota. Accessed February 16, 2020.
https://commons.und.edu/theses/2026.
MLA Handbook (7th Edition):
Haynes, Hal Henry. “Spirituality And Student Engagement At A Small, Church-Related Private College.” 2016. Web. 16 Feb 2020.
Vancouver:
Haynes HH. Spirituality And Student Engagement At A Small, Church-Related Private College. [Internet] [Doctoral dissertation]. University of North Dakota; 2016. [cited 2020 Feb 16].
Available from: https://commons.und.edu/theses/2026.
Council of Science Editors:
Haynes HH. Spirituality And Student Engagement At A Small, Church-Related Private College. [Doctoral Dissertation]. University of North Dakota; 2016. Available from: https://commons.und.edu/theses/2026
University of Bath
20.
Ndibalema, Rweyemamu Alphonce.
Antecedents and outcomes of employee engagement among academics in Tanzania : an integrated theoretical approach.
Degree: PhD, 2018, University of Bath
URL: https://researchportal.bath.ac.uk/en/studentthesis/antecedents-and-outcomes-of-employee-engagement-among-academics-in-tanzanian-an-integrated-theoretical-approach(b4d92166-65ad-4a72-8cf2-2b01f7b0a164).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782142
► This thesis aims to contribute to the theoretical advancement in our understandingof the antecedents and outcomes of employee engagement through introducing anew theoretical model developed…
(more)
▼ This thesis aims to contribute to the theoretical advancement in our understandingof the antecedents and outcomes of employee engagement through introducing anew theoretical model developed by integrating the conservation of resources(COR) theory (Hobfol,1989) the job demands-resources (JD-R) model (Bakker &Demerouti, 2007) and the broaden-and-build (B&B) theory of positive emotions(Fredrickson, 1998). Through this approach, the study identified and examinedfactors influencing employee engagement among academics working in public andprivate universities in Tanzania, and the outcomes associated with having theseengaged academic employees. Job and organization resources in the form of jobcharacteristics, perceived organizational support, organizational justice andrewards; personal resources in the form of intrinsic motivation; and job attitudes inthe form of job satisfaction and affective commitment were assessed as the possibleantecedents to employee engagement. Organizational citizenship behavior andreduced turnover intentions were assessed as the possible outcomes of employeeengagement. In addition, the study tested whether belonging to either a public orprivate university can influence the engagement levels of the academic employees. Using 232 cross-sectional survey responses from academic employees, a series ofmultiple regression analyses and independent t-tests were conducted to test theproposed hypotheses. Findings suggest that some of the proposed resources andjob attitudes significantly predicted employee engagement. Moreover, employeeengagement was found to predict organizational citizenship behavior (OCB) andreduced turnover intentions. Finally, there appeared to be a significant difference inthe levels of engagement of academic employees working in private universitiescompared to those working in public universities. The results of this study havetheoretical implications with regards to our approach in assessing employeeengagement, and practical implication to organizations aiming to have an engagedworkforce, all of which are discussed.
Subjects/Keywords: employee engagement
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Manager
APA (6th Edition):
Ndibalema, R. A. (2018). Antecedents and outcomes of employee engagement among academics in Tanzania : an integrated theoretical approach. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/antecedents-and-outcomes-of-employee-engagement-among-academics-in-tanzanian-an-integrated-theoretical-approach(b4d92166-65ad-4a72-8cf2-2b01f7b0a164).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782142
Chicago Manual of Style (16th Edition):
Ndibalema, Rweyemamu Alphonce. “Antecedents and outcomes of employee engagement among academics in Tanzania : an integrated theoretical approach.” 2018. Doctoral Dissertation, University of Bath. Accessed February 16, 2020.
https://researchportal.bath.ac.uk/en/studentthesis/antecedents-and-outcomes-of-employee-engagement-among-academics-in-tanzanian-an-integrated-theoretical-approach(b4d92166-65ad-4a72-8cf2-2b01f7b0a164).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782142.
MLA Handbook (7th Edition):
Ndibalema, Rweyemamu Alphonce. “Antecedents and outcomes of employee engagement among academics in Tanzania : an integrated theoretical approach.” 2018. Web. 16 Feb 2020.
Vancouver:
Ndibalema RA. Antecedents and outcomes of employee engagement among academics in Tanzania : an integrated theoretical approach. [Internet] [Doctoral dissertation]. University of Bath; 2018. [cited 2020 Feb 16].
Available from: https://researchportal.bath.ac.uk/en/studentthesis/antecedents-and-outcomes-of-employee-engagement-among-academics-in-tanzanian-an-integrated-theoretical-approach(b4d92166-65ad-4a72-8cf2-2b01f7b0a164).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782142.
