subject:(Mixed methods research)

Victoria University of Wellington

1. McCarter, Joe. Variation, Transmission, and Maintenance of Traditional Ecological Knowledge on Malekula Island, Vanuatu.

Degree: 2012, Victoria University of Wellington

URL: http://hdl.handle.net/10063/2236

► The traditional ecological knowledge (TEK) of local and indigenous people supports the resilience of social-ecological systems and is an important aspect of global biocultural diversity.… (more)

▼ The traditional ecological knowledge (TEK) of local and indigenous people supports the resilience of social-ecological systems and is an important aspect of global biocultural diversity. However, TEK is at risk of erosion amid social and ecological change, and may be threatened by homogenising influences such as formal school systems. Loss of TEK is of particular concern in countries such as Vanuatu, a culturally diverse nation where TEK is a critical component of resource management, medicinal practice, and adaptive capacity. This thesis aims to fill four key literature gaps surrounding the variation, transmission, and maintenance of TEK, and is situated in four rural communities on Malekula Island, Vanuatu. This research employs an interdisciplinary mixed-methods approach across four core chapters. The first uses multi-model inferencing to show that systems of TEK are dynamic and complex, and that change is variable across domains of knowledge and segments of the population. Data in this chapter indicate that ethnomedical knowledge is at risk of erosion in younger age cohorts. The second core chapter shows that the cultural transmission of TEK is predominantly vertical in nature (i.e. passed from parent to child), is initiated during the early teens, and that some skills (such as the carving of ceremonial items) appear to be less salient to younger age cohorts. This chapter also notes a changing developmental niche for TEK transmission, and suggests that changes in both the setting and strategies for knowledge transmission are key mechanisms that drive TEK variation. The third and fourth core chapters discuss aspects of TEK maintenance: first, by examining top-down strategies for TEK revitalisation by eliciting local perceptions of the value of TEK to formal school systems; and second, by identifying the triggers and barriers to bottom-up, in situ TEK maintenance in local organisations known as 'kastom schools'. Both approaches have potential to conserve aspects of TEK, however in situ approaches may be best for encouraging the maintenance of knowledge and practice within an appropriate cultural context. There are, however, significant epistemological barriers to both top-down and bottom-up approaches to TEK maintenance, which may ultimately limit their effectiveness. This research fills several key literature gaps and employs a diverse and novel range of analytical tools. The data presented here highlight the depth, diversity and importance of TEK in Vanuatu, and emphasise the need for careful and considered approaches to its maintenance. However, these findings also show the dynamic and complex nature of cultural change, and suggest that attempts at TEK measurement and maintenance must be cognisant of temporal and spatial variation in the drivers and impact of TEK change. Moreover, this research emphasises that TEK systems are inextricably bound in wider issues of power, heterogeneity, and political ecology, and that TEK maintenance is fundamentally linked to self-determination and the lived value of tradition in… Advisors/Committee Members: Gavin, Michael, McGregor, Andrew, Weaver, Sean.

Subjects/Keywords: Ethnobiology; Mixed-methods research; Mixed methods research; Indigenous knowledge

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APA (6^th Edition):

McCarter, J. (2012). Variation, Transmission, and Maintenance of Traditional Ecological Knowledge on Malekula Island, Vanuatu. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2236

Chicago Manual of Style (16^th Edition):

McCarter, Joe. “Variation, Transmission, and Maintenance of Traditional Ecological Knowledge on Malekula Island, Vanuatu.” 2012. Doctoral Dissertation, Victoria University of Wellington. Accessed April 22, 2021. http://hdl.handle.net/10063/2236.

MLA Handbook (7^th Edition):

McCarter, Joe. “Variation, Transmission, and Maintenance of Traditional Ecological Knowledge on Malekula Island, Vanuatu.” 2012. Web. 22 Apr 2021.

Vancouver:

McCarter J. Variation, Transmission, and Maintenance of Traditional Ecological Knowledge on Malekula Island, Vanuatu. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2012. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10063/2236.

Council of Science Editors:

McCarter J. Variation, Transmission, and Maintenance of Traditional Ecological Knowledge on Malekula Island, Vanuatu. [Doctoral Dissertation]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2236

University of Alberta

2. Pujadas Botey, Anna. Interdisciplinarity in ecosystem management.

Degree: PhD, Department of Earth and Atmospheric Sciences, 2010, University of Alberta

URL: https://era.library.ualberta.ca/files/00000068n

► Global environmental deterioration demands the involvement of the academic community. Ecosystem management is a discipline within ecology that is especially concerned about doing interdisciplinary research… (more)

Subjects/Keywords: Interdisciplinarity; ecosystem management research; mixed methods

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APA (6^th Edition):

Pujadas Botey, A. (2010). Interdisciplinarity in ecosystem management. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/00000068n

Chicago Manual of Style (16^th Edition):

Pujadas Botey, Anna. “Interdisciplinarity in ecosystem management.” 2010. Doctoral Dissertation, University of Alberta. Accessed April 22, 2021. https://era.library.ualberta.ca/files/00000068n.

MLA Handbook (7^th Edition):

Pujadas Botey, Anna. “Interdisciplinarity in ecosystem management.” 2010. Web. 22 Apr 2021.

Vancouver:

Pujadas Botey A. Interdisciplinarity in ecosystem management. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2021 Apr 22]. Available from: https://era.library.ualberta.ca/files/00000068n.

Council of Science Editors:

Pujadas Botey A. Interdisciplinarity in ecosystem management. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/00000068n

University of Pretoria

3. Qotywa, Gcinumzi Benett. Identifying leadership potential in the public sector from an intentional change perspective.

Degree: Gordon Institute of Business Science (GIBS), 2014, University of Pretoria

URL: http://hdl.handle.net/2263/44215

► The challenge of leadership in the public sector has far reaching implications for the entire society given its role in the regulation of the affairs… (more)

▼ The challenge of leadership in the public sector has far reaching implications for the entire society given its role in the regulation of the affairs of any society. The complexities of the public sector decision making and operations as well as their implications require good leadership. Therefore the identification of leadership potential at all levels is crucial in order to design the interventions to develop the potential further. Studies have shown that there is not a lot of research done in the area of leadership potential identification especially in the public sector. This is also because, until recently, there has been no widely accepted framework for identification of leadership potential that is applicable at all levels. A model of identifying leadership potential has recently been published and this model has been applied in the identification of leadership potential in the Australian public sector. This study aims to assess the leadership potential of the public sector managers from an intentional change perspective. This was done through a determination of the relationship between the three concepts of ideal self, leadership potential as well as the current performance of managers in the public sector. Furthermore, an assessment of the required organizational support to improve awareness of ideal self by the employees and managers was done. 95 responses from a variety of middle and senior managers in the Department of Environmental Affairs, South Africa were collected and analysed. The analysis included Principle Component Analysis and Correlations to assess the relationships between these three constructs. Also 12 interviews with middle managers (level 11-12) across most departmental functions were conducted and analysed. The results indicated that there does not appear to be any statistically significant relationship between performance scores and ideal self as well as performance scores and leadership potential. They, however, indicated that there is a statistically significant relationship between the ideal self and the leadership potential. Furthermore, the results showed that to improve the awareness of the ideal self by the employees and managers and thereby increase their leadership potential, the organization needs to consider a few things. Those are, training and organizational culture; conversations with managers; coaching and mentoring; clear succession planning and rotation; opportunity or space to innovate. Advisors/Committee Members: Hofmeyr, Karl (advisor).

Subjects/Keywords: UCTD; Leadership; Public administration; Mixed methods research

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APA (6^th Edition):

Qotywa, G. B. (2014). Identifying leadership potential in the public sector from an intentional change perspective. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/44215

Chicago Manual of Style (16^th Edition):

Qotywa, Gcinumzi Benett. “Identifying leadership potential in the public sector from an intentional change perspective.” 2014. Masters Thesis, University of Pretoria. Accessed April 22, 2021. http://hdl.handle.net/2263/44215.

