subject:(Evaluation )

1. Delgadillo de la Peña, Claudia Fernanda. L'impératif évaluatif : sociogénèse, acteurs, usages de l'évaluation dans les projets de développement social urbain (France-Catalogne) : Study of consequential offenses : contribution to a theory of conditioned offenses.

Degree: Docteur es, Science politique, 2014, Université Toulouse I – Capitole

URL: http://www.theses.fr/2014TOU10054

Le résumé en français n'a pas été communiqué par l'auteur.

Le résumé en anglais n'a pas été communiqué par l'auteur.

Advisors/Committee Members: Eymeri-Douzans, Jean-Michel (thesis director).

Subjects/Keywords: Evaluation

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

APA (6^th Edition):

Delgadillo de la Peña, C. F. (2014). L'impératif évaluatif : sociogénèse, acteurs, usages de l'évaluation dans les projets de développement social urbain (France-Catalogne) : Study of consequential offenses : contribution to a theory of conditioned offenses. (Doctoral Dissertation). Université Toulouse I – Capitole. Retrieved from http://www.theses.fr/2014TOU10054

Chicago Manual of Style (16^th Edition):

Delgadillo de la Peña, Claudia Fernanda. “L'impératif évaluatif : sociogénèse, acteurs, usages de l'évaluation dans les projets de développement social urbain (France-Catalogne) : Study of consequential offenses : contribution to a theory of conditioned offenses.” 2014. Doctoral Dissertation, Université Toulouse I – Capitole. Accessed March 06, 2021. http://www.theses.fr/2014TOU10054.

MLA Handbook (7^th Edition):

Delgadillo de la Peña, Claudia Fernanda. “L'impératif évaluatif : sociogénèse, acteurs, usages de l'évaluation dans les projets de développement social urbain (France-Catalogne) : Study of consequential offenses : contribution to a theory of conditioned offenses.” 2014. Web. 06 Mar 2021.

Vancouver:

Delgadillo de la Peña CF. L'impératif évaluatif : sociogénèse, acteurs, usages de l'évaluation dans les projets de développement social urbain (France-Catalogne) : Study of consequential offenses : contribution to a theory of conditioned offenses. [Internet] [Doctoral dissertation]. Université Toulouse I – Capitole; 2014. [cited 2021 Mar 06]. Available from: http://www.theses.fr/2014TOU10054.

Council of Science Editors:

Delgadillo de la Peña CF. L'impératif évaluatif : sociogénèse, acteurs, usages de l'évaluation dans les projets de développement social urbain (France-Catalogne) : Study of consequential offenses : contribution to a theory of conditioned offenses. [Doctoral Dissertation]. Université Toulouse I – Capitole; 2014. Available from: http://www.theses.fr/2014TOU10054

University of Minnesota

2. Ridgeway, Jennifer. Understanding diffusion of evidence-based community cancer care: A case study of network connections in an integrated health system.

Degree: PhD, Organizational Leadership, Policy, and Development, 2018, University of Minnesota

URL: http://hdl.handle.net/11299/201118

► Despite overall declines in cancer mortality in the U.S. over the past three decades, many patients in community settings fail to receive evidence-based, high-quality cancer… (more)

▼ Despite overall declines in cancer mortality in the U.S. over the past three decades, many patients in community settings fail to receive evidence-based, high-quality cancer care. Networks that connect community clinics and academic medical centers hold potential to address these disparities by creating avenues for knowledge diffusion and access to specialty care, but research on networks is mixed and understanding of the underlying diffusion and adoption processes is incomplete. A case study was conducted of a large integrated health system in the Midwest using electronic health record data for 20 patients with young-onset colorectal cancer (CRC) or risk-related conditions. Social network analysis was employed to describe the network and identify connections between providers. Process tracing of patient narratives provided detailed accounts of whether and how network functions led to evidence-based outcomes. Results indicate that the network addressed common barriers to evidence-based medicine (EBM) diffusion and adoption for some but not all patients. In fact, network failures offset benefits or delayed them for some patients, and access to EBM was often provider-dependent. Local specialists displayed higher levels of EBM knowledge and often brokered advice between community primary care providers and specialists in the academic medical center, but information diffusion was sometimes incomplete. Failures in documentation also led to fragmented care coordination and confusion about the best evidence course of care, especially when referrals circumvented local specialists and when patients brokered communication between providers. Full implementation of networks—informed by both network and interpersonal relationship theories—is necessary to leverage their potential to bring EBM information to community providers and increase access to specialty care. In the context of young-onset CRC, this includes increased awareness, opportunities for a mix of lean and rich communication between local providers and academic medical center specialists to determine evidence-based care, coordinated referrals, and systems to document information for all providers involved in care. Through in-depth understanding of how and when this large integrated network operated to achieve EBM outcomes, the current study provides insight into factors that may support or inhibit the ability of networks to provide patient-centered, evidence-based, and coordinated care in community settings.

Subjects/Keywords: Evaluation

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APA (6^th Edition):

Ridgeway, J. (2018). Understanding diffusion of evidence-based community cancer care: A case study of network connections in an integrated health system. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201118

Chicago Manual of Style (16^th Edition):

Ridgeway, Jennifer. “Understanding diffusion of evidence-based community cancer care: A case study of network connections in an integrated health system.” 2018. Doctoral Dissertation, University of Minnesota. Accessed March 06, 2021. http://hdl.handle.net/11299/201118.

MLA Handbook (7^th Edition):

Ridgeway, Jennifer. “Understanding diffusion of evidence-based community cancer care: A case study of network connections in an integrated health system.” 2018. Web. 06 Mar 2021.

Vancouver:

Ridgeway J. Understanding diffusion of evidence-based community cancer care: A case study of network connections in an integrated health system. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11299/201118.

Council of Science Editors:

Ridgeway J. Understanding diffusion of evidence-based community cancer care: A case study of network connections in an integrated health system. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/201118

University of Southern California

3. Lee, Michelle Silver. Evaluating how education faculty spend their time at a private research university.

Degree: EdD, Education (Leadership), 2012, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115286/rec/2522

► Defining and measuring faculty productivity are among the most central issues for quality and accountability in higher education today, and it is the subject this… (more)

▼ Defining and measuring faculty productivity are among the most central issues for quality and accountability in higher education today, and it is the subject this study seeks to illuminate. This study first examines how the productivity of faculty in the School of Education at a private university differ according to different faculty characteristics and according to faculty rank. It then examines which activities are highly valued at this organization by determining the relative value of each activity, providing a benchmark to evaluate whether faculty are indeed spending their time on the activities that enhance the mission of the school and the institution. Finally, the study examines the percentage of faculty participating in activities that are considered highly productive and what proportion of faculty time is spent on these activities. ❧ I examine the Productivity Index (PI) of faculty from the School of Education at a private research university to answer these questions. Data from the PI were collected over the six years the measure was in use. This study will contribute to the existing body of research on faculty work by examining the use of this measurement tool and the resulting data collected by that tool to further understand ways in which faculty work may be reported and valued, and to identify variances in faculty work and time spent which may be influenced by various faculty characteristics. This study is a secondary analysis of longitudinal data collected by the PI. As the research questions above were largely comparing groups, the study uses a quantitative approach. ❧ This study is significant in adding to the understanding of the factors and characteristics of productive faculty which will in turn provide insight to the facts and myths regarding faculty productivity. This study examines how faculty spend their time (behavior) and how they are motivated to spend time on certain activities versus other activities (motivation). This study also identifies which characteristics effect behavior and motivation, and in turn, how those characteristics influenced productivity. Significantly, what was found, using statistical analysis, was that teaching was the most highly valued activity among research, service and teaching. This was true for both the tenured and tenure-track faculty and special faculty. Advisors/Committee Members: Sundt, Melora A. (Committee Chair), Cerling, Lee (Committee Member), Melguizo, Tatiana (Committee Member).

Subjects/Keywords: Evaluation

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APA (6^th Edition):

Lee, M. S. (2012). Evaluating how education faculty spend their time at a private research university. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115286/rec/2522

Chicago Manual of Style (16^th Edition):

Lee, Michelle Silver. “Evaluating how education faculty spend their time at a private research university.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 06, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115286/rec/2522.