Council of Science Editors:
Ndibalema RA. Antecedents and outcomes of employee engagement among academics in Tanzania : an integrated theoretical approach. [Doctoral Dissertation]. University of Bath; 2018. Available from: https://researchportal.bath.ac.uk/en/studentthesis/antecedents-and-outcomes-of-employee-engagement-among-academics-in-tanzanian-an-integrated-theoretical-approach(b4d92166-65ad-4a72-8cf2-2b01f7b0a164).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782142
University of Missouri – Kansas City
21.
Clark, Andrea.
Containment in the City: Boundaries, Bodies, and the Politics of Urban Space
.
Degree: 2011, University of Missouri – Kansas City
URL: http://hdl.handle.net/10355/9591
► The organization of urban space accommodating the rapid movement of the automobile facilitates a kind of forgetting, through the act of driving, and creates a…
(more)
▼ The organization of urban space accommodating the rapid movement of the automobile facilitates a kind of forgetting, through the act of driving, and creates a sense of containment, through the built environment itself. If this is so, how does this occur? What is the relationship between movement, memory, and containment? How do these kinds of material conditions reflect and reproduce the spatial segregation of different bodies? What are the implications of such spaces on the body and society, the body politic? Using Kansas City as a case study, these questions will be addressed in this project. In the spring of 2010, twenty-three interviews were conducted with urban planners, architects, developers, consultants, real estate agents, civic leaders, and community organizations, all of whom were asked to geographically define downtown and discuss urban redevelopment in Kansas City. Downtown was often defined by the highways that surround it, and streets, cars, parking, driving, and transit were unavoidable topics of discussion. What are the implications of the prevalence of highways in urban space for the body, movement,
engagement, and society? I propose that as active, human agents orient to material boundaries in urban space, such as drivers on a highway, a sense of containment and passivity, even fear, is produced as boundaries are reproduced and reinforced. The rapid movement of bodies in cars on a highway produces detachment from urban space, and the people within that space. The highway as an object in urban space creates a boundary eliminating the possibility for social
engagement, which creates a sense of containment, particularly in areas of the city divided by race. In public spaces downtown where diverse bodies do meet, bodily boundaries such as dress codes are implemented, also restricting social
engagement. Whether through driving or dress codes, the individual is made to be aware of the body as an object in space, but it is when the body fades into the background that we are able to open up to and engage others.
Advisors/Committee Members: Jackson, Shannon M (advisor).
Subjects/Keywords: Embodiment;
Engagement
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Manager
APA (6th Edition):
Clark, A. (2011). Containment in the City: Boundaries, Bodies, and the Politics of Urban Space
. (Thesis). University of Missouri – Kansas City. Retrieved from http://hdl.handle.net/10355/9591
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Clark, Andrea. “Containment in the City: Boundaries, Bodies, and the Politics of Urban Space
.” 2011. Thesis, University of Missouri – Kansas City. Accessed February 16, 2020.
http://hdl.handle.net/10355/9591.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Clark, Andrea. “Containment in the City: Boundaries, Bodies, and the Politics of Urban Space
.” 2011. Web. 16 Feb 2020.
Vancouver:
Clark A. Containment in the City: Boundaries, Bodies, and the Politics of Urban Space
. [Internet] [Thesis]. University of Missouri – Kansas City; 2011. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/10355/9591.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Clark A. Containment in the City: Boundaries, Bodies, and the Politics of Urban Space
. [Thesis]. University of Missouri – Kansas City; 2011. Available from: http://hdl.handle.net/10355/9591
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Manitoba
22.
Valeri, Kristen Joanne.
Hearing their words: Front line managers perspective on employee engagement.
Degree: Nursing, 2015, University of Manitoba
URL: http://hdl.handle.net/1993/30152
► The front line manager has been identified as key to employee engagement in health care organizations and organizational success (Kane-Urabazo, 2006; Laschinger, & Finegan, 2005;…
(more)
▼ The front line manager has been identified as key to employee
engagement in health care organizations and organizational success (Kane-Urabazo, 2006; Laschinger, & Finegan, 2005; Laschinger, Wong, & Greco, 2006; Rivera, Fitzpatrick, & Boyle, 2011; Tillot, 2013). This descriptive qualitative study explored
engagement from a front line nurse manager’s perspective. A purposive sample of six front line nurse managers were asked (in interviews) to discuss how
engagement was experienced, described and observed in their staff and themselves. The aim of the study was to add to the current knowledge of
engagement and contribute to the definition and conceptualization of the concept of
engagement from the perspective of front line nurse manager. The Appreciative Inquiry, (AI) framework specifically the discovery and dream phases, were used to design the research questions and guided the study. The four themes that emerged from the analysis of the data were: i) supportive relationships and actions, ii) common purposeful work, iii) sense of achievement and recognition, and iv) fully participatory. The unique perspective from the front line nurse managers provides an indication of how
engagement is experienced by front line nurse managers. The participants described their perceptions of
engagement and its meaning to them. Ongoing research and expansion of knowledge on
engagement of the front line nurse managers is integral to further defining and developing a shared meaning of
engagement in order to align the understanding of
engagement of front line nurse managers with their organizations.