MLA Handbook (7^th Edition):

Qotywa, Gcinumzi Benett. “Identifying leadership potential in the public sector from an intentional change perspective.” 2014. Web. 22 Apr 2021.

Vancouver:

Qotywa GB. Identifying leadership potential in the public sector from an intentional change perspective. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2263/44215.

Council of Science Editors:

Qotywa GB. Identifying leadership potential in the public sector from an intentional change perspective. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/44215

Victoria University of Wellington

4. Tait, Carolyn Frances. Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1347

► Chinese undergraduate students from mainland China, Hong Kong and Taiwan may have different language backgrounds and previous assessment experiences compared with most students studying in… (more)

▼ Chinese undergraduate students from mainland China, Hong Kong and Taiwan may have different language backgrounds and previous assessment experiences compared with most students studying in a western university. This mixed methods study examines their perceptions of how two examination formats - multiple-choice and essay questions - impact on their motivation, approaches to learning, and study strategies at a New Zealand university. Quantitative data were gathered using a modified Biggs' two factor study process questionnaire and a modified Patterns of Adaptive Learning Study questionnaire. Survey results were integrated with qualitative interview data gathered and analysed using a constructivist version of grounded theory. The participants reported combining deep and surface approaches to learning for both examination formats, preferring deep approaches. In comparison to study strategies used for multiple-choice examinations, more deep strategies were reported for essay examinations. Participants described combining memorisation with understanding in a sequence of study strategies for both examination formats. Predicting and practising both types of examination questions allowed participants to align their perceptions with possible examination requirements. Participants' confidence in their English language ability impacted on memorisation for essay questions. Analysis of the findings supports a model of the interrelationship of motivation, approaches to learning, calculating to develop perceptions of task demands, and the development of discipline-specific discourse skills in English. Perceptions of examination formats impact on study strategies with deep and surface strategies linked through practising. The implications of these findings for assessment of culturally and linguistically diverse tertiary students support the use of well designed multiple-choice questions in examinations to promote deep learning for these students, combined with formative assessment. Advisors/Committee Members: Meyer, Luanna, Pauleen, David.

Subjects/Keywords: Chinese learner; Assessment; Mixed methods research

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APA (6^th Edition):

Tait, C. F. (2010). Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1347

Chicago Manual of Style (16^th Edition):

Tait, Carolyn Frances. “Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed April 22, 2021. http://hdl.handle.net/10063/1347.

MLA Handbook (7^th Edition):

Tait, Carolyn Frances. “Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning.” 2010. Web. 22 Apr 2021.

Vancouver:

Tait CF. Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10063/1347.

Council of Science Editors:

Tait CF. Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1347

5. Lo, Mei-Lan. Literacy Coaching In The United States: Implications For Taiwan.

Degree: PhD, Teaching & Learning, 2012, University of North Dakota

URL: https://commons.und.edu/theses/1257

► Literacy coaching has become a popular professional development approach in the United States over the last decade. To date, there has been little research… (more)

▼ Literacy coaching has become a popular professional development approach in the United States over the last decade. To date, there has been little research on the different lived experiences and challenges of literacy coaches working in different contexts. Furthermore, research findings regarding the effectiveness of literacy coaching are inconclusive. To fill the gaps in the literature, this study was designed to explore the nature of literacy coaching in the United States and examine the relationship between literacy coaching and student literacy achievement, both from the perspective of literacy coaches and that of classroom teachers. An embedded mixed methods research design, comprising a main strand and a supplemental strand, was adopted to explore the research questions. In the main strand, 3 literacy coaches were interviewed and observed; in the supplemental strand, 108 classroom teachers completed an online survey featuring both closed-ended and open-ended questions. The findings of this study show that both literacy coaches and classroom teachers perceive that literacy coaching is an effective type of professional development in improving teaching and learning. It is perceived as better than most of the previously used professional development methods (e.g., one-shot workshops, conferences, face-to-face college coursework, online college coursework, and reading professional literature) because literacy coaches can provide timely, on-site, continuous, and personalized assistance to support teacher learning in a self-directed, reflective and collaborative way. The effectiveness of literacy coaching, however, depends in part on the skills and qualifications of literacy coaches, as well as the receptiveness of classroom teachers and the support of administrators. The findings also reveal that literacy coaching is a stressful and demanding job because in order to be effective, literacy coaches have to assume multiple, yet at times, undefined roles. The findings reveal the need for support of literacy coaches in order to help them survive and thrive. The implications of this study include providing a clear job description for coaches, maintaining appropriate coach-teacher ratio, educating administrators about literacy coaching, providing coaches with ongoing professional development opportunities, providing coaches with release time for networking, and providing teachers with the necessary support and release time for working with literacy coaches. Advisors/Committee Members: Anne Walker.

Subjects/Keywords: literacy coaching; mixed methods research; professional development

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APA (6^th Edition):

Lo, M. (2012). Literacy Coaching In The United States: Implications For Taiwan. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1257

Chicago Manual of Style (16^th Edition):

Lo, Mei-Lan. “Literacy Coaching In The United States: Implications For Taiwan.” 2012. Doctoral Dissertation, University of North Dakota. Accessed April 22, 2021. https://commons.und.edu/theses/1257.

MLA Handbook (7^th Edition):

Lo, Mei-Lan. “Literacy Coaching In The United States: Implications For Taiwan.” 2012. Web. 22 Apr 2021.

Vancouver:

Lo M. Literacy Coaching In The United States: Implications For Taiwan. [Internet] [Doctoral dissertation]. University of North Dakota; 2012. [cited 2021 Apr 22]. Available from: https://commons.und.edu/theses/1257.

Council of Science Editors:

Lo M. Literacy Coaching In The United States: Implications For Taiwan. [Doctoral Dissertation]. University of North Dakota; 2012. Available from: https://commons.und.edu/theses/1257

University of Ontario Institute of Technology

6. Moosajee, Naeem. GURB : the game user research blueprint.

Degree: 2016, University of Ontario Institute of Technology

URL: http://hdl.handle.net/10155/722

► With the rise of new platforms, distribution and crowdfunding services, the game industry is facing fast changes and advances in technology. Game development studios are… (more)

▼ With the rise of new platforms, distribution and crowdfunding services, the game industry is facing fast changes and advances in technology. Game development studios are under more pressure to create successful games due to the increase of competition and emerging technologies. The need for Games User Research (GUR) is becoming more important in order to ensure that the player experience matches with the game???s design intention. GUR helps validate experiences and fix issues before they reach the mass market ensuring the highest quality player experience through rigorous iterative evaluation. This thesis presents an investigation into the triangulation of identifying the design intent, measuring the player experience and communicating both in a single document within the context of GUR. GUR studies the interaction between the game and its users (players) to find where the design intention does not match the player experience in order to provide feedback to the developers on how to optimize the experience. A tool called Games User Research Blueprint (GURB) is developed, which compares the design intent for a player experience with the measured result of a user test in order to communicate issues with relevant context. This thesis contributes to the field of Human-Computer Interaction (HCI) and GUR in three important areas: (1) communicating design intent across the multidisciplinary field of game development, (2) highlighting important challenges when conducting GUR with small studios, and (3) the development of the GURB tool for effectively communicating the results of a user test. The contributions are described through case studies and interviews with game developers. The results indicate that the GURB is an effective tool for facilitating communication in a multidisciplinary field while delivering a clear and concise summary of issues from a playtest in a timely and cost effective manner. The contributions in this thesis are directly applicable for user researchers, game developers, and other user experience disciplines. Advisors/Committee Members: Mirza-Babaei, Pejman, Nacke, Lennart.