MLA Handbook (7^th Edition):

Lee, Michelle Silver. “Evaluating how education faculty spend their time at a private research university.” 2012. Web. 06 Mar 2021.

Vancouver:

Lee MS. Evaluating how education faculty spend their time at a private research university. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2021 Mar 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115286/rec/2522.

Council of Science Editors:

Lee MS. Evaluating how education faculty spend their time at a private research university. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115286/rec/2522

University of Waterloo

4. Cabaj, Mark. Developmental Evaluation: The Experience and Reflections of Early Adopters.

Degree: 2011, University of Waterloo

URL: http://hdl.handle.net/10012/6204

► The term developmental evaluation first entered in the literature in 1994 when Michael Quinn Patton used the phrase in an article exploring the relationship between… (more)

Subjects/Keywords: Evaluation

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APA (6^th Edition):

Cabaj, M. (2011). Developmental Evaluation: The Experience and Reflections of Early Adopters. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/6204

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

Chicago Manual of Style (16^th Edition):

Cabaj, Mark. “Developmental Evaluation: The Experience and Reflections of Early Adopters.” 2011. Thesis, University of Waterloo. Accessed March 06, 2021. http://hdl.handle.net/10012/6204.

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

MLA Handbook (7^th Edition):

Cabaj, Mark. “Developmental Evaluation: The Experience and Reflections of Early Adopters.” 2011. Web. 06 Mar 2021.

Vancouver:

Cabaj M. Developmental Evaluation: The Experience and Reflections of Early Adopters. [Internet] [Thesis]. University of Waterloo; 2011. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10012/6204.

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

Council of Science Editors:

Cabaj M. Developmental Evaluation: The Experience and Reflections of Early Adopters. [Thesis]. University of Waterloo; 2011. Available from: http://hdl.handle.net/10012/6204

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

NSYSU

5. Hsueh, Jung-Hsiu. Research on the School Evaluation of Junior High School in Kaohsiung.

Degree: Master, Education, 2009, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910109-121834

► This study was to discuss the issue of junior high school evaluation in Kaohsiung City. The evaluatorsâ viewpoints on school evaluation purposes, processes, staffs, methods… (more)

▼ This study was to discuss the issue of junior high school evaluation in Kaohsiung City. The evaluatorsâ viewpoints on school evaluation purposes, processes, staffs, methods and schedules were explored and their suggestions on junior high school evaluation were provided. A questionnaire survey was conducted in this study. There were 285 participants, including junior high school principals, teachers, and staff who were evaluated in academic years 94, 95 and 96 in Kaohsiung City. Percentage, t-test and one-way ANOVA were employed to analyze the collected data. The main findings were listed below. 1.Respondents showed positive attitudes towards junior high school evaluation in Kaohsiung City. Some items remained under improvement. 2.Due to different background variables, respondents held different opinions to issues in school evaluation. 3.The purpose of school evaluation to encourage morale of teaching staff needed improving. 4.The contents of school evaluation were complete, reflecting school affairs. 5.The processes, contents, and schedule of junior high school evaluation in Kaohsiung City were highly acknowledged. 6.Respondents highly agreed the results of school evaluation in Kaohsiung City. 7.Junior high school evaluation in Kaohsiung City increased the burden of administrative staff and teaching staff. 8.The circle of school evaluation should be four years. Based on the above findings, there were seven recommendations on junior high school evaluation. 1.It was recommended that the authority concerned could make good use of the evaluation results and to offer some subsidy to schools. 2.Indexes of school evaluation should be simplified to lessen the burden of teaching staff. 3.Evaluators in the school evaluation can observe the school earlier than the evaluation schedule to understand the processing of administrative work in school. 4.Excellent principals in other cities can be invited as evaluators in the school evaluation. 5.Studentsâ parents, teachers and students can be interviewed at random in school evaluation. 6.Differences in schools should be concerned in the reports of school evaluation. 7.Teaching staff should make it a habit to organize and file the administrative and teaching materials. Advisors/Committee Members: Wen-Chi Lo (committee member), Ying-Yao Cheng (chair), Tsai-Feng Cheng (chair).

Subjects/Keywords: evaluation; school evaluation

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APA (6^th Edition):

Hsueh, J. (2009). Research on the School Evaluation of Junior High School in Kaohsiung. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910109-121834

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

Chicago Manual of Style (16^th Edition):

Hsueh, Jung-Hsiu. “Research on the School Evaluation of Junior High School in Kaohsiung.” 2009. Thesis, NSYSU. Accessed March 06, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910109-121834.

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

MLA Handbook (7^th Edition):

Hsueh, Jung-Hsiu. “Research on the School Evaluation of Junior High School in Kaohsiung.” 2009. Web. 06 Mar 2021.

Vancouver:

Hsueh J. Research on the School Evaluation of Junior High School in Kaohsiung. [Internet] [Thesis]. NSYSU; 2009. [cited 2021 Mar 06]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910109-121834.

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

Council of Science Editors:

Hsueh J. Research on the School Evaluation of Junior High School in Kaohsiung. [Thesis]. NSYSU; 2009. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0910109-121834

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

6. Wellington, Laura Diane. An Exploration of Teachers Views of Evaluation in a Choice Based System.

Degree: 2014, University of California – eScholarship, University of California

URL: http://www.escholarship.org/uc/item/8zq853qq

► ABSTRACTAn Exploration of Teachers' Views of Evaluation in a Choice-Based SystembyLaura Wellington The educational landscape is changing and along with the changes is the reform… (more)

▼ ABSTRACTAn Exploration of Teachers' Views of Evaluation in a Choice-Based SystembyLaura Wellington The educational landscape is changing and along with the changes is the reform and accountability system of teacher evaluations. As of late, teachers have come under scrutiny for their practice and professionalism in the classroom and many believe we need to hold teachers to higher standards. To that end, recent reforms have been put in place to allow for greater focus and accountability such as the development of new professional standards for teachers. Professional teaching standards developed in California are designed to provide teachers with guiding principles for improved practice and provisions, as well as drive criteria for teacher evaluations. Along with a standards-based evaluation system, many local California districts are offering teachers on cycle and in good standing a choice-based method of evaluation. It is unclear what teachers' reactions to these systems have been, in particular, whether they feel the choice-based evaluation system allows for more meaningful feedback and insight into their strengths and areas of development as a professional educator. With the permission of the superintendent and a district assistant superintendent, five teachers were interviewed in a medium-sized suburban unified school district in California in order to gain a greater perspective into their opinions of the choice-based system of evaluation. With regards to types of evaluation experienced, two teachers emphasized three evaluation choices (peer, portfolio, and administrator) in their interviews; three others generally emphasized evaluation by an administrator. A district assistant superintendent was also interviewed, providing background about the choice-based teacher evaluation system in the district, as well as insight into the overarching practice and protocol of the choice-based system in this particular district. Findings highlighted similarities and differences across the cases. For example, teachers tended to agree that it was best to maintain a choice-based system versus the traditional administrative model. In addition, teachers understood and had a clear vision of the choice-based teacher evaluation process. At times, among teachers who did not select the peer or portfolio option themselves, they nonetheless stressed the advantages of those options. Teachers had varied ideas of what might be helpful in making teacher evaluations in general more effective.

Subjects/Keywords: Educational evaluation; Choice-Based Evaluation; Teacher Evaluation

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APA (6^th Edition):

Wellington, L. D. (2014). An Exploration of Teachers Views of Evaluation in a Choice Based System. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/8zq853qq

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

Chicago Manual of Style (16^th Edition):

Wellington, Laura Diane. “An Exploration of Teachers Views of Evaluation in a Choice Based System.” 2014. Thesis, University of California – eScholarship, University of California. Accessed March 06, 2021. http://www.escholarship.org/uc/item/8zq853qq.

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

MLA Handbook (7^th Edition):

Wellington, Laura Diane. “An Exploration of Teachers Views of Evaluation in a Choice Based System.” 2014. Web. 06 Mar 2021.