Advisors/Committee Members: Scanlan, Judith (Nursing) (supervisor), Clarke, Diana (Nursing) Zinger, David (Zinger Associates) (examiningcommittee).
Subjects/Keywords: Manager; Engagement
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Manager
APA (6th Edition):
Valeri, K. J. (2015). Hearing their words: Front line managers perspective on employee engagement. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30152
Chicago Manual of Style (16th Edition):
Valeri, Kristen Joanne. “Hearing their words: Front line managers perspective on employee engagement.” 2015. Masters Thesis, University of Manitoba. Accessed February 16, 2020.
http://hdl.handle.net/1993/30152.
MLA Handbook (7th Edition):
Valeri, Kristen Joanne. “Hearing their words: Front line managers perspective on employee engagement.” 2015. Web. 16 Feb 2020.
Vancouver:
Valeri KJ. Hearing their words: Front line managers perspective on employee engagement. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/1993/30152.
Council of Science Editors:
Valeri KJ. Hearing their words: Front line managers perspective on employee engagement. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30152
23.
Tuominen, Johannes.
Pirkanmaan Sanomien mobiilietukortin kehittämistutkimus
.
Degree: 2012, Theseus
URL: http://www.theseus.fi/handle/10024/51364
► Tein opinnäytetyöni pitkäaikaiselle yhteistyöyritykselleni, Pirkanmaan Sanomille, heidän mobiilietukorttiaan koskien. Työn tarkoituksena oli ensinnäkin kartoittaa, onko tällaiselle etukortille markkinoita Tampereella, ja toisekseen selvittää, millä tavoin tällainen…
(more)
▼ Tein opinnäytetyöni pitkäaikaiselle yhteistyöyritykselleni, Pirkanmaan Sanomille, heidän mobiilietukorttiaan koskien. Työn tarkoituksena oli ensinnäkin kartoittaa, onko tällaiselle etukortille markkinoita Tampereella, ja toisekseen selvittää, millä tavoin tällainen kortti tulisi rakentaa. Näin pyrin auttamaan Pirkanmaan Sanomia rakentamaan etukortin, josta voisivat hyötyä sekä kuluttajat että yritykset. Kuluttajat saavat etukortin rakentamisen onnistuessa rahanarvoisia hyötyjä ja etuja kotiseudullaan ja yritykset saavat esimerkiksi vaihtoehtoisen paikan Citydealille, jossa markkinoida valikoimaansa ja saada sitä kautta katteellista myyntiä.
Opinnäytetyön teoriaosuudessa käsittelen asiakassuhdemarkkinointia ja asiakkaan sitouttamista kuluttajamarkkinoinnin näkökulmista ja perehdytän lukijan aiheeseen syvemmin engagement-markkinoinnin parissa. Lisäksi teoriaosuudessa käsittelen muun muassa brändin sekä segmentoinnin erityispiirteitä.
Loppuosa johdannosta on salattu.; I did my thesis for my long-term co-operation company, Pirkanmaan Sanomat. The topic was the mobile loyalty card application which Pirkanmaan Sanomat is planning. The aim of the thesis was first of all to find out if there is a market in Tampere for this kind of loyalty card, and secondly to investigate how the card should be built. With this thesis, I aimed to help Pirkanmaan Sanomat to build a loyalty card which could benefit both consumers and companies. If the card is constructed successfully, the consumers will get benefits worth money, and companies will get, for example, an alternative system to Citydeal for marketing their products and in that way make more profitable sales.
In the theory part of my thesis, I deal with customer relationship marketing and customer commitment from the perspective of consumer marketing. The reader is familiarized with the topic via engagement marketing. In addition, I deal in the theory part with brand-building, and segmentation, among other things.
Rest of the abstract is hidden.