Subjects/Keywords: Game design; User research; Mixed methods

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APA (6^th Edition):

Moosajee, N. (2016). GURB : the game user research blueprint. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/722

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):

Moosajee, Naeem. “GURB : the game user research blueprint.” 2016. Thesis, University of Ontario Institute of Technology. Accessed April 22, 2021. http://hdl.handle.net/10155/722.

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

MLA Handbook (7^th Edition):

Moosajee, Naeem. “GURB : the game user research blueprint.” 2016. Web. 22 Apr 2021.

Vancouver:

Moosajee N. GURB : the game user research blueprint. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10155/722.

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

Council of Science Editors:

Moosajee N. GURB : the game user research blueprint. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/722

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

University of Ontario Institute of Technology

7. Galati, Thomas. Exploring game analytics solutions for data-driven user research in indie studios.

Degree: 2017, University of Ontario Institute of Technology

URL: http://hdl.handle.net/10155/830

► User research methodologies can be applied to games for the purposes of evaluating and improving them. Performing user testing during game development can highlight issues… (more)

Subjects/Keywords: Games user research; Mixed-methods; Analytics; Data-driven user research

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APA (6^th Edition):

Galati, T. (2017). Exploring game analytics solutions for data-driven user research in indie studios. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/830

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):

Galati, Thomas. “Exploring game analytics solutions for data-driven user research in indie studios.” 2017. Thesis, University of Ontario Institute of Technology. Accessed April 22, 2021. http://hdl.handle.net/10155/830.

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

MLA Handbook (7^th Edition):

Galati, Thomas. “Exploring game analytics solutions for data-driven user research in indie studios.” 2017. Web. 22 Apr 2021.

Vancouver:

Galati T. Exploring game analytics solutions for data-driven user research in indie studios. [Internet] [Thesis]. University of Ontario Institute of Technology; 2017. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10155/830.

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

Council of Science Editors:

Galati T. Exploring game analytics solutions for data-driven user research in indie studios. [Thesis]. University of Ontario Institute of Technology; 2017. Available from: http://hdl.handle.net/10155/830

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

8. Gowing, Ann Maree. "Only Connect": exploring student and staff understandings of connectedness to school and factors associated with this process.

Degree: 2017, University of Melbourne

URL: http://hdl.handle.net/11343/191621

► Young people’s relationship with school is a significant element in their relational set. With school a compulsory feature of most young people’s lives, the nature… (more)

▼ Young people’s relationship with school is a significant element in their relational set. With school a compulsory feature of most young people’s lives, the nature of their relationship with this institution can be highly influential in terms of the quality of their overall school experience. Young people experiencing fragile or alienating relationships with school are more likely to withdraw and experience the precarious outcomes that often follow. School connectedness is one of a number of terms used to describe young people’s relationship to school and has attracted increasing research interest over the past two decades. The consistent findings from the research are optimistic, situating school connectedness as protective in young people’s lives against a range of health compromising behaviours. Despite this bourgeoning research profile, school connectedness has yet to achieve conceptual clarity which threatens to undermine its utility as a construct. To address this conceptual ambiguity, this thesis used a qualitatively driven mixed methods approach to explore the meanings of connectedness to school. The study was conducted at a co-educational secondary college in outer metropolitan Melbourne. Data collection involved a 109-item researcher developed questionnaire including open and closed-ended questions administered to a sample of 206 students. In addition, data were drawn from 12 student focus groups and 11 staff focus groups and 12 student diaries. A literature audit was conducted on a selected set of articles and materials to determine core components of definitions and measures within school connectedness research. Five hypotheses regarding factors associated with school connectedness were also tested. The study has been framed by the following research questions: 1. What are the meanings of being connected to school? a) How is school connectedness understood in the literature? b) How do students understand their connectedness to school? c) How do teachers and other school staff understand students’ connectedness to school? 2. What factors are associated with students’ connectedness to school? School connectedness emerges from this study as a multi-dimensional, socio-ecological concept, placing the individual in relationship with others within the school and beyond. Three hypothesised associations between SC were supported: collaborative decision making with parents about selection of school, prior knowledge of school and proximity of residence to the school. The practice implications that arise from this study pivot around the relational climate of schools. According to this study’s findings school connectedness flourishes in schools with opportunity rich environments with relationally inclusive, respectful and supportive climates. Further research is needed to arrive at deeper understandings of SC and consolidate its place as a unique concept among the multiple terms used to describe a young person’s relationship to school. A priority in this future research is including…

Subjects/Keywords: school connectedness; school climate; mixed methods research; secondary schools; qualitative research

14 more images…

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APA (6^th Edition):

Gowing, A. M. (2017). "Only Connect": exploring student and staff understandings of connectedness to school and factors associated with this process. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/191621

Chicago Manual of Style (16^th Edition):

Gowing, Ann Maree. “"Only Connect": exploring student and staff understandings of connectedness to school and factors associated with this process.” 2017. Doctoral Dissertation, University of Melbourne. Accessed April 22, 2021. http://hdl.handle.net/11343/191621.

MLA Handbook (7^th Edition):

Gowing, Ann Maree. “"Only Connect": exploring student and staff understandings of connectedness to school and factors associated with this process.” 2017. Web. 22 Apr 2021.

Vancouver:

Gowing AM. "Only Connect": exploring student and staff understandings of connectedness to school and factors associated with this process. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/11343/191621.

Council of Science Editors:

Gowing AM. "Only Connect": exploring student and staff understandings of connectedness to school and factors associated with this process. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/191621

McMaster University

9. Micucci, Sandra R. SOCIAL CAPITAL AND HEALTH IN MULTIPLE COMMUNITIES: A MIXED METHODS STUDY.

Degree: PhD, 2012, McMaster University

URL: http://hdl.handle.net/11375/12556

►

This dissertation explores the assertion that social capital has migrated from the neighbourhood to the workplace, and if so, investigates how this relocation may… (more)

▼

This dissertation explores the assertion that social capital has migrated from the neighbourhood to the workplace, and if so, investigates how this relocation may influence health. Data from a large survey of residents of four neighbourhoods (n=1,504) demonstrated that the more time participants spent in the workplace, the less likely they were to report social capital in their neighbourhoods. Furthermore, participants who were employed reported better physical health than participants who were not employed. Even when significant, employment status, neighbourhood of residence, and social capital did were unable to explain much of the variance in health between the neighbourhoods. In-depth interviews (n=24) of residents in two of the four neighbourhoods provided information on social capital in both the neighbourhood and the workplace simultaneously to determine if this migration took place. Residents reported access to social capital in both their neighbourhood and workplace demonstrating that social capital is not a restricted resource that can only be accessed in one community at a time, but is a fluid resource that can be accessed in multiple communities simultaneously. Further investigation found that residents accessed social capital in multiple communities as well as their neighbourhood and workplace. There was considerable intersection between these communities reinforcing the contention that social capital should not be measured in insolation. Until all the sources of social capital can be considered, the association between social capital and health would not be fully realized. This study highlighted many methodological limitations. The lack of a clear definition and the resulting measurement challenges need to be addressed. Given the complexities of measuring social capital in multiple communities, restrictive research methods may prove inadequate. Future studies should look in the direction of qualitative research methods to manage these complexities successfully.

Doctor of Philosophy (PhD)

Advisors/Committee Members: Eyles, John, Williams, Allison, Dunn, James, Geography and Earth Sciences.

Subjects/Keywords: quantitative research; qualitative research; mixed-methods research; social capital; Human Geography; Human Geography

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APA (6^th Edition):

Micucci, S. R. (2012). SOCIAL CAPITAL AND HEALTH IN MULTIPLE COMMUNITIES: A MIXED METHODS STUDY. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/12556

Chicago Manual of Style (16^th Edition):

Micucci, Sandra R. “SOCIAL CAPITAL AND HEALTH IN MULTIPLE COMMUNITIES: A MIXED METHODS STUDY.” 2012. Doctoral Dissertation, McMaster University. Accessed April 22, 2021. http://hdl.handle.net/11375/12556.