Vancouver:

Wellington LD. An Exploration of Teachers Views of Evaluation in a Choice Based System. [Internet] [Thesis]. University of California – eScholarship, University of California; 2014. [cited 2021 Mar 06]. Available from: http://www.escholarship.org/uc/item/8zq853qq.

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

Council of Science Editors:

Wellington LD. An Exploration of Teachers Views of Evaluation in a Choice Based System. [Thesis]. University of California – eScholarship, University of California; 2014. Available from: http://www.escholarship.org/uc/item/8zq853qq

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

NSYSU

7. Huang, Hsiu-yun. Research on the Faculty Evaluation of University.

Degree: Master, Education, 2008, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-154340

► This study aims at the faculty evaluation current situation analysis to make the discussion analysis, the research object contains 96 academic years three universities in… (more)

Subjects/Keywords: Teacher Evaluation; Faculty Evaluation

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APA (6^th Edition):

Huang, H. (2008). Research on the Faculty Evaluation of University. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-154340

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

Chicago Manual of Style (16^th Edition):

Huang, Hsiu-yun. “Research on the Faculty Evaluation of University.” 2008. Thesis, NSYSU. Accessed March 06, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-154340.

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

MLA Handbook (7^th Edition):

Huang, Hsiu-yun. “Research on the Faculty Evaluation of University.” 2008. Web. 06 Mar 2021.

Vancouver:

Huang H. Research on the Faculty Evaluation of University. [Internet] [Thesis]. NSYSU; 2008. [cited 2021 Mar 06]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-154340.

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

Council of Science Editors:

Huang H. Research on the Faculty Evaluation of University. [Thesis]. NSYSU; 2008. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0806108-154340

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

Cornell University

8. Johnson, Margaret. United States Evaluation Policy: A Theoretical Taxonomy.

Degree: PhD, Policy Analysis and Management, 2012, Cornell University

URL: http://hdl.handle.net/1813/29402

► Efforts are currently underway in the US federal context to improve and strengthen evaluation practice and increase the use of evaluation results to inform policies… (more)

Subjects/Keywords: evaluation; policy; evaluation policy

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APA (6^th Edition):

Johnson, M. (2012). United States Evaluation Policy: A Theoretical Taxonomy. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/29402

Chicago Manual of Style (16^th Edition):

Johnson, Margaret. “United States Evaluation Policy: A Theoretical Taxonomy.” 2012. Doctoral Dissertation, Cornell University. Accessed March 06, 2021. http://hdl.handle.net/1813/29402.

MLA Handbook (7^th Edition):

Johnson, Margaret. “United States Evaluation Policy: A Theoretical Taxonomy.” 2012. Web. 06 Mar 2021.

Vancouver:

Johnson M. United States Evaluation Policy: A Theoretical Taxonomy. [Internet] [Doctoral dissertation]. Cornell University; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1813/29402.

Council of Science Editors:

Johnson M. United States Evaluation Policy: A Theoretical Taxonomy. [Doctoral Dissertation]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/29402

University of Johannesburg

9. Pather, Roashaine. Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/7709

►

M.Tech.

In order to be competitive in the global village, most countries in the world have embarked upon the implementation of sound educational systems and… (more)

Subjects/Keywords: Learning strategies - Evaluation.; Educational evaluation.

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APA (6^th Edition):

Pather, R. (2012). Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7709

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

Chicago Manual of Style (16^th Edition):

Pather, Roashaine. “Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand.” 2012. Thesis, University of Johannesburg. Accessed March 06, 2021. http://hdl.handle.net/10210/7709.

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

MLA Handbook (7^th Edition):

Pather, Roashaine. “Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand.” 2012. Web. 06 Mar 2021.

Vancouver:

Pather R. Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10210/7709.

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

Council of Science Editors:

Pather R. Assessment as a learning tool in the communication skills course at the Technikon Witwatersrand. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7709

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

10. Paul, Eliccel. La performance des entreprises et l’impact de la culture nationale : Une illustration dans le contexte socio-économique haïtien : Business performance and the impact of national culture : An illustration in the Haitian socio-economic context.

Degree: Docteur es, Sciences de gestion, 2016, Antilles

URL: http://www.theses.fr/2016ANTI0110

► Cette étude s’inscrit dans le courant culturaliste de la performance des entreprises. Elle est motivée par le constat que Haïti fait face à de sérieux… (more)

▼ Cette étude s’inscrit dans le courant culturaliste de la performance des entreprises. Elle est motivée par le constat que Haïti fait face à de sérieux problèmes économiques dont les solutions ne sont pas évidentes avec l’application des théories orthodoxes. En gardant à l’esprit que la performance des entreprises joue un rôle capital dans la croissance de l’économie globale, l’étude cherche à déterminer l’impact des facteurs socioculturels haïtiens sur la performance des entreprises. Malgré de nombreux travaux sur les déterminants de la performance, la littérature consacrée à la question ne s’est intéressée que très peu au rôle des facteurs socioculturels. En outre il n’existe presque pas de travaux, à notre connaissance, qui ont étudié le mode opératoire des facteurs socioculturels, à savoir les canaux par lesquels transitent leurs effets sur la performance des entreprises. Ce travail a pour objectif de contribuer à combler ces vides. L’étude propose un modèle de performance intégrant à la fois des facteurs traditionnels de production, des facteurs du management, du marketing et des traits socioculturels haïtiens. Les facteurs traditionnels de production comme l’accumulation du capital, le capital humain, l’innovation, et les facteurs liés au marketing et au management tels que l’orientation client, le comportement managérial de l’entrepreneur, le rendement au travail, l’engagement organisationnel et le comportement de citoyenneté organisationnelle sont considérés comme des variables médiatrices à travers lesquelles les facteurs socioculturels agissent sur la performance de l’entreprise. Les variables socioculturelles étudiées sont celles qui traduisent la « philosophie du passage », une croyance que la vie se résume à un instant très bref sur la terre et serait en conséquence futile (Logossah, 2007). Dix variables engendrées par cette vision du monde ont été étudiées, il s’agit de : la primauté de l’au-delà, l’auto-retrait du monde, le niveau d’aspiration, la vie dans l’instant présent, le fatalisme, la gestion du temps, l’aversion pour la concurrence, le conformisme, l’entraide mutuelle et le népotisme. Les données ont été recueillies auprès de 207 entreprises haïtiennes choisies de manière aléatoire dans le secteur privé. Deux méthodes de collecte de données ont été utilisées. Le questionnaire a été acheminé par courriel aux entreprises disposant d’adresse de courrier électronique (taux de réponse : 13,25%). Les entreprises qui ne disposent pas d’adresse de courrier électronique ont fait l’objet d’une collecte de données par interview directe, réalisée par une équipe d’enquêteurs recrutés à cette fin. L’enquête a révélé d’abord que la performance de l’entreprise a obtenu une moyenne de 3.92 et un écart-type de 0.25. Les variables intermédiaires (accumulation du capital, capital humain, innovation, orientation client, comportement managérial de l’entrepreneur, rendement au travail, engagement organisationnel, comportement de citoyenneté organisationnelle) obtiennent des scores variant entre 2.00 et 5.00, une… Advisors/Committee Members: Alvarez, Fabienne (thesis director), Pesqueux, Yvon (thesis director).

Subjects/Keywords: Evaluation des entreprises; Business evaluation

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APA (6^th Edition):

Paul, E. (2016). La performance des entreprises et l’impact de la culture nationale : Une illustration dans le contexte socio-économique haïtien : Business performance and the impact of national culture : An illustration in the Haitian socio-economic context. (Doctoral Dissertation). Antilles. Retrieved from http://www.theses.fr/2016ANTI0110

Chicago Manual of Style (16^th Edition):

Paul, Eliccel. “La performance des entreprises et l’impact de la culture nationale : Une illustration dans le contexte socio-économique haïtien : Business performance and the impact of national culture : An illustration in the Haitian socio-economic context.” 2016. Doctoral Dissertation, Antilles. Accessed March 06, 2021. http://www.theses.fr/2016ANTI0110.