Subjects/Keywords: engagement-markkinointi
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Manager
APA (6th Edition):
Tuominen, J. (2012). Pirkanmaan Sanomien mobiilietukortin kehittämistutkimus
. (Thesis). Theseus. Retrieved from http://www.theseus.fi/handle/10024/51364
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tuominen, Johannes. “Pirkanmaan Sanomien mobiilietukortin kehittämistutkimus
.” 2012. Thesis, Theseus. Accessed February 16, 2020.
http://www.theseus.fi/handle/10024/51364.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tuominen, Johannes. “Pirkanmaan Sanomien mobiilietukortin kehittämistutkimus
.” 2012. Web. 16 Feb 2020.
Vancouver:
Tuominen J. Pirkanmaan Sanomien mobiilietukortin kehittämistutkimus
. [Internet] [Thesis]. Theseus; 2012. [cited 2020 Feb 16].
Available from: http://www.theseus.fi/handle/10024/51364.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tuominen J. Pirkanmaan Sanomien mobiilietukortin kehittämistutkimus
. [Thesis]. Theseus; 2012. Available from: http://www.theseus.fi/handle/10024/51364
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Notre Dame
24.
Lauren Marie Keane.
Sowing the Seeds for Grassroots Growth: How Recruitment
Appeals Impact the Calculus of Citizen
Engagement</h1>.
Degree: PhD, Political Science, 2013, University of Notre Dame
URL: https://curate.nd.edu/show/mc87pn91q1v
► In this dissertation I develop a theoretical framework for understanding why citizens do or do not engage in politics and civic society and how…
(more)
▼ In this dissertation I develop a theoretical
framework for understanding why citizens do or do not engage in
politics and civic society and how organizations, through their
appeals, impact these decisions. Specifically, I broaden the
“calculus of voting” and borrow from John Zaller’s (1992) theory of
how people answer survey questions. Using this framework, I
generate a number of hypotheses about what types of people should
participate when solicited, as well as which appeals work best in
particular contexts and for whom. In the three empirical chapters,
I test these hypotheses using survey and field experiments. I
conclude with recommendations for future scholarship in this area,
noting its practical importance for increasing participation rates
generally and decreasing the participatory gap, which are two
ailments of American Democracy today.
Advisors/Committee Members: David Campbell, Committee Member, David Nickerson, Committee Chair, Christina Wolbrecht, Committee Member.
Subjects/Keywords: mobilization; civic engagement; experimental methods; political engagement
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Manager
APA (6th Edition):
Keane, L. M. (2013). Sowing the Seeds for Grassroots Growth: How Recruitment
Appeals Impact the Calculus of Citizen
Engagement</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/mc87pn91q1v
Chicago Manual of Style (16th Edition):
Keane, Lauren Marie. “Sowing the Seeds for Grassroots Growth: How Recruitment
Appeals Impact the Calculus of Citizen
Engagement</h1>.” 2013. Doctoral Dissertation, University of Notre Dame. Accessed February 16, 2020.
https://curate.nd.edu/show/mc87pn91q1v.
MLA Handbook (7th Edition):
Keane, Lauren Marie. “Sowing the Seeds for Grassroots Growth: How Recruitment
Appeals Impact the Calculus of Citizen
Engagement</h1>.” 2013. Web. 16 Feb 2020.
Vancouver:
Keane LM. Sowing the Seeds for Grassroots Growth: How Recruitment
Appeals Impact the Calculus of Citizen
Engagement</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2013. [cited 2020 Feb 16].
Available from: https://curate.nd.edu/show/mc87pn91q1v.
Council of Science Editors:
Keane LM. Sowing the Seeds for Grassroots Growth: How Recruitment
Appeals Impact the Calculus of Citizen
Engagement</h1>. [Doctoral Dissertation]. University of Notre Dame; 2013. Available from: https://curate.nd.edu/show/mc87pn91q1v
University of Manchester
25.
Sturgess, Mark Anthony.
Developing a Theory of Employer and Higher Education
Provider Engagement.
Degree: 2016, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588
► The need for more effective engagement between universities and business has been receiving more attention in recent years. Government policy aspirations are placing growing expectations…
(more)
▼ The need for more effective
engagement between
universities and business has been receiving more attention in
recent years. Government policy aspirations are placing growing
expectations that the higher education sector will play its part in
economic growth. At the same time, funding restrictions are
imposing more pressure on universities to find different income
streams, including funding from industry. However, the relationship
between universities and business is often problematic, and
engagement between the two is frequently not done well. Meanwhile,
the role that business schools are expected to play in that
engagement is contentious, which appears to put them squarely on
the fault-line of these policy shifts. This study explores
employer/HE provider
engagement within the context of the recent
policy landscape, responding with a proposed conceptual model of
engagement. A business school relationship with three employer
organisations forms the basis of an embedded case study, which
employs an interpretive stance to help better understand the
relationship between employer and HE provider. The study found that
a demand-led provision of skills with employers is a more nuanced
context than the narrow demand-led focus of the Leitch Review,
which primarily frames the issue as a problem of supply. This study
confirms that employers needs are indeed complex and often unclear,
and that employers expect providers to help identify their needs.