MLA Handbook (7^th Edition):

Micucci, Sandra R. “SOCIAL CAPITAL AND HEALTH IN MULTIPLE COMMUNITIES: A MIXED METHODS STUDY.” 2012. Web. 22 Apr 2021.

Vancouver:

Micucci SR. SOCIAL CAPITAL AND HEALTH IN MULTIPLE COMMUNITIES: A MIXED METHODS STUDY. [Internet] [Doctoral dissertation]. McMaster University; 2012. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/11375/12556.

Council of Science Editors:

Micucci SR. SOCIAL CAPITAL AND HEALTH IN MULTIPLE COMMUNITIES: A MIXED METHODS STUDY. [Doctoral Dissertation]. McMaster University; 2012. Available from: http://hdl.handle.net/11375/12556

RMIT University

10. Edwards-Hart, T. Evaluation of the psychological outcomes of a residential youth leadership program.

Degree: 2012, RMIT University

URL: http://researchbank.rmit.edu.au/view/rmit:160231

► The Rotary Youth Leadership Award (RYLA) is a training program for young people run by Rotary worldwide. In Rotary District 9790, near Melbourne, Australia, RYLA… (more)

▼ The Rotary Youth Leadership Award (RYLA) is a training program for young people run by Rotary worldwide. In Rotary District 9790, near Melbourne, Australia, RYLA is a 7-day conference for young adults aged 18-30. Anecdotal evidence from past participants describes it as a lifechanging event. Yet, despite its 50-year history, little is known about what changes may occur, the theoretical explanations for those changes or their potential implications for leadership development and positive psychology. One key concern is whether RYLA does, in fact, develop leadership. While there are numerous leadership theories that could be considered, most can be described in terms of trait or behavioural theories. Hence, to effect leadership change, RYLA must change enduring personal characteristics (traits) or the functional behaviours used by participants. However, it is also possible that RYLA is a personal development program with no measurable effect on leadership. Since no comparable programs have been previously investigated, and RYLA is not based on an identifiable theory that can be tested, an exploratory mixed-methods research program was developed to identify the key changes for participants following RYLA. The research incorporated four studies using a fully mixed, sequential design with concurrent components. To identify the key themes of change during RYLA, the first study invited recent RYLArians from District 9790 to participate in two focus groups. Eight participants (3 female) met to discuss their experiences before, during and after RYLA in discussions moderated by an independent facilitator. Subsequent thematic analysis of the transcripts identified the three constructs most likely to change as confidence (interpreted as General Self-Efficacy [GSE]), sense of meaning in life, and the personality factor of Openness to Experience. For Study 2, a participant observation study, I attended the entire week of RYLA in District 9790 in December 2009. As observer-as-participant, my research role was disclosed to RYLArians by Rotary in advance, and was in addition to my existing role as a paid Facilitator to run adventure-based â€œLeadership Challengesâ€ on specific days of the conference. Other activities throughout the week included lectures, group discussions, juggling, roleplays and project management tasks. I noted the high levels of support that developed between participants and their corresponding willingness engage with challenging experiences. â€œChallengeâ€ was a common theme throughout the week. Content that appeared to be frequently referred to by RYLArians included using body posture to influence mood (consistent with embodied emotion theories. e.g., Niedenthal, 2007), along with awareness of the chatter of â€œthe inner criticâ€ (consistent with therapeutic approaches such as Acceptance and Commitment Therapy. e.g., Hayes, Strosahl, & Wilson,1999). Practicing self-awareness and emotional regulation were integral to several sessions and, along with challenge and support, seemed key elements of…

Subjects/Keywords: Fields of Research; leadership development; positive psychology; RYLA; mixed methods

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APA (6^th Edition):

Edwards-Hart, T. (2012). Evaluation of the psychological outcomes of a residential youth leadership program. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:160231

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):

Edwards-Hart, T. “Evaluation of the psychological outcomes of a residential youth leadership program.” 2012. Thesis, RMIT University. Accessed April 22, 2021. http://researchbank.rmit.edu.au/view/rmit:160231.

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

MLA Handbook (7^th Edition):

Edwards-Hart, T. “Evaluation of the psychological outcomes of a residential youth leadership program.” 2012. Web. 22 Apr 2021.

Vancouver:

Edwards-Hart T. Evaluation of the psychological outcomes of a residential youth leadership program. [Internet] [Thesis]. RMIT University; 2012. [cited 2021 Apr 22]. Available from: http://researchbank.rmit.edu.au/view/rmit:160231.

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

Council of Science Editors:

Edwards-Hart T. Evaluation of the psychological outcomes of a residential youth leadership program. [Thesis]. RMIT University; 2012. Available from: http://researchbank.rmit.edu.au/view/rmit:160231

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

NSYSU

11. Chen, Jing-Zi. The Impact of Future Environmental Imagination on Studentsâ Environmental Action: Using Story Model into the Sustainable Project as an Example.

Degree: Master, Education, 2016, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0711116-163207

► In recent year, more and more environmental problems occurred, which were causing by human behaviors .More environmental issues were be discussed nowadays. This study used… (more)

Subjects/Keywords: mixed-methods research; story model; environmental suatainable development; future environmental imagination

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APA (6^th Edition):

Chen, J. (2016). The Impact of Future Environmental Imagination on Studentsâ Environmental Action: Using Story Model into the Sustainable Project as an Example. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0711116-163207

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

Chicago Manual of Style (16^th Edition):

Chen, Jing-Zi. “The Impact of Future Environmental Imagination on Studentsâ Environmental Action: Using Story Model into the Sustainable Project as an Example.” 2016. Thesis, NSYSU. Accessed April 22, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0711116-163207.

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

MLA Handbook (7^th Edition):

Chen, Jing-Zi. “The Impact of Future Environmental Imagination on Studentsâ Environmental Action: Using Story Model into the Sustainable Project as an Example.” 2016. Web. 22 Apr 2021.

Vancouver:

Chen J. The Impact of Future Environmental Imagination on Studentsâ Environmental Action: Using Story Model into the Sustainable Project as an Example. [Internet] [Thesis]. NSYSU; 2016. [cited 2021 Apr 22]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0711116-163207.

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

Council of Science Editors:

Chen J. The Impact of Future Environmental Imagination on Studentsâ Environmental Action: Using Story Model into the Sustainable Project as an Example. [Thesis]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0711116-163207

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

University of Pretoria

12. Maepa, TP. Success and failure factors in post-acquisition / post-merger integration.

Degree: Gordon Institute of Business Science (GIBS), 2014, University of Pretoria

URL: http://hdl.handle.net/2263/44916

► The complexities of integrating companies, through mergers or acquisitions, are immense and challenging for the leaders involved in the process who are responsible not only… (more)

Subjects/Keywords: UCTD; Consolidation and merger of corporations; Leadership; Mixed methods research

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APA (6^th Edition):

Maepa, T. (2014). Success and failure factors in post-acquisition / post-merger integration. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/44916

Chicago Manual of Style (16^th Edition):

Maepa, TP. “Success and failure factors in post-acquisition / post-merger integration.” 2014. Masters Thesis, University of Pretoria. Accessed April 22, 2021. http://hdl.handle.net/2263/44916.

MLA Handbook (7^th Edition):

Maepa, TP. “Success and failure factors in post-acquisition / post-merger integration.” 2014. Web. 22 Apr 2021.

Vancouver:

Maepa T. Success and failure factors in post-acquisition / post-merger integration. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2263/44916.