MLA Handbook (7^th Edition):

Paul, Eliccel. “La performance des entreprises et l’impact de la culture nationale : Une illustration dans le contexte socio-économique haïtien : Business performance and the impact of national culture : An illustration in the Haitian socio-economic context.” 2016. Web. 06 Mar 2021.

Vancouver:

Paul E. La performance des entreprises et l’impact de la culture nationale : Une illustration dans le contexte socio-économique haïtien : Business performance and the impact of national culture : An illustration in the Haitian socio-economic context. [Internet] [Doctoral dissertation]. Antilles; 2016. [cited 2021 Mar 06]. Available from: http://www.theses.fr/2016ANTI0110.

Council of Science Editors:

Paul E. La performance des entreprises et l’impact de la culture nationale : Une illustration dans le contexte socio-économique haïtien : Business performance and the impact of national culture : An illustration in the Haitian socio-economic context. [Doctoral Dissertation]. Antilles; 2016. Available from: http://www.theses.fr/2016ANTI0110

University of Ottawa

11. Tucker, Joanne. In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations .

Degree: 2016, University of Ottawa

URL: http://hdl.handle.net/10393/35086

► This thesis presents an exploration of the operationalization of empowerment outcomes in research on transformative participatory evaluations, focusing on the context of international development evaluation.… (more)

Subjects/Keywords: participatory evaluation; transformative evaluation; empowerment

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APA (6^th Edition):

Tucker, J. (2016). In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35086

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

Chicago Manual of Style (16^th Edition):

Tucker, Joanne. “In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations .” 2016. Thesis, University of Ottawa. Accessed March 06, 2021. http://hdl.handle.net/10393/35086.

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

MLA Handbook (7^th Edition):

Tucker, Joanne. “In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations .” 2016. Web. 06 Mar 2021.

Vancouver:

Tucker J. In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10393/35086.

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

Council of Science Editors:

Tucker J. In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35086

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

University of North Carolina – Greensboro

12. Steed, Teneka C. Superwoman schema: using structural equation modeling to investigate measurement invariance in a questionnaire.

Degree: 2013, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15593

► Evaluating the psychometric properties of a newly developed instrument is critical to understanding how well an instrument measures what it intends to measure, and ensuring… (more)

▼ Evaluating the psychometric properties of a newly developed instrument is critical to understanding how well an instrument measures what it intends to measure, and ensuring proposed use and interpretation of questionnaire scores are valid. The current study uses Structural Equation Modeling (SEM) techniques to examine the factorial structure and invariance properties of a newly developed construct called Superwoman Schema (SWS). The SWS instrument describes the characteristics of a superwoman (strong woman) which consists of 35 items representing five subscales: obligation to present an image of strength, obligation to suppress emotions, resistance to being vulnerable, intense motivation to succeed, and obligation to help others. Multigroup confirmatory factor analysis (CFA) and a multiple indicators multiple causes (MIMIC) model were the SEM approaches used to examine measurement invariance in the SWS instrument. Specifically in the multigroup CFA analyses, configural invariance, metric invariance, intercept invariance, residual variance invariance, and latent mean invariance are examined between a group of young (18-39 years old) women and middle-aged (40-65 years old) women. In the MIMIC model, the hypothesized model of the SWS was used to investigate the group differences in the young and middle-aged women. Both SEM techniques provided a didactic discussion about the findings of the study, which confirmed that the SWS instrument could be broadly used (i.e., invariance held) to compare young and middle-aged African American women on superwoman characteristics. Further research is needed to better understand the possible contextual factors (i.e., racial or gender stereotyping, oppression, spiritual values, etc.) that may contribute to group differences on the SWS subscales and minor violation to invariance.; Confirmatory Factor Analysis, Invariance, Structural Equation Modeling, Superwoman, Superwoman Schema, Survey Development Advisors/Committee Members: John Willse (advisor).

Subjects/Keywords: Psychological tests – Evaluation; Psychometrics – Evaluation

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APA (6^th Edition):

Steed, T. C. (2013). Superwoman schema: using structural equation modeling to investigate measurement invariance in a questionnaire. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15593

Chicago Manual of Style (16^th Edition):

Steed, Teneka C. “Superwoman schema: using structural equation modeling to investigate measurement invariance in a questionnaire.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed March 06, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15593.

MLA Handbook (7^th Edition):

Steed, Teneka C. “Superwoman schema: using structural equation modeling to investigate measurement invariance in a questionnaire.” 2013. Web. 06 Mar 2021.

Vancouver:

Steed TC. Superwoman schema: using structural equation modeling to investigate measurement invariance in a questionnaire. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2021 Mar 06]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15593.

Council of Science Editors:

Steed TC. Superwoman schema: using structural equation modeling to investigate measurement invariance in a questionnaire. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15593

University of Minnesota

13. Taylor, Anika. Building a Fractal Evaluation: A Study on Improving Skills and Attitudes towards Evaluation Through a Design Similar to Program Pedagogy.

Degree: MA, Organizational Leadership, Policy, and Development, 2015, University of Minnesota

URL: http://hdl.handle.net/11299/174726

► This thesis is a study on using an evaluation model that mimics the educational pedagogy of an organization as an approach to evaluation capacity building.… (more)

Subjects/Keywords: Evaluation; Evaluation Capacity Building

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APA (6^th Edition):

Taylor, A. (2015). Building a Fractal Evaluation: A Study on Improving Skills and Attitudes towards Evaluation Through a Design Similar to Program Pedagogy. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/174726

Chicago Manual of Style (16^th Edition):

Taylor, Anika. “Building a Fractal Evaluation: A Study on Improving Skills and Attitudes towards Evaluation Through a Design Similar to Program Pedagogy.” 2015. Masters Thesis, University of Minnesota. Accessed March 06, 2021. http://hdl.handle.net/11299/174726.

MLA Handbook (7^th Edition):

Taylor, Anika. “Building a Fractal Evaluation: A Study on Improving Skills and Attitudes towards Evaluation Through a Design Similar to Program Pedagogy.” 2015. Web. 06 Mar 2021.

Vancouver:

Taylor A. Building a Fractal Evaluation: A Study on Improving Skills and Attitudes towards Evaluation Through a Design Similar to Program Pedagogy. [Internet] [Masters thesis]. University of Minnesota; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11299/174726.

Council of Science Editors:

Taylor A. Building a Fractal Evaluation: A Study on Improving Skills and Attitudes towards Evaluation Through a Design Similar to Program Pedagogy. [Masters Thesis]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/174726

University of Illinois – Urbana-Champaign

14. Schwambach Vieira, Renato. Three essays in applied economics: an evaluation of Brazilian public policies.

Degree: PhD, Agricultural & Applied Econ, 2018, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/101663

► My dissertation is composed by three essays with ex-post evaluations of public policies adopted in a major country of the developing world: Brazil. In each… (more)

▼ My dissertation is composed by three essays with ex-post evaluations of public policies adopted in a major country of the developing world: Brazil. In each essay, I have tried to identify the main outcomes of the evaluated policies using quantitative econometric methods. Ultimately, the objective of these studies is to contribute to the policy debate by providing a credible evidence of policy outcomes and limitations. My first chapter investigates how fare-free public transportation for the elderly affects the travel behavior and well-being of policy beneficiaries in major Brazilian metro areas. The second essay of my thesis analyzes how a series of changes in urban speed limits affected road accidents and travel time in São Paulo, Brazilian largest city. Last, my third chapter studies the expansion of affirmative action policies in Brazilian Federal universities, measuring how the adoption of these policies have changed the enrolment of students from targeted underprivileged groups. In each of these essays, I provide novel evidence about the impacts of the evaluated policies. On my first chapter I present evidence that the speed limit reductions adopted in São Paulo have had a substantial impact on road accident reduction, and the welfare benefits associated with this outcome largely outweighs the welfare costs imposed by the policy restrictions due to longer travel times. The second chapter shows that the adoption of affirmative action by Brazilian universities increased the enrollment of underprivileged students, however, while race-conscious policies led to the enrollment of more Black students, race-blind affirmative action had no significant impacts on the enrollment of racial minorities. The third chapter shows that the policy of fare-free public transportation has a very limited effect on the use of private vehicles by beneficiaries, so a price incentive to public transportation may not be an effective tool for reducing car-related externalities. Advisors/Committee Members: Christensen, Peter (advisor), Christensen, Peter (Committee Chair), Arends-Kuenning, Mary (committee member), Dall'Erba, Sandy (committee member), Chagas, André (committee member).