Therefore the study questions the assumption, implicit in recent
policy, that it is possible to generate generic needs from
employers. From the evidence addressed, it proposes that employers
are seeking HE providers who can both identify their needs, and
help address them with the challenge implicit in latest thinking.
The study thus proposes a distinctive, dual-role for business
schools, namely, a responsiveness to demand balanced by the
creation and dissemination of a latest thinking which leads demand.
In order to do this, the study proposes a conceptual model of
relationship
engagement, where the quality and importance of
relationships were found to be critical for effective
engagement.
Therefore the study concludes that a distinctive, mutually
beneficial relationship between business schools and business is
unlikely to be realized without understanding and fostering
effective relational
engagement.
Advisors/Committee Members: HALL, DAVID DJ, Hall, David, West, Melvyn.
Subjects/Keywords: Employer engagement; business school; leadership;
relational engagement
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Manager
APA (6th Edition):
Sturgess, M. A. (2016). Developing a Theory of Employer and Higher Education
Provider Engagement. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588
Chicago Manual of Style (16th Edition):
Sturgess, Mark Anthony. “Developing a Theory of Employer and Higher Education
Provider Engagement.” 2016. Doctoral Dissertation, University of Manchester. Accessed February 16, 2020.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588.
MLA Handbook (7th Edition):
Sturgess, Mark Anthony. “Developing a Theory of Employer and Higher Education
Provider Engagement.” 2016. Web. 16 Feb 2020.
Vancouver:
Sturgess MA. Developing a Theory of Employer and Higher Education
Provider Engagement. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Feb 16].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588.
Council of Science Editors:
Sturgess MA. Developing a Theory of Employer and Higher Education
Provider Engagement. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588
University of Manchester
26.
Sturgess, Mark.
Developing a theory of employer and higher education provider engagement.
Degree: Thesis (EdD), 2016, University of Manchester
URL: https://www.research.manchester.ac.uk/portal/en/theses/developing-a-theory-of-employer-and-higher-education-provider-engagement(ba6886fe-46f3-41bc-905d-b3a0580719a2).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764420
► The need for more effective engagement between universities and business has been receiving more attention in recent years. Government policy aspirations are placing growing expectations…
(more)
▼ The need for more effective engagement between universities and business has been receiving more attention in recent years. Government policy aspirations are placing growing expectations that the higher education sector will play its part in economic growth. At the same time, funding restrictions are imposing more pressure on universities to find different income streams, including funding from industry. However, the relationship between universities and business is often problematic, and engagement between the two is frequently not done well. Meanwhile, the role that business schools are expected to play in that engagement is contentious, which appears to put them squarely on the fault-line of these policy shifts. This study explores employer/HE provider engagement within the context of the recent policy landscape, responding with a proposed conceptual model of engagement. A business school relationship with three employer organisations forms the basis of an embedded case study, which employs an interpretive stance to help better understand the relationship between employer and HE provider. The study found that a demand-led provision of skills with employers is a more nuanced context than the narrow demand-led focus of the Leitch Review, which primarily frames the issue as a problem of supply. This study confirms that employers needs are indeed complex and often unclear, and that employers expect providers to help identify their needs. Therefore the study questions the assumption, implicit in recent policy, that it is possible to generate generic needs from employers. From the evidence addressed, it proposes that employers are seeking HE providers who can both identify their needs, and help address them with the challenge implicit in latest thinking. The study thus proposes a distinctive, dual-role for business schools, namely, a responsiveness to demand balanced by the creation and dissemination of a latest thinking which leads demand. In order to do this, the study proposes a conceptual model of relationship engagement, where the quality and importance of relationships were found to be critical for effective engagement. Therefore the study concludes that a distinctive, mutually beneficial relationship between business schools and business is unlikely to be realized without understanding and fostering effective relational engagement.