Council of Science Editors:

Maepa T. Success and failure factors in post-acquisition / post-merger integration. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/44916

University of Pretoria

13. Mallaby, Stephen John. The transition to general management.

Degree: Gordon Institute of Business Science (GIBS), 2014, University of Pretoria

URL: http://hdl.handle.net/2263/45029

► The number of managers that continue to fail at effectively transitioning to senior levels of leadership still remains unacceptably high, and ultimately impacts company’s abilities… (more)

▼ The number of managers that continue to fail at effectively transitioning to senior levels of leadership still remains unacceptably high, and ultimately impacts company’s abilities to develop succession plans and build effective leadership pipelines. This research project was undertaken to seek insight into the challenges faced by managers as they transition into the role of General Management. The research sought to understand the challenges associated with the transition and identify how successful leaders overcame them. The research was conducted in two phases. Firstly, a quantitative survey of students attending the General Management Programme at the Gordon Institute of Business Science (University of Pretoria) was undertaken. The class of 35 students consisted of managers that had recently moved into, or who were about to move into, the role of General Manager and 29 of these students completed the survey. This survey intended to gain some perspective from currently transitioning managers. The second research phase was qualitative in nature and comprised of in-depth, semi-structured interviews, with nineteen (19) senior Business Leaders who had successfully made the transition. This phase aimed to gather the Business Leaders perspectives on the challenges they faced during their transitions, and how these were overcome by them. The research highlighted the extent and significance of the transition, and identified many challenges associated with it. The findings of the research provided useful insights from experienced leaders about the challenges and surprises they encountered and how they were able to overcome them, and effectively transition into General Management. Moreover it illustrated the extent to which the managers had to change and how their own identities transformed. The need to develop informal relationships and gaining practical experience were particularly strong themes that emerged. In contrast to this, it found that the newly promoted managers did not place as much significance and importance on the transition to General Management as the experienced managers did. This highlighted the extent to which the transition process may be underestimated. Advisors/Committee Members: Hofmeyr, Karl (advisor).

Subjects/Keywords: UCTD; Management; Industrial management; Leadership; Mixed methods research

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APA (6^th Edition):

Mallaby, S. J. (2014). The transition to general management. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45029

Chicago Manual of Style (16^th Edition):

Mallaby, Stephen John. “The transition to general management.” 2014. Masters Thesis, University of Pretoria. Accessed April 22, 2021. http://hdl.handle.net/2263/45029.

MLA Handbook (7^th Edition):

Mallaby, Stephen John. “The transition to general management.” 2014. Web. 22 Apr 2021.

Vancouver:

Mallaby SJ. The transition to general management. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2263/45029.

Council of Science Editors:

Mallaby SJ. The transition to general management. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/45029

14. Teh, Ruth Chu-Ai. Clinicians’ perspectives and clinical efficacy of a health information technology tool in hospital falls risk assessment and prevention among older persons.

Degree: 2017, University of Adelaide

URL: http://hdl.handle.net/2440/113119

► Background The expanding ageing population has resulted in a focus on older persons within many healthcare systems. Falls present a growing problem with a significant… (more)

▼ Background The expanding ageing population has resulted in a focus on older persons within many healthcare systems. Falls present a growing problem with a significant impact on the community and healthcare system. Identifying falls risk factors and preventing falls have become priorities for many hospital and government policies, yet the evidence for the acceptability and efficacy of such interventions remains limited. Health technology has the potential to influence the field of falls prevention. Within research and clinical use, single and multi-component health technology strategies have been trialled to identify falls risk and prevent falls incidents. These have included sensor systems, video surveillance, and electronic health records. This thesis sought to evaluate the role of health technology in falls risk assessment and prevention, its perceptions by clinicians as end-users, and its effectiveness in reducing falls in hospital. More specifically, the thesis examined clinicians’ perspectives and use of a health information technology tool. This tool incorporated an iPad™ device and automatically generated visual cues to highlight individual patients’ falls risk. Its accuracy and efficacy in identifying and addressing falls risk scenarios, was evaluated compared to a standard screening tool. The aim of this study was to ultimately develop an acceptable and usable tool, in collaboration with clinicians, to deliver effective falls prevention in hospital. Methods Two methodologies and separate analyses were undertaken to complete this thesis: 1) An integrative review collated evidence for the effectiveness and clinicians’ perspectives of health technology use in falls prevention; and 2) an action research study evaluated clinicians’ perspectives on the health information technology tool, and informs its clinical use and efficacy in reducing hospital fall rates. Data was derived from focus group and survey research, with implementation of the health information technology tool occurring over consecutive 12-week periods on two medical wards at a single hospital setting. Both qualitative and quantitative analyses were applied to the data. Results Integrative review evidence, presented for the first time in this thesis, highlighted the lack of robust, consistent evidence for the acceptability and efficacy of health technology measures in falls prevention. The research conducted in this thesis addressed this gap in knowledge by evaluating staff’s attitudes towards the health information technology tool. It evaluated its positive and negative aspects, barriers to use, and recommendations for improvement; alongside its accuracy and effectiveness in reducing fall rates. Overall, clinicians were supportive for incorporating the tool into clinical practice. They perceived it as a useful, timely means of alerting staff and patients to falls risk scenarios, and resulting in better quality of care and understanding of falls risk for patients. Clinicians identified issues with usability and lack of time for tool use, and… Advisors/Committee Members: Visvanathan, Renuka (advisor), Wilson, Anne (advisor), School of Medicine (school).

Subjects/Keywords: Research by publication; health technology; falls; perspectives; efficacy; mixed-methods

10 more images…

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APA (6^th Edition):

Teh, R. C. (2017). Clinicians’ perspectives and clinical efficacy of a health information technology tool in hospital falls risk assessment and prevention among older persons. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/113119

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):

Teh, Ruth Chu-Ai. “Clinicians’ perspectives and clinical efficacy of a health information technology tool in hospital falls risk assessment and prevention among older persons.” 2017. Thesis, University of Adelaide. Accessed April 22, 2021. http://hdl.handle.net/2440/113119.

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

MLA Handbook (7^th Edition):

Teh, Ruth Chu-Ai. “Clinicians’ perspectives and clinical efficacy of a health information technology tool in hospital falls risk assessment and prevention among older persons.” 2017. Web. 22 Apr 2021.

Vancouver:

Teh RC. Clinicians’ perspectives and clinical efficacy of a health information technology tool in hospital falls risk assessment and prevention among older persons. [Internet] [Thesis]. University of Adelaide; 2017. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2440/113119.

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

Council of Science Editors:

Teh RC. Clinicians’ perspectives and clinical efficacy of a health information technology tool in hospital falls risk assessment and prevention among older persons. [Thesis]. University of Adelaide; 2017. Available from: http://hdl.handle.net/2440/113119

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

AUT University

15. Mrkusic, Anna Maria. School engagement in the Project Energize health intervention programme. ‘What works, what does not work, what next?' .