Subjects/Keywords: Brazil; impact evaluation; policy evaluation

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APA (6^th Edition):

Schwambach Vieira, R. (2018). Three essays in applied economics: an evaluation of Brazilian public policies. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101663

Chicago Manual of Style (16^th Edition):

Schwambach Vieira, Renato. “Three essays in applied economics: an evaluation of Brazilian public policies.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 06, 2021. http://hdl.handle.net/2142/101663.

MLA Handbook (7^th Edition):

Schwambach Vieira, Renato. “Three essays in applied economics: an evaluation of Brazilian public policies.” 2018. Web. 06 Mar 2021.

Vancouver:

Schwambach Vieira R. Three essays in applied economics: an evaluation of Brazilian public policies. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/2142/101663.

Council of Science Editors:

Schwambach Vieira R. Three essays in applied economics: an evaluation of Brazilian public policies. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101663

15. Koss, Paulette. Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles.

Degree: 2015, Brandman University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3689516

► Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles By Paulette Koss The purpose… (more)

▼ Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles By Paulette Koss The purpose of this qualitative study was to examine and describe the impact of the Buck Institute of Education's 8 components of project-based curriculum on high school juvenile offenders' academic achievement, socialization, and self-concepts as perceived by juvenile court school (JCS) teachers. A secondary purpose was to describe strategies used to implement the 8 components of project-based curriculum for high school juvenile offenders as perceived by JCS teachers using the project-based learning (PBL) approach. The participants in the study were 9 JCS teachers in 3 states. They answered interview questions about the impact of the 8 components of PBL on their students' academic performance, socialization, and self-concepts, and about effective strategies for implementation. The results were analyzed to identify themes. Overall, the participants noted that PBL improved the academic performance, socialization skills, and self-concepts of their students. Their answers also indicated some obstacles to implementing PBL, especially the lack of Internet access in JCS classrooms. The teachers also noted that their students lacked academic and experiential background knowledge and appropriate peer socialization skills. Building background knowledge and modeling peer interactions were identified as essential strategies in implementing PBL. The results of this study support the conclusion that PBL is effective at improving the academic performance, socialization skills, and self-concepts of incarcerated juveniles. Results indicated that the lack of Internet access limited the benefits of PBL for these students. Building background knowledge and modeling appropriate peer interactions were crucial strategies to the success of PBL. The researcher recommends that more states implement initiatives for implementing PBL in their JCS classrooms and provide teachers with the necessary training and ongoing coaching necessary for implementation. Additionally, states should develop systems that would allow for Internet access in JCS classrooms without compromising the secure facility. Programs should be developed to encourage positive peer interactions in incarceration facilities.

Subjects/Keywords: Education; Evaluation

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APA (6^th Edition):

Koss, P. (2015). Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles. (Thesis). Brandman University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3689516

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

Chicago Manual of Style (16^th Edition):

Koss, Paulette. “Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles.” 2015. Thesis, Brandman University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3689516.

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

MLA Handbook (7^th Edition):

Koss, Paulette. “Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles.” 2015. Web. 06 Mar 2021.

Vancouver:

Koss P. Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles. [Internet] [Thesis]. Brandman University; 2015. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3689516.

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

Council of Science Editors:

Koss P. Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles. [Thesis]. Brandman University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3689516

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

16. Ponce, Efren. The Voices of Educators| An Interview Study of the Implementation Process of the English/Language Arts Common Core State Standards Initiative.

Degree: 2017, Loyola Marymount University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10251102

► Historically, disenfranchised students in the American education system have been promised opportunity through successful participation in the school system. These promises are voiced in… (more)

Subjects/Keywords: Educational evaluation

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APA (6^th Edition):

Ponce, E. (2017). The Voices of Educators| An Interview Study of the Implementation Process of the English/Language Arts Common Core State Standards Initiative. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10251102

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

Chicago Manual of Style (16^th Edition):

Ponce, Efren. “The Voices of Educators| An Interview Study of the Implementation Process of the English/Language Arts Common Core State Standards Initiative.” 2017. Thesis, Loyola Marymount University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10251102.

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

MLA Handbook (7^th Edition):

Ponce, Efren. “The Voices of Educators| An Interview Study of the Implementation Process of the English/Language Arts Common Core State Standards Initiative.” 2017. Web. 06 Mar 2021.

Vancouver:

Ponce E. The Voices of Educators| An Interview Study of the Implementation Process of the English/Language Arts Common Core State Standards Initiative. [Internet] [Thesis]. Loyola Marymount University; 2017. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10251102.

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

Council of Science Editors:

Ponce E. The Voices of Educators| An Interview Study of the Implementation Process of the English/Language Arts Common Core State Standards Initiative. [Thesis]. Loyola Marymount University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10251102

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

University of South Florida

17. Lang, Thomas R., II. An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE).

Degree: 2012, University of South Florida

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1508961

► According to Wilkerson and Lang (2003, p.1) with approximately "90% of schools, colleges, and departments of education using portfolios of one form or another… (more)

Subjects/Keywords: Education; Evaluation

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APA (6^th Edition):

Lang, Thomas R., I. (2012). An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE). (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1508961

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

Chicago Manual of Style (16^th Edition):

Lang, Thomas R., II. “An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE).” 2012. Thesis, University of South Florida. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1508961.

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

MLA Handbook (7^th Edition):

Lang, Thomas R., II. “An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE).” 2012. Web. 06 Mar 2021.

Vancouver:

Lang, Thomas R. I. An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE). [Internet] [Thesis]. University of South Florida; 2012. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1508961.

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

Council of Science Editors:

Lang, Thomas R. I. An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE). [Thesis]. University of South Florida; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1508961

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

18. Risley, Lori. Exploring Congruency between John A. Henschke's Practice and Scholarship.

Degree: 2013, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3545191

► The study aimed to explore how John A. Henschke`s practice mirrors the andragogical theory espoused in his scholarship. This study offered interpretations held by… (more)

Subjects/Keywords: Education; Evaluation

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APA (6^th Edition):

Risley, L. (2013). Exploring Congruency between John A. Henschke's Practice and Scholarship. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3545191

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

Chicago Manual of Style (16^th Edition):

Risley, Lori. “Exploring Congruency between John A. Henschke's Practice and Scholarship.” 2013. Thesis, Lindenwood University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3545191.

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

MLA Handbook (7^th Edition):

Risley, Lori. “Exploring Congruency between John A. Henschke's Practice and Scholarship.” 2013. Web. 06 Mar 2021.

Vancouver:

Risley L. Exploring Congruency between John A. Henschke's Practice and Scholarship. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545191.

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

Council of Science Editors:

Risley L. Exploring Congruency between John A. Henschke's Practice and Scholarship. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545191

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

19. Washington-Cobb, Shirley L. Exploring the Experiences of Former Alternative Education Participants| Case Studies.

Degree: 2013, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3545195

► Alternative education has become an integral program, in one form or another throughout most school districts in the United States. Alternative education is a… (more)

▼ Alternative education has become an integral program, in one form or another throughout most school districts in the United States. Alternative education is a very complex and controversial issue that is best understood through the stories of former alternative education students looking back on their lived experiences. Children in the alternative education program studied here were generally those who did not fit into a general education program due to behavior problems or lack of academic success. The purpose of the study was to investigate alternative education primarily through in-depth interviews and case studies of 18 previous alternative education students who were voluntary participants and secondarily through interviews of current alternative education professional staff. The main research question was: In what ways has the study program been meeting the needs of students in the alternative education program, and in what ways may it be improved? The sub questions were the following: (a) Which aspects of this alternative education program are effective or ineffective and why, according to former participants? and (b) Which strategies utilized in the alternative education program may be useful in general education classrooms, according to the participants? Results revealed that the majority of students viewed the alternative education experience as positive if there was a patient, supportive, caring adult in their school life. The study program was effective in meeting the needs of the students through low student-to-teacher ratios, highly structured classrooms, school and community mentors, and high quality academic instruction. However, more of the following is needed: funding for some students who need services outside the school, initial and continuing education for staff to counter teacher burn-out and stereotyping of students, space to alleviate overcrowding, parent involvement, and leadership. Ten themes emerged from the data: anger, victim mentality, neglect, abandonment, apathy, self-doubt, bullying, academic struggles, unequal prospects, and most important—a relationship with a caring adult.