Subjects/Keywords: Employer engagement; business school; leadership; relational engagement
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sturgess, M. (2016). Developing a theory of employer and higher education provider engagement. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/developing-a-theory-of-employer-and-higher-education-provider-engagement(ba6886fe-46f3-41bc-905d-b3a0580719a2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764420
Chicago Manual of Style (16th Edition):
Sturgess, Mark. “Developing a theory of employer and higher education provider engagement.” 2016. Doctoral Dissertation, University of Manchester. Accessed February 16, 2020.
https://www.research.manchester.ac.uk/portal/en/theses/developing-a-theory-of-employer-and-higher-education-provider-engagement(ba6886fe-46f3-41bc-905d-b3a0580719a2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764420.
MLA Handbook (7th Edition):
Sturgess, Mark. “Developing a theory of employer and higher education provider engagement.” 2016. Web. 16 Feb 2020.
Vancouver:
Sturgess M. Developing a theory of employer and higher education provider engagement. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Feb 16].
Available from: https://www.research.manchester.ac.uk/portal/en/theses/developing-a-theory-of-employer-and-higher-education-provider-engagement(ba6886fe-46f3-41bc-905d-b3a0580719a2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764420.
Council of Science Editors:
Sturgess M. Developing a theory of employer and higher education provider engagement. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/developing-a-theory-of-employer-and-higher-education-provider-engagement(ba6886fe-46f3-41bc-905d-b3a0580719a2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764420
Victoria University of Wellington
27.
Carr, Sheldon.
Songlines: Preserving cultural heritage through architecture.
Degree: 2017, Victoria University of Wellington
URL: http://hdl.handle.net/10063/6794
► In indigenous Australian culture, the ‘Songlines’ represent the routes across the landscape followed by the original ‘creator-beings’ of the ‘Dreaming’. The ‘Songlines’ describe the locations…
(more)
▼ In indigenous Australian culture, the ‘Songlines’ represent the routes across the landscape followed by the original ‘creator-beings’ of the ‘Dreaming’. The ‘Songlines’ describe the locations of mountains, waterholes, ravines, and other landscape features that were ‘created’ by the movements and interactions of the creator-beings. Throughout Australia’s vast history, the indigenous peoples have recited the Songlines as oral narratives for the next generation, while also using the Songlines to navigate across vast tracts of wilderness. But with the departure of a disenfranchised younger generation of indigenous Australians to cities and government settlements, the Songlines are at risk of being forgotten.
Songlines are not merely navigation devices. They act as mnemonics that define cultural values, indigenous laws and ancestral heritage. Stories of the ‘Dreaming’ acknowledge the past, present and future. As such, they are capable of re-engaging Indigenous Australians with a sense of place, heritage,and values, that are so menaingful to there culture and religion.
The sites for this design-led investigation are located in Arkaroola Sanctuary, Vulkanatha /Gammon Ranges and Ikara-Flinders Ranges - located in South Australia. This vast expanse of land is associated with the indigenous people known as the Adnyamathanha. The principal aim of this investigation is to conceive a series of collaborative architectural shelters that are designed and positioned in ways that can help reawaken, expose, and define characteristics of ‘Songlines’ for future generations.
The architecture will act as a reminder of cultural values, while serving as a framing device to reveal the dynamic landscape features that form the Adnyamathanha’s traditional Songlines. This is to safeguard knowledge, and re-awaken awareness of ‘Songlines’ for younger indigenous peoples who have left their homeland and tribal region. The architectural shelters, as points of pause along the Songlines, act as mnemonic devices that help keep alive a vibrant and fundamental sense of cultural identity and place. The architectural interventions seek to diffuse boundaries between Indigenous and Non-Indigenous cultures – given the current integrated context of Australia.
Advisors/Committee Members: Brown, Daniel.
Subjects/Keywords: Culture; Disenfranchisement; Engagement
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APA (6th Edition):
Carr, S. (2017). Songlines: Preserving cultural heritage through architecture. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6794
Chicago Manual of Style (16th Edition):
Carr, Sheldon. “Songlines: Preserving cultural heritage through architecture.” 2017. Masters Thesis, Victoria University of Wellington. Accessed February 16, 2020.
http://hdl.handle.net/10063/6794.
MLA Handbook (7th Edition):
Carr, Sheldon. “Songlines: Preserving cultural heritage through architecture.” 2017. Web. 16 Feb 2020.
Vancouver:
Carr S. Songlines: Preserving cultural heritage through architecture. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/10063/6794.
Council of Science Editors:
Carr S. Songlines: Preserving cultural heritage through architecture. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6794
28.
Rigot, Sandra.
Stratégies et gouvernance des fonds de pension : Strategies and governance of pension funds.