Degree: 2012, AUT University

URL: http://hdl.handle.net/10292/4180

► Rates of overweight and obesity have continued to rise amongst primary school children including those in New Zealand, with higher prevalence in non-European children and… (more)

▼ Rates of overweight and obesity have continued to rise amongst primary school children including those in New Zealand, with higher prevalence in non-European children and those living in more deprived areas. The school setting has been identified as an ideal environment for interventions to improve child health by supporting daily moderate and vigorous physical activity and healthier eating patterns. Project Energize has been operating in Waikato primary schools since 2005. In 2011 the Project Energize programme delivered by Sport Waikato included 40,000 children, 244 schools, and 27 “Energizers” including one dietitian. Energizers are assigned 8-12 schools each and act as a “one stop shop” to support activities that promote and coordinate improved nutrition and physical activity within schools. In early 2011 a formal evaluation involving 192 schools which had been engaged with the Project Energize for eighteen months or more was undertaken. The evaluation included anthropometric measurements, school stocktake, home-questionnaire and lead teacher interviews to assess student health outcomes and Project Energize programme implementation. This body of work aimed to identify factors associated with school engagement and participation in Project Energize and to develop an understanding of the context of those factors so recommendations can be made to raise levels of engagement in low-engaged schools. This projects asks, are engagement and participation associated with programme effectiveness in Project Energize? Methods: In a purposively selected sub-sample of the 2011 Project Energize evaluation study, lead teachers in 25 of the 192 schools undertook a structured interview. Independently, scores for engagement were derived from stocktakes of the nutrition and physical activity environment (n=192), Energizer school ratings (n=192) and responses from school leader interviews (n=25). Scores were compared using Spearman rank coefficients. Responses from open ended interview questions were thematically analysed to identify common perceptions. Results: School ratings based on measures and perceptions of levels of engagement and participation showed strongest agreement between the Energizer ratings and the score derived from the school interviews (ρ=0.676, P<0.000, n=24), levels of engagement and participation mediated by socio-economic status and ethnicity. Themes derived from the interviews relating to positive engagement were perceptions of a school community health need, commitment of school leaders, and effective interaction with Energizers. All school leaders agreed that the Energizers were a vital part of the programme. Challenges to engagement related to levels of parental support, curriculum demands, perceived need to fundraise with unhealthy food, transience and limitations in the time of interaction with the Energizer. Conclusions: Positive, meaningful engagement was observed in all schools, however factors were identified that restrict programme uptake. Engagement and participation in Project Energize… Advisors/Committee Members: Rush, Elaine (advisor), Cairns, Simeon (advisor).

Subjects/Keywords: School; Health intervention; Evaluation; Engagement; Project Energize; Mixed methods research; Participation

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APA (6^th Edition):

Mrkusic, A. M. (2012). School engagement in the Project Energize health intervention programme. ‘What works, what does not work, what next?' . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4180

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):

Mrkusic, Anna Maria. “School engagement in the Project Energize health intervention programme. ‘What works, what does not work, what next?' .” 2012. Thesis, AUT University. Accessed April 22, 2021. http://hdl.handle.net/10292/4180.

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

MLA Handbook (7^th Edition):

Mrkusic, Anna Maria. “School engagement in the Project Energize health intervention programme. ‘What works, what does not work, what next?' .” 2012. Web. 22 Apr 2021.

Vancouver:

Mrkusic AM. School engagement in the Project Energize health intervention programme. ‘What works, what does not work, what next?' . [Internet] [Thesis]. AUT University; 2012. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10292/4180.

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

Council of Science Editors:

Mrkusic AM. School engagement in the Project Energize health intervention programme. ‘What works, what does not work, what next?' . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4180

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

University of Houston

16. Zhang, Aidong. Examining the Relationship between Teacher Qualifications, Teacher Stability, and the Quality of Classroom Learning Environments in Child Care Centers.

Degree: EdD, Curriculum and Instruction, 2014, University of Houston

URL: http://hdl.handle.net/10657/1694

► High quality early childhood programs lead to positive effects on children's development in physical, cognitive, social and emotional domains (Copple & Bredekamp, 2009). As an… (more)

▼ High quality early childhood programs lead to positive effects on children's development in physical, cognitive, social and emotional domains (Copple & Bredekamp, 2009). As an important component of quality child care programs, the classroom learning environment sets a platform for children’s optimal development and learning. Early childhood teachers are pivotal in creating the quality of the learning environment for children. This study used mixed methods research to examine the relationship between teacher qualifications, teacher stability, and the quality of classroom learning environments at child care centers. Included in the study were eleven child care centers from the United Way Bright Beginnings (UWBB) program in the greater Houston areas of Texas. A total of two hundred fourteen (214) classroom observations from these child care centers were included in this study. Annual data were collected for five consecutive years from 2006 to 2010 on teacher qualifications, teacher stability, and the quality of the learning environment as measured by nationally recognized Infant/Toddler Environment Rating Scale-Revised Edition (ITERS-R) (Harms, Cryer, & Clifford, 2003) and Early Childhood Environmental Rating Scale, Revised Edition (ECERS-R) (Harms, Clifford, & Cryer, 1998). Non-parametric Spearman’s Rho correlational analyses were employed to examine the strength of the relationships between variables (teacher qualifications, teacher stability, and the quality of classroom learning environments). The data indicated that teacher professional training in early childhood education was significantly and positively correlated with ECERS-R Total scores (r = 0.759, p<0.01). Early childhood training was also positively correlated with the ECERS-R subscale Interaction (r = 0.596, p<0.05). Additionally, early childhood teachers’ years of experience in child care was significantly and positively correlated with Total ECERS-R scores (r=0.283, p<0.05), ECERS-R subscale Space and Furnishing (r=0.254, p<0.05), and Activities (r=0.255, p<0.05). Teacher experience in child care was significantly and positively correlated with scores of Physical environment (r=0.289, p<0.01) and Interpersonal environment (r=0.240, p<0.05). Teacher stability was significantly negatively correlated with Personal Care Routines in early childhood classroom (r=-0.706, p<0.05), but positively correlated in infant/toddler classroom (r=0.216, p<0.05); experienced teachers paid close attention to hygiene with infants and toddlers (birth to 2½ years old) but were not as concerned with this issue among early childhood age children (2 ½ through 5 years of age). The findings from interviews of child care center directors also suggest that well-trained and skilled experienced teachers are the key to improving and sustaining the quality of classroom learning environment at child care centers. This study provides a comprehensive understanding of the relationships between specific teacher characteristics to the quality of learning environments from… Advisors/Committee Members: Andrews, Nicole L. (advisor), Houston, W. Robert (committee member), Watson, Margaret (committee member), Edgar, Teresa (committee member).

Subjects/Keywords: Quality of classroom learning environments; Teacher characteristics; Mixed methods research

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APA (6^th Edition):

Zhang, A. (2014). Examining the Relationship between Teacher Qualifications, Teacher Stability, and the Quality of Classroom Learning Environments in Child Care Centers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1694

Chicago Manual of Style (16^th Edition):

Zhang, Aidong. “Examining the Relationship between Teacher Qualifications, Teacher Stability, and the Quality of Classroom Learning Environments in Child Care Centers.” 2014. Doctoral Dissertation, University of Houston. Accessed April 22, 2021. http://hdl.handle.net/10657/1694.

MLA Handbook (7^th Edition):

Zhang, Aidong. “Examining the Relationship between Teacher Qualifications, Teacher Stability, and the Quality of Classroom Learning Environments in Child Care Centers.” 2014. Web. 22 Apr 2021.

Vancouver:

Zhang A. Examining the Relationship between Teacher Qualifications, Teacher Stability, and the Quality of Classroom Learning Environments in Child Care Centers. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10657/1694.

Council of Science Editors:

Zhang A. Examining the Relationship between Teacher Qualifications, Teacher Stability, and the Quality of Classroom Learning Environments in Child Care Centers. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1694

Florida Atlantic University

17. Carvalho-Mukherjee, Eliana. Going Global in Costa Rica: A Mixed Method Study Examining Teachers of the International Baccalaureate Diploma Program and Its Growth in a Developing Country.