Subjects/Keywords: Education; Evaluation

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APA (6^th Edition):

Washington-Cobb, S. L. (2013). Exploring the Experiences of Former Alternative Education Participants| Case Studies. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3545195

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

Chicago Manual of Style (16^th Edition):

Washington-Cobb, Shirley L. “Exploring the Experiences of Former Alternative Education Participants| Case Studies.” 2013. Thesis, Lindenwood University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3545195.

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

MLA Handbook (7^th Edition):

Washington-Cobb, Shirley L. “Exploring the Experiences of Former Alternative Education Participants| Case Studies.” 2013. Web. 06 Mar 2021.

Vancouver:

Washington-Cobb SL. Exploring the Experiences of Former Alternative Education Participants| Case Studies. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545195.

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

Council of Science Editors:

Washington-Cobb SL. Exploring the Experiences of Former Alternative Education Participants| Case Studies. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545195

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

20. Gallia, Toni. A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework.

Degree: 2013, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3552222

► With the pressure in education to develop a 21st century learner with higher-level thinking skills, many educators connected previous state curriculum to the Common… (more)

▼ With the pressure in education to develop a 21st century learner with higher-level thinking skills, many educators connected previous state curriculum to the Common Core State Standards (CCSS). Missouri's Department of Education experts paired the previous state's curriculum known as the Missouri Grade Level Expectations (MO GLEs) with a corresponding CCSS based on Webb's depth-of-knowledge model in a document commonly referred to as the Missouri Crosswalk. This quantitative content analysis study compared the MO GLEs and CCSS by quantifying the language using an adapted and revised Bloom's taxonomy framework. This study tested for a cognitive difference in means and for a possible relationship between the two documents using the Missouri Crosswalk in each grade level from 1-5 in the areas of English Language Arts (ELA) and Mathematics (MA). This study revealed no overall difference in means between the MO GLEs and the CCSS within the content areas of ELA and MA, grades 1-5. Although the results seemed as though CCSS did not offer more higher-level thinking opportunities than the MO GLEs, the researcher noticed a trend in the amount of objectives assigned in each cognitive category. In a further analysis that divided the objectives into higher-level and lower-level thinking, the results showed CCSS generally had more higher-level thinking opportunities than the MO GLEs. The contradicting results showed the importance of closely analyzing the two documents in order to adjust instruction. This study also revealed no cognitive relationship between the paired CCSS and MO GLEs aligned in the Missouri Crosswalk for all grades in both ELA and MA with the exception of fifth grade ELA. The structural difference in the ELA and MA crosswalk prompted an investigation of the objectives labeled "direct alignment" found only in the ELA crosswalk. The result showed no relationship between the higher-level thinking skills in the ELA GLE and the "direct" paired CCSS in all grade levels except fourth grade. Generally speaking, when adjusting instruction based on the objectives labeled "direct", only grade 4 ELA teachers may find the Missouri Crosswalk helpful since it was the only grade level to show a cognitive relationship.

Subjects/Keywords: Education; Evaluation

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

APA (6^th Edition):

Gallia, T. (2013). A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3552222

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

Chicago Manual of Style (16^th Edition):

Gallia, Toni. “A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework.” 2013. Thesis, Lindenwood University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3552222.

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

MLA Handbook (7^th Edition):

Gallia, Toni. “A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework.” 2013. Web. 06 Mar 2021.

Vancouver:

Gallia T. A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552222.

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

Council of Science Editors:

Gallia T. A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552222

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

21. Wilkerson, Michelle R. The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement.

Degree: 2011, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3440211

► This program evaluation of Caring School Community was conducted by two educators who studied the implementation of this character education program in an elementary… (more)

▼ This program evaluation of Caring School Community was conducted by two educators who studied the implementation of this character education program in an elementary school. In an effort to foster a culture of respect and kindness, where students, staff, and parents are treated as valued, contributing members of the school community, an elementary school implemented a character education program called Caring School Community. The purpose of this study was to evaluate the success of the implementation of Caring School Community and its possible impact on student achievement. The evaluation of this program involved observing classroom instruction to track student engagement, teacher engagement, instructional climate and lesson plan completion using a computerized walk through tool and the results of student, parent, and staff surveys. All third through fifth grade students took the computerized surveys to determine the success of implementation based on their sense of autonomy, belonging, and competence. This study examined the results of implementing Caring School Community and its possible effect on student achievement. The companion dissertation examined the results of implementing Caring School Community and its possible effect on student attendance, student discipline, and positive behavior referrals. Caring School Community is a research-based K-6 program, which has four components: class meetings, cross-aged buddy activities, homeside activities, and schoolwide community-building activities. The fidelity of implementation of Caring School Community was measured using a computerized walk through tool to track classroom observations and student, parent, and staff surveys. Those results were compared with student attendance, student discipline, and positive behavior referrals, and student achievement data prior to and after two years of implementation of Caring School Community. The findings of this study indicated that implementation of Caring School Community had no statistical impact on student attendance, student discipline, and positive behavior referrals, or student achievement after the first and second year of implementation. Future studies should consider allowing a longer period of time for the study and studying several cohort groups or several schools with the same demographics.

Subjects/Keywords: Education; Evaluation

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APA (6^th Edition):

Wilkerson, M. R. (2011). The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3440211

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

Chicago Manual of Style (16^th Edition):

Wilkerson, Michelle R. “The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement.” 2011. Thesis, Lindenwood University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3440211.

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

MLA Handbook (7^th Edition):

Wilkerson, Michelle R. “The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement.” 2011. Web. 06 Mar 2021.

Vancouver:

Wilkerson MR. The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440211.

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

Council of Science Editors:

Wilkerson MR. The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440211

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

22. Allen, Eric L. Teacher Evaluation and Student Achievement in Elementary Education.

Degree: 2015, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3734051

► Historically, the state of Missouri has utilized the Performance-Based Teacher Evaluation (PBTE) system developed by Dr. Jerry Valentine from the University of Missouri (Valentine… (more)

Subjects/Keywords: Educational evaluation

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

APA (6^th Edition):

Allen, E. L. (2015). Teacher Evaluation and Student Achievement in Elementary Education. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3734051

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

Chicago Manual of Style (16^th Edition):

Allen, Eric L. “Teacher Evaluation and Student Achievement in Elementary Education.” 2015. Thesis, Lindenwood University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3734051.

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

MLA Handbook (7^th Edition):

Allen, Eric L. “Teacher Evaluation and Student Achievement in Elementary Education.” 2015. Web. 06 Mar 2021.

Vancouver:

Allen EL. Teacher Evaluation and Student Achievement in Elementary Education. [Internet] [Thesis]. Lindenwood University; 2015. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734051.

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

Council of Science Editors:

Allen EL. Teacher Evaluation and Student Achievement in Elementary Education. [Thesis]. Lindenwood University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734051

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

23. Ross, Amy Michelle. An Examination of Poverty| A Case Study of One Rural Missouri School Attempting to Meet the Needs of All Students.

Degree: 2017, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10283669

► The purpose of this study was to determine if poverty impacts average daily attendance, discipline infractions, or dropout rates of students in today’s society.… (more)

Subjects/Keywords: Educational evaluation

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APA (6^th Edition):

Ross, A. M. (2017). An Examination of Poverty| A Case Study of One Rural Missouri School Attempting to Meet the Needs of All Students. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10283669

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

Chicago Manual of Style (16^th Edition):

Ross, Amy Michelle. “An Examination of Poverty| A Case Study of One Rural Missouri School Attempting to Meet the Needs of All Students.” 2017. Thesis, Lindenwood University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10283669.