Degree: Docteur es, Sciences économiques, 2010, Université Paris X – Nanterre
URL: http://www.theses.fr/2010PA100204
► Ce travail de thèse vise à identifier, sur le plan théorique et empirique, les stratégies financières et les modes de gouvernance des investisseurs institutionnels propres…
(more)
▼ Ce travail de thèse vise à identifier, sur le plan théorique et empirique, les stratégies financières et les modes de gouvernance des investisseurs institutionnels propres à leur comportement d’investisseur de long terme. Ces investisseurs ont en effet un avantage décisif dans l’allocation stratégique d’actifs : un horizon éloigné et des engagements plus ou moins définis. Pour ce faire, il circonscrit ses investigations et ses analyses aux fonds de pension, en observant ce qui est susceptible de les rapprocher ou de les éloigner d’un comportement d’investisseur de long terme. Le choix délibéré de se focaliser sur les fonds de pension tient à ce que ces derniers portent des engagements contractuels de passif de long terme de retraites vis-à-vis de leurs mandants. Ce travail étudie plus spécifiquement un aspect du comportement des fonds de pension -en l’occurrence leurs placements dans les hedge funds- dans le but d’analyser les différentes propositions de régulation des fonds de pension et des hedge funds.
The aim of this thesis is to identify theoretically and empirically strategies and governance of institutional investors specific to long term investors’ behavior. Indeed, these last investors have the advantage in term of strategic asset allocation because of their long horizon and their liabilities more and less defined. Because pension funds have contractual obligations to deliver benefits, we analyze their current strategies and governance and determine to what extent they are in line with long term behavior. Moreover, we investigate pension funds allocation to hedge funds and we underline key issues in this delegation relationship.
Advisors/Committee Members: Aglietta, Michel (thesis director), Scialom, Laurence (thesis director).
Subjects/Keywords: Engagement de passif
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Rigot, S. (2010). Stratégies et gouvernance des fonds de pension : Strategies and governance of pension funds. (Doctoral Dissertation). Université Paris X – Nanterre. Retrieved from http://www.theses.fr/2010PA100204
Chicago Manual of Style (16th Edition):
Rigot, Sandra. “Stratégies et gouvernance des fonds de pension : Strategies and governance of pension funds.” 2010. Doctoral Dissertation, Université Paris X – Nanterre. Accessed February 16, 2020.
http://www.theses.fr/2010PA100204.
MLA Handbook (7th Edition):
Rigot, Sandra. “Stratégies et gouvernance des fonds de pension : Strategies and governance of pension funds.” 2010. Web. 16 Feb 2020.
Vancouver:
Rigot S. Stratégies et gouvernance des fonds de pension : Strategies and governance of pension funds. [Internet] [Doctoral dissertation]. Université Paris X – Nanterre; 2010. [cited 2020 Feb 16].
Available from: http://www.theses.fr/2010PA100204.
Council of Science Editors:
Rigot S. Stratégies et gouvernance des fonds de pension : Strategies and governance of pension funds. [Doctoral Dissertation]. Université Paris X – Nanterre; 2010. Available from: http://www.theses.fr/2010PA100204
Victoria University of Wellington
29.
Blass, Lacey.
Early Childhood Education Students' Experiences of Engaging with Academic Text.
Degree: 2012, Victoria University of Wellington
URL: http://hdl.handle.net/10063/2386
► Academic text is viewed in most university environments as a tool for supporting student learning which generates knowledge, skills and the capacity to critique ideas.…
(more)
▼ Academic text is viewed in most university environments as a tool for supporting student learning which generates knowledge, skills and the capacity to critique ideas.
Yet there is little research undertaken to understand early childhood education (ECE) students’ experiences and beliefs of engaging with academic text. Therefore, in order to
understand this specific group of students’ text
engagement practices and beliefs, this ethnographic research followed a group of ten third-year ECE students at Victoria University in Wellington New Zealand through one course of their undergraduate study.
The researcher collected data using ethnographic methods (including a non-traditional visual participatory method of identity portfolio collages) to identify patterns which help
understand students’ beliefs and experiences of engaging with academic text. Based on social learning theories, the research examined the influence of student identity and cultural context on their motivation and interest in engaging with academic text. The study found that while this group of ECE students reported valuing academic text for a number of reasons, they were most likely to engage with assigned text for assessment
purposes. The prevalent use of a surface learning approach, skim reading, when reading academic text also left students feeling frustrated with the reading they completed
during their programme. Group expectations of reading mainly for assessment and a lack of text
engagement by practicing teachers they encountered also encouraged these students, who hold positive reader identities, to limit their
engagement with academic
text. The results from this study indicate that students and educators can examine ways to increase student motivation to engage deeply with academic text on a more regular
basis for students to achieve deeper and more meaningful learning experiences.