Degree: 2018, Florida Atlantic University

URL: http://purl.flvc.org/fau/fd/FA00005987

►

Summary: This mixed-method study, grounded in critical pedagogy, explored teachers of the International Baccalaureate Diploma Program (IBDP) in Costa Rican public and private schools and… (more)

▼

Summary: This mixed-method study, grounded in critical pedagogy, explored teachers of the International Baccalaureate Diploma Program (IBDP) in Costa Rican public and private schools and examined the growth of the IB there. It surveyed the global mindedness of the teachers to understand their perceptions of the IB. The study also aimed to understand the IB’s Creativity, Activity, and Service (CAS) as a form of global education. Furthermore, neoliberalism was explored as a force driving the IB’s growth in Costa Rica. The study collected quantitative data from the Global Mindedness Scale (GMS) (Hett, 1993) from teachers of the IB in Costa Rica, assessing their level of global mindedness, factors that may have contributed to their score, and what differences, if any, existed between public and private school teachers. In the qualitative phase, four teachers were interviewed to explore how they perceived the IB in Costa Rica. It also critically analyzed the CAS requirement of the IB, as well as the neoliberal forces that have driven the growth of the IB in Costa Rica. The findings show that the type of school does not affect teachers’ global mindedness. Participants’ age and whether they have lived outside their country had a positive but weak relationship to teachers’ global mindedness. Teachers of STEM courses had slightly lower GMS scores. The interviews showed that teachers had positive perceptions of the IBDP and saw benefits for themselves, their students, and Costa Rica. The teachers were mostly uncritical in their responses, but the highest GMS scoring interviewee did express critical ideas. An analysis of the CAS requirement of the IB concluded that it reflects both soft and critical approaches to global citizenship education. Finally, the document analysis confirmed neoliberalism as a force behind the IB’s expansion in Costa Rica. Several recommendations were offered. First, an instrument is needed that can measure global mindedness on an international scale. Second, teacher education should incorporate issues related to global education. Third, implementation of the IBDP and other global education curricula requires ongoing support from policymakers, organizations, and schools. More research should examine the growth of the IB in other countries.

2018

Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2018.

Collection: FAU

Advisors/Committee Members: Baxley, Traci P. (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry.

Subjects/Keywords: International Baccalaureate Diploma Programme; Teachers – Costa Rica; Mixed methods research

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APA (6^th Edition):

Carvalho-Mukherjee, E. (2018). Going Global in Costa Rica: A Mixed Method Study Examining Teachers of the International Baccalaureate Diploma Program and Its Growth in a Developing Country. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00005987

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):

Carvalho-Mukherjee, Eliana. “Going Global in Costa Rica: A Mixed Method Study Examining Teachers of the International Baccalaureate Diploma Program and Its Growth in a Developing Country.” 2018. Thesis, Florida Atlantic University. Accessed April 22, 2021. http://purl.flvc.org/fau/fd/FA00005987.

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

MLA Handbook (7^th Edition):

Carvalho-Mukherjee, Eliana. “Going Global in Costa Rica: A Mixed Method Study Examining Teachers of the International Baccalaureate Diploma Program and Its Growth in a Developing Country.” 2018. Web. 22 Apr 2021.

Vancouver:

Carvalho-Mukherjee E. Going Global in Costa Rica: A Mixed Method Study Examining Teachers of the International Baccalaureate Diploma Program and Its Growth in a Developing Country. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2021 Apr 22]. Available from: http://purl.flvc.org/fau/fd/FA00005987.

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

Council of Science Editors:

Carvalho-Mukherjee E. Going Global in Costa Rica: A Mixed Method Study Examining Teachers of the International Baccalaureate Diploma Program and Its Growth in a Developing Country. [Thesis]. Florida Atlantic University; 2018. Available from: http://purl.flvc.org/fau/fd/FA00005987

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

Florida Atlantic University

18. Tucker, Tania Renee. Global-Mindedness in Study Abroad Professionals.

Degree: 2018, Florida Atlantic University

URL: http://fau.digital.flvc.org/islandora/object/fau:40890

►

This mixed methods study explored and measured the multi-dimensional construct of global-mindedness as it applies to the study abroad professional and defines the term study… (more)

▼

This mixed methods study explored and measured the multi-dimensional construct of global-mindedness as it applies to the study abroad professional and defines the term study abroad professional. Hett’s (1993) Global-Mindedness Scale and the five dimensions of responsibility, cultural pluralism, efficacy, globalcentrism, and interconnectedness was utilized to determine the global-mindedness of study abroad professionals. Additionally, open and closed-ended questions were used to identify similarities across the study abroad professionals and to help define and give meaning to the term study abroad professional. Research findings lead to the identification of four themes. Theme one focused on characteristics that lend themselves to defining the term study abroad professionals. Theme two focused on the individual characteristics and their association with Hett’s five dimensions of global-mindedness. Qualitative data were used to support the various research questions whose answers became part of the working definition for a study abroad professional. Theme three focused on study abroad. And, theme four focused on evolving job announcements. International education, specifically study abroad, has become a specialized and recognized profession. What has emerged are specific academic requirements, professional training, and various professional and personal experiences being a requirement for entry into the field. Individuals entering the study abroad profession need to have an advanced degree, most likely in education or international/global studies (although other majors are acceptable), they will have studied, interned, volunteered, worked, or lived abroad, they will have good communication skills, be open-minded, organized, flexible, patient, empathetic, culturally sensitive, interculturally competent, and will have previous experience in the field. These findings have led to the definition of a study abroad professional. a study abroad professional is a globally-minded administrator or advisor with international and professional experiences, educational credentials, and personal traits that help them to relate to, communicate with, and support students, faculty, and staff, while fostering a safe study abroad environment that meets the needs of the institution and diverse student populations.

2018

Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2018.

Collection: FAU

Advisors/Committee Members: Bogotch, Ira (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology.

Subjects/Keywords: Foreign study; Cultural pluralism; Global; Mixed methods research

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APA (6^th Edition):

Tucker, T. R. (2018). Global-Mindedness in Study Abroad Professionals. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:40890

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, Tania Renee. “Global-Mindedness in Study Abroad Professionals.” 2018. Thesis, Florida Atlantic University. Accessed April 22, 2021. http://fau.digital.flvc.org/islandora/object/fau:40890.

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, Tania Renee. “Global-Mindedness in Study Abroad Professionals.” 2018. Web. 22 Apr 2021.

Vancouver:

Tucker TR. Global-Mindedness in Study Abroad Professionals. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2021 Apr 22]. Available from: http://fau.digital.flvc.org/islandora/object/fau:40890.

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

Council of Science Editors:

Tucker TR. Global-Mindedness in Study Abroad Professionals. [Thesis]. Florida Atlantic University; 2018. Available from: http://fau.digital.flvc.org/islandora/object/fau:40890

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

Delft University of Technology

19. Peralta, F. (author). A size bigger: Location preferences of fashion retailers in the Netherlands.

Degree: 2015, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:111a9bfc-4710-49ee-aa18-64207e790e1c

►

This study combines both interviews as well as quantitative data in order to reveal changing location preferences of fashion retailers in the Netherlands. The aim… (more)

Subjects/Keywords: location preferences; selection criteria; fashion retailers; mixed methods research; retail

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APA (6^th Edition):

Peralta, F. (. (2015). A size bigger: Location preferences of fashion retailers in the Netherlands. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:111a9bfc-4710-49ee-aa18-64207e790e1c

Chicago Manual of Style (16^th Edition):

Peralta, F (author). “A size bigger: Location preferences of fashion retailers in the Netherlands.” 2015. Masters Thesis, Delft University of Technology. Accessed April 22, 2021. http://resolver.tudelft.nl/uuid:111a9bfc-4710-49ee-aa18-64207e790e1c.

MLA Handbook (7^th Edition):

Peralta, F (author). “A size bigger: Location preferences of fashion retailers in the Netherlands.” 2015. Web. 22 Apr 2021.

Vancouver:

Peralta F(. A size bigger: Location preferences of fashion retailers in the Netherlands. [Internet] [Masters thesis]. Delft University of Technology; 2015. [cited 2021 Apr 22]. Available from: http://resolver.tudelft.nl/uuid:111a9bfc-4710-49ee-aa18-64207e790e1c.