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

MLA Handbook (7^th Edition):

Ross, Amy Michelle. “An Examination of Poverty| A Case Study of One Rural Missouri School Attempting to Meet the Needs of All Students.” 2017. Web. 06 Mar 2021.

Vancouver:

Ross AM. An Examination of Poverty| A Case Study of One Rural Missouri School Attempting to Meet the Needs of All Students. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283669.

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

Council of Science Editors:

Ross AM. An Examination of Poverty| A Case Study of One Rural Missouri School Attempting to Meet the Needs of All Students. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283669

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

University of Pennsylvania

24. Odiotti, Michael. The impact of the Cristo Rey work study program.

Degree: 2016, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10162141

► In the current educational discourse there have been urgent calls for the United States to develop programs to prepare students for post-secondary success and… (more)

▼ In the current educational discourse there have been urgent calls for the United States to develop programs to prepare students for post-secondary success and to develop in students the skills necessary for workplace success. One avenue suggested to do this more effectively is to create more robust partnerships between educational institutions and employers. In particular, President Obama’s “Blueprint for an America Built to Last” (2012) calls for “new partnerships between community colleges and businesses to train and place 2 million skilled workers.” He also indicated that in order to address future workforce needs, he will “support partnerships between high schools and industry to create more career academies, which combine instruction in academic subjects and industry skills” (4). The Cristo Rey model of high school education is one variation of this model of partnership between the world of academics and the world of work. This study is designed as a program evaluation of the Cristo Rey model of education whereby each student from a low SES family works five days a month in an entry level professional job for each year of attendance. In particular, this study seeks to examine alumni perceptions of the impact their high school corporate work-study program at one particular Cristo Rey School, Cristo Rey St. Martin, has had on their lives. In addition to alumni perceptions, this study will also gather the perceptions of workplace supervisors. The study will also look at how alumni are doing in terms of college persistence and completion. In particular, it will look at how the classes of 2011, 2012, and 2013 are doing in terms of post-secondary enrollment and persistence relative to national averages and relative to peer group (low SES) averages utilizing the National Student Clearinghouse database and reports. By triangulating these data points, the study seeks to answer the following question. What impact is the corporate work-study program (CWSP) having on the graduates?

Subjects/Keywords: Educational evaluation

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APA (6^th Edition):

Odiotti, M. (2016). The impact of the Cristo Rey work study program. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10162141

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

Chicago Manual of Style (16^th Edition):

Odiotti, Michael. “The impact of the Cristo Rey work study program.” 2016. Thesis, University of Pennsylvania. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10162141.

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

MLA Handbook (7^th Edition):

Odiotti, Michael. “The impact of the Cristo Rey work study program.” 2016. Web. 06 Mar 2021.

Vancouver:

Odiotti M. The impact of the Cristo Rey work study program. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10162141.

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

Council of Science Editors:

Odiotti M. The impact of the Cristo Rey work study program. [Thesis]. University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10162141

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

25. Morrow, Raquel Annette. A Study of the Perceptions of First-year TRIO Student Support Service Participants.

Degree: 2015, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3736810

► This qualitative study was designed to investigate the perceptions of participants in the TRIO Student Support Service (SSS) program, a government-funded student retention program… (more)

Subjects/Keywords: Educational evaluation

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APA (6^th Edition):

Morrow, R. A. (2015). A Study of the Perceptions of First-year TRIO Student Support Service Participants. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3736810

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

Chicago Manual of Style (16^th Edition):

Morrow, Raquel Annette. “A Study of the Perceptions of First-year TRIO Student Support Service Participants.” 2015. Thesis, Lindenwood University. Accessed March 06, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3736810.

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

MLA Handbook (7^th Edition):

Morrow, Raquel Annette. “A Study of the Perceptions of First-year TRIO Student Support Service Participants.” 2015. Web. 06 Mar 2021.

Vancouver:

Morrow RA. A Study of the Perceptions of First-year TRIO Student Support Service Participants. [Internet] [Thesis]. Lindenwood University; 2015. [cited 2021 Mar 06]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736810.

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

Council of Science Editors:

Morrow RA. A Study of the Perceptions of First-year TRIO Student Support Service Participants. [Thesis]. Lindenwood University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736810

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

Addis Ababa University

26. Meseret, Kuma. TEST CONSTRUCTION SKILL AND ASSESSMENT OF FACTORS .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3580

► The purpose of this study was to determine to what extant teacher made tests were effective. The research also focused on identifying the factors that… (more)

Subjects/Keywords: MEASUREMENT; EVALUATION)

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APA (6^th Edition):

Meseret, K. (2012). TEST CONSTRUCTION SKILL AND ASSESSMENT OF FACTORS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3580

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

Chicago Manual of Style (16^th Edition):

Meseret, Kuma. “TEST CONSTRUCTION SKILL AND ASSESSMENT OF FACTORS .” 2012. Thesis, Addis Ababa University. Accessed March 06, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3580.

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

MLA Handbook (7^th Edition):

Meseret, Kuma. “TEST CONSTRUCTION SKILL AND ASSESSMENT OF FACTORS .” 2012. Web. 06 Mar 2021.

Vancouver:

Meseret K. TEST CONSTRUCTION SKILL AND ASSESSMENT OF FACTORS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 06]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3580.

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

Council of Science Editors:

Meseret K. TEST CONSTRUCTION SKILL AND ASSESSMENT OF FACTORS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3580

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

UCLA

27. Banuelos, Noelle Vargas. Tracing the Pathways of Evaluation Influence: From Theory to Practice.

Degree: Education, 2012, UCLA

URL: http://www.escholarship.org/uc/item/101864tw

► This study sought to explore the ways that evaluation influenced changes in attitudes and actions at the individual and interpersonal levels and the pathways through… (more)

▼ This study sought to explore the ways that evaluation influenced changes in attitudes and actions at the individual and interpersonal levels and the pathways through which this influence occurred, all in a real-world evaluation context. Specifically, Mark & Henry's (2004) proposed model of evaluation influence was used as the framework onto which various components of a completed evaluation were mapped. This was accomplished through mixed-method analyses of secondary data from a federally-funded school district evaluation of Small Learning Communities (SLCs). Survey data yielded potential evaluation outcomes which included indicators of behavioral and cognitive change as a result of evaluation findings and hypothesized pathways leading from one type of outcome to another. A series of logistic regressions were used to predict the likelihood of outcome occurrence. Predictors included characteristics such as school assignment and affiliation, measures of organizational context, and awareness. Qualitative analyses of interview and focus group data supported the quantitative findings and provided more nuanced insight into the emergent outcomes and pathways.Ultimately, the findings showed that the greater an individuals' awareness of the evaluation's findings and the greater their understanding of the SLC program's vision, purpose, and goals as well as their own role and comfort in how their specific part of the program had developed, the greater the odds of both behavioral and cognitive change as a result of those evaluation findings. These outcomes, or indicators of evaluation influence, took place largely at individual and interpersonal levels. Furthermore, the presence of some evaluation outcomes increased the odds of other outcomes occurring, providing supporting evidence for Mark & Henry's hypothesized pathways of evaluation influence.The findings generated from this study contribute to research on evaluation in the areas of use and the broader conception of evaluation influence by bridging the gap between theory and practice though systematic study. This expanded conception of evaluation consequences and influence will likely inform practitioners, guide evaluation practice, and promote a more focused awareness from the user perspective.

Subjects/Keywords: Educational evaluation; Evaluation influence; Evaluation use; Research on evaluation

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APA (6^th Edition):

Banuelos, N. V. (2012). Tracing the Pathways of Evaluation Influence: From Theory to Practice. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/101864tw

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

Chicago Manual of Style (16^th Edition):

Banuelos, Noelle Vargas. “Tracing the Pathways of Evaluation Influence: From Theory to Practice.” 2012. Thesis, UCLA. Accessed March 06, 2021. http://www.escholarship.org/uc/item/101864tw.