Advisors/Committee Members: Bourke, Roseanna, Gilbert, Amanda.
Subjects/Keywords: Tertiary; Student; Engagement
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Blass, L. (2012). Early Childhood Education Students' Experiences of Engaging with Academic Text. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2386
Chicago Manual of Style (16th Edition):
Blass, Lacey. “Early Childhood Education Students' Experiences of Engaging with Academic Text.” 2012. Masters Thesis, Victoria University of Wellington. Accessed February 16, 2020.
http://hdl.handle.net/10063/2386.
MLA Handbook (7th Edition):
Blass, Lacey. “Early Childhood Education Students' Experiences of Engaging with Academic Text.” 2012. Web. 16 Feb 2020.
Vancouver:
Blass L. Early Childhood Education Students' Experiences of Engaging with Academic Text. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/10063/2386.
Council of Science Editors:
Blass L. Early Childhood Education Students' Experiences of Engaging with Academic Text. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2386
McMaster University
30.
Mabo, Lesley A.
Rules of Engagement.
Degree: MSW, 2017, McMaster University
URL: http://hdl.handle.net/11375/22853
► The first version that was uploaded to Macsphere was the incorrect version. I was advised to re-upload the correct version.
This research project interviewed child…
(more)
▼ The first version that was uploaded to Macsphere was the incorrect version. I was advised to re-upload the correct version.
This research project interviewed child protection workers to understand how they used strengths-based theory and the Signs of Safety model in practice to facilitate engagement and build rapport with families. In addition, child protection workers were asked for their definitions of engagement and rapport building, since these concepts have multiple definitions in child welfare. In semi-structured individual interviews, child protection workers provided their perspectives regarding what fostered or hindered their efforts to engage with families. A structural and critical lens was applied to the analysis of the data, to reveal what organizational and relational factors positively or negatively influenced engagement.
This study found that all workers identified strengths-based theory and the Signs of Safety model as producing positive outcomes. The workers‟ descriptions of strengths-based practice included positive aspects such as being forthright about their role and their mandate, and working from the family‟s strengths instead of focusing solely on risk. Workers‟ responses regarding the Signs of Safety model varied. Two workers were from an agency (CAS-A) that promoted and used Signs of Safety with families, and two workers were from an agency (CAS-B) that had just began to use the model in settings with colleagues. Workers‟ descriptions of the model were positive and highlighted the collaborative aspects of the model, its inclusion of the family in planning, and affording the workers with a balanced assessment that contained elements of safety and risk.
In contrast, this study found that despite the strengths-based focus of these approaches, they had limitations. Workers described factors within and external to the worker/client relationship that influenced whether or not workers would use either approach. All workers discussed instances when engagement with a family was not successful, and consistently
MSW Thesis – L.A. Mabo McMaster School of Social Work
iv
described client resistance as a barrier to the process. However, this study found that client resistance was connected to power dynamics present in the worker/client relationship, and the dual role workers had to assume to do their job and satisfy their agency mandate.
The workers interviewed for this study described reverting to their role of investigator, when the family was resistant. This study found that a worker‟s authority was implied, and related to a family‟s feelings of powerlessness and fear. All workers provided examples of both types of resistance. As a result, this study concluded that strengths-based approaches could not address the issue of power, and were effective only with the family‟s cooperation.
Workers described wanting to apply strengths-based approaches but felt overwhelmed by organizational factors such as time constraints due to caseloads, and excessive administrative burden. This study found that…
Advisors/Committee Members: Freeman, Bonnie, Social Work.
Subjects/Keywords: child protection; engagement
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
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Manager
APA (6th Edition):
Mabo, L. A. (2017). Rules of Engagement. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/22853
Chicago Manual of Style (16th Edition):
Mabo, Lesley A. “Rules of Engagement.” 2017. Masters Thesis, McMaster University. Accessed February 16, 2020.
http://hdl.handle.net/11375/22853.
MLA Handbook (7th Edition):
Mabo, Lesley A. “Rules of Engagement.” 2017. Web. 16 Feb 2020.
Vancouver:
Mabo LA. Rules of Engagement. [Internet] [Masters thesis]. McMaster University; 2017. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/11375/22853.
Council of Science Editors:
Mabo LA. Rules of Engagement. [Masters Thesis]. McMaster University; 2017. Available from: http://hdl.handle.net/11375/22853
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Open Access Theses and Dissertations