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

MLA Handbook (7^th Edition):

Banuelos, Noelle Vargas. “Tracing the Pathways of Evaluation Influence: From Theory to Practice.” 2012. Web. 06 Mar 2021.

Vancouver:

Banuelos NV. Tracing the Pathways of Evaluation Influence: From Theory to Practice. [Internet] [Thesis]. UCLA; 2012. [cited 2021 Mar 06]. Available from: http://www.escholarship.org/uc/item/101864tw.

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

Council of Science Editors:

Banuelos NV. Tracing the Pathways of Evaluation Influence: From Theory to Practice. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/101864tw

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

Florida State University

28. Samples, Malaika Catherine. An Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Florida State University

URL: http://purl.flvc.org/fsu/fd/2018_Sp_Samples_fsu_0071E_14432 ;

►

In the United States, the higher education community is charged with the academic education of emergency management professionals. The present rate of natural disasters as… (more)

▼

In the United States, the higher education community is charged with the academic education of emergency management professionals. The present rate of natural disasters as well as the evolving threat of terrorist attacks have created a demand for practitioners who are solidly educated in emergency management knowledge, skills, and abilities. These conditions have in turn precipitated the aggressive growth of emergency management and homeland security academic programs in higher education, characterized as the most relevant development in the field of emergency management (Darlington, 2008). With the goal of accelerating professionalization of emergency management occupations through higher education, the Federal Emergency Management Agency’s (FEMA) Higher Education Program’s research efforts focused on developing a set of evidence-based competencies for academic programs. These were outlined in FEMA’s Curricular Outcomes (2011). This study explored how these evidence-based competencies are manifested in emergency management and homeland security academic programs and contributes to filling the gap in the literature on the implementation of FEMA’s professional competencies in academic programs, a consequence of legal constraints prohibiting the direct collection of implementation data by federal agencies. The results indicated a wide range of competencies were represented in program coursework with gaps in alignment identified in the five competency areas. The analysis also revealed the exclusion of homeland security topics in Curricular Outcomes (2011) which led to issues of operationalization. Lastly, instructors shared feedback to improve alignment while the researcher discusses key conditions for similar use of a responsive evaluation framework in academic programs.

A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education.

Spring Semester 2018.

March 6, 2018.

curriculum alignment, curriculum mapping, emergency management academic programs, evidence-based practice, professional comepetencies, responsive evaluation

Linda Schrader, Professor Co-Directing Dissertation; Tamara Bertrand Jones, Professor Co-Directing Dissertation; Ralph Brower, University Representative; Marytza Gawlik, Committee Member; Motoko Akiba, Committee Member.

Advisors/Committee Members: Linda B. Schrader (professor co-directing dissertation), Ralph S. Brower (university representative), Marytza Gawlik (committee member), Motoko Akiba (committee member).

Subjects/Keywords: Educational evaluation

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APA (6^th Edition):

Samples, M. C. (2018). An Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Samples_fsu_0071E_14432 ;

Chicago Manual of Style (16^th Edition):

Samples, Malaika Catherine. “An Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice.” 2018. Doctoral Dissertation, Florida State University. Accessed March 06, 2021. http://purl.flvc.org/fsu/fd/2018_Sp_Samples_fsu_0071E_14432 ;.

MLA Handbook (7^th Edition):

Samples, Malaika Catherine. “An Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice.” 2018. Web. 06 Mar 2021.

Vancouver:

Samples MC. An Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2021 Mar 06]. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Samples_fsu_0071E_14432 ;.

Council of Science Editors:

Samples MC. An Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Samples_fsu_0071E_14432 ;

Florida State University

29. Oakley, Catherine A. Policymaking in Florida's Juvenile Justice Education: An Analysis of Three Policy Frameworks.

Degree: PhD, Educational Leadership and Policy Studies, 2017, Florida State University

URL: http://purl.flvc.org/fsu/fd/2018_Sp_Oakley_fsu_0071E_14300 ;

►

The purpose of this dissertation is to provide a better understanding of the policy making process by developing a policy model and a Blended Framework… (more)

Subjects/Keywords: Educational evaluation

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

APA (6^th Edition):

Oakley, C. A. (2017). Policymaking in Florida's Juvenile Justice Education: An Analysis of Three Policy Frameworks. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Oakley_fsu_0071E_14300 ;

Chicago Manual of Style (16^th Edition):

Oakley, Catherine A. “Policymaking in Florida's Juvenile Justice Education: An Analysis of Three Policy Frameworks.” 2017. Doctoral Dissertation, Florida State University. Accessed March 06, 2021. http://purl.flvc.org/fsu/fd/2018_Sp_Oakley_fsu_0071E_14300 ;.

MLA Handbook (7^th Edition):

Oakley, Catherine A. “Policymaking in Florida's Juvenile Justice Education: An Analysis of Three Policy Frameworks.” 2017. Web. 06 Mar 2021.

Vancouver:

Oakley CA. Policymaking in Florida's Juvenile Justice Education: An Analysis of Three Policy Frameworks. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2021 Mar 06]. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Oakley_fsu_0071E_14300 ;.

Council of Science Editors:

Oakley CA. Policymaking in Florida's Juvenile Justice Education: An Analysis of Three Policy Frameworks. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Oakley_fsu_0071E_14300 ;

Università della Svizzera italiana

30. Robbes, Romain. Of change and software.

Degree: 2008, Università della Svizzera italiana

URL: http://doc.rero.ch/record/11184

► Software changes. Any long-lived software system has maintenance costs dominating its initial development costs as it is adapted to new or changing requirements. Systems on… (more)

▼ Software changes. Any long-lived software system has maintenance costs dominating its initial development costs as it is adapted to new or changing requirements. Systems on which such continuous changes are performed inevitably decay, making each maintenance task harder. This problem is not new: The software evolution research community has been tackling it for more than two decades. However, most approaches have been targeting individual tasks using an ad-hoc model of software evolution. Instead of only addressing individual maintenance tasks, we propose to take a step back and address the software evolution problem at its root by treating change as a ﬁrst-class entity. We apply the strategy of reiﬁcation, used with success in other branches of software engineering, to the changes software systems experience. Our thesis is that a reiﬁed change-based representation of software enables better evolution support for both reverse and forward engineering activities. To this aim, we present our approach, Change-based Software Evolution, in which ﬁrst-class changes to programs are recorded as they happen. We implemented our approach to record the evolution of several systems. We validated our thesis by providing support for several maintenance task. We found that: - Change-based Software Evolution eases the reverse engineering and program comprehension of systems by providing access to historical information that is lost by other approaches. The ﬁne-grained change information we record, when summarized in evolutionary measurements, also gives more accurate insights about a system’s evolution. - Change-based Software Evolution facilitates the evolution of systems by integrating program transformations, their deﬁnition, comprehension and possible evolution in the overall evolution of the system. Further, our approach is a source of ﬁne-grained data useful to both evaluate and improve the performance of recommender systems that guide developers as they change a software system. These results support our view that software evolution is a continuous process, alternating forward and reverse engineering activities that requires the support of a model of software evolution integrating these activities in a harmonious whole. Advisors/Committee Members: Michele (Dir.).

Subjects/Keywords: Evaluation

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

APA (6^th Edition):

Robbes, R. (2008). Of change and software. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/11184

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

Chicago Manual of Style (16^th Edition):

Robbes, Romain. “Of change and software.” 2008. Thesis, Università della Svizzera italiana. Accessed March 06, 2021. http://doc.rero.ch/record/11184.

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

MLA Handbook (7^th Edition):

Robbes, Romain. “Of change and software.” 2008. Web. 06 Mar 2021.

Vancouver:

Robbes R. Of change and software. [Internet] [Thesis]. Università della Svizzera italiana; 2008. [cited 2021 Mar 06]. Available from: http://doc.rero.ch/record/11184.

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

Council of Science Editors:

Robbes R. Of change and software. [Thesis]. Università della Svizzera italiana; 2008. Available from: http://doc.rero.ch/record/11184

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

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