Council of Science Editors:

Peralta F(. A size bigger: Location preferences of fashion retailers in the Netherlands. [Masters Thesis]. Delft University of Technology; 2015. Available from: http://resolver.tudelft.nl/uuid:111a9bfc-4710-49ee-aa18-64207e790e1c

University of Toronto

20. Behman, Amy Lilian. The Effects and Outcomes of Simple Bone Cysts.

Degree: PhD, 2019, University of Toronto

URL: http://hdl.handle.net/1807/102560

►

Introduction: Simple bone cysts (SBCs) are a common benign condition in paediatric orthopaedics. The purpose of this thesis was to investigate the impact of simple… (more)

▼

Introduction: Simple bone cysts (SBCs) are a common benign condition in paediatric orthopaedics. The purpose of this thesis was to investigate the impact of simple bone cysts on children related to social interactions, perceptions and physical activity participation. This thesis additionally set out to investigate the inter-relationship between subjective and objective outcomes using qualitative and quantitative methods to more fully understand the impact of SBC on children and their families. Methods: Qualitative methods were used to investigate the experiences of patients and families with SBC, specifically related to perceptions and activity participation. These results were then combined with patient reported quantitative outcome data related to physical function in a mixed methods study. Next, a series of statistical analyses were used to identify potential predictive patient and cyst features related to subjective and objective outcomes. Finally, a digital software program using pixel intensity was employed to measure an objective outcome of healing typically reported by radiologists. Results: Children perceive their experience of SBC more similar to injury than to an illness; SBCs cause some anxiety for both children and parents; and we identified shortcomings in the decision-making process around SBC treatment. Overall children with SBC achieve good functional outcomes and remain highly active. Function at the time of diagnosis is strongly associated with functional outcomes. Finally, the digital software is able to detect some differences between healed and not healed SBCs but was not able to identify clear ranges of intensities related to healing grades. Conclusions: The use of subjective and objective data provided a better understanding of outcomes of SBC. While some of these finding may be integrated, it is unlikely that a single measure will fully capture the outcomes of the disease. Studying the interrelationships between different types of measurement has led to a more fulsome understanding of the outcomes and effects of SBC in children.

2020-10-30 00:00:00

Advisors/Committee Members: Wright, James G, Health Policy, Management and Evaluation.

Subjects/Keywords: Bone Cyst; Children; Mixed Methods; Outcomes; Qualitative Research; 0766

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APA (6^th Edition):

Behman, A. L. (2019). The Effects and Outcomes of Simple Bone Cysts. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/102560

Chicago Manual of Style (16^th Edition):

Behman, Amy Lilian. “The Effects and Outcomes of Simple Bone Cysts.” 2019. Doctoral Dissertation, University of Toronto. Accessed April 22, 2021. http://hdl.handle.net/1807/102560.

MLA Handbook (7^th Edition):

Behman, Amy Lilian. “The Effects and Outcomes of Simple Bone Cysts.” 2019. Web. 22 Apr 2021.

Vancouver:

Behman AL. The Effects and Outcomes of Simple Bone Cysts. [Internet] [Doctoral dissertation]. University of Toronto; 2019. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/1807/102560.

Council of Science Editors:

Behman AL. The Effects and Outcomes of Simple Bone Cysts. [Doctoral Dissertation]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/102560

University of Notre Dame

21. Stacey Beth Scott. Examining Social Support in Adaptation to Widowhood: A Mixed Methods Approach</h1>.

Degree: Psychology, 2006, University of Notre Dame

URL: https://curate.nd.edu/show/s1784j05t4w

► A wealth of developmental research has focused solely on identifying factors and linking them to resilient or psychopathological outcomes. Risk and protective factors, however,… (more)

Subjects/Keywords: mixed methods; widowhood; qualitative research

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APA (6^th Edition):

Scott, S. B. (2006). Examining Social Support in Adaptation to Widowhood: A Mixed Methods Approach</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/s1784j05t4w

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):

Scott, Stacey Beth. “Examining Social Support in Adaptation to Widowhood: A Mixed Methods Approach</h1>.” 2006. Thesis, University of Notre Dame. Accessed April 22, 2021. https://curate.nd.edu/show/s1784j05t4w.

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

MLA Handbook (7^th Edition):

Scott, Stacey Beth. “Examining Social Support in Adaptation to Widowhood: A Mixed Methods Approach</h1>.” 2006. Web. 22 Apr 2021.

Vancouver:

Scott SB. Examining Social Support in Adaptation to Widowhood: A Mixed Methods Approach</h1>. [Internet] [Thesis]. University of Notre Dame; 2006. [cited 2021 Apr 22]. Available from: https://curate.nd.edu/show/s1784j05t4w.

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

Council of Science Editors:

Scott SB. Examining Social Support in Adaptation to Widowhood: A Mixed Methods Approach</h1>. [Thesis]. University of Notre Dame; 2006. Available from: https://curate.nd.edu/show/s1784j05t4w

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

University of Ontario Institute of Technology

22. Robb, James. Beyond the noise: an exploration of informative sound design in video games.

Degree: 2015, University of Ontario Institute of Technology

URL: http://hdl.handle.net/10155/569

► Informative sounds in video games are those that are played with a functional purpose. These sounds are meant to inform the player of some change… (more)

Subjects/Keywords: Game audio; Game design; Games user research; Mixed methods

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APA (6^th Edition):

Robb, J. (2015). Beyond the noise: an exploration of informative sound design in video games. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/569

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):

Robb, James. “Beyond the noise: an exploration of informative sound design in video games.” 2015. Thesis, University of Ontario Institute of Technology. Accessed April 22, 2021. http://hdl.handle.net/10155/569.

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

MLA Handbook (7^th Edition):

Robb, James. “Beyond the noise: an exploration of informative sound design in video games.” 2015. Web. 22 Apr 2021.

Vancouver:

Robb J. Beyond the noise: an exploration of informative sound design in video games. [Internet] [Thesis]. University of Ontario Institute of Technology; 2015. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10155/569.

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

Council of Science Editors:

Robb J. Beyond the noise: an exploration of informative sound design in video games. [Thesis]. University of Ontario Institute of Technology; 2015. Available from: http://hdl.handle.net/10155/569

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

University of Ontario Institute of Technology

23. Drenikow, Brandon. Vixen: a games user research tool for collection and interactive visualization of usertesting data.

Degree: 2017, University of Ontario Institute of Technology

URL: http://hdl.handle.net/10155/829

► Visualization techniques can facilitate the understanding and exploration of relationships in usertesting data. For example, data from players' in-game movement can be combined with interview… (more)

Subjects/Keywords: Games user research; Visualization; Usertest; Mixed-methods; Analytics

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APA (6^th Edition):

Drenikow, B. (2017). Vixen: a games user research tool for collection and interactive visualization of usertesting data. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/829

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):

Drenikow, Brandon. “Vixen: a games user research tool for collection and interactive visualization of usertesting data.” 2017. Thesis, University of Ontario Institute of Technology. Accessed April 22, 2021. http://hdl.handle.net/10155/829.

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

MLA Handbook (7^th Edition):

Drenikow, Brandon. “Vixen: a games user research tool for collection and interactive visualization of usertesting data.” 2017. Web. 22 Apr 2021.

Vancouver:

Drenikow B. Vixen: a games user research tool for collection and interactive visualization of usertesting data. [Internet] [Thesis]. University of Ontario Institute of Technology; 2017. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10155/829.

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

Council of Science Editors:

Drenikow B. Vixen: a games user research tool for collection and interactive visualization of usertesting data. [Thesis]. University of Ontario Institute of Technology; 2017. Available from: http://hdl.handle.net/10155/829

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

University of Melbourne

24. GERSH, ELON. Alliance rupture and repair processes and therapeutic change in young people with Borderline Personality Disorder.

Degree: 2015, University of Melbourne

URL: http://hdl.handle.net/11343/54652

► There is evidence that the strength of the collaborative relationship between therapist and client, known as the therapeutic alliance, reliably predicts the quality of outcomes… (more)

▼ There is evidence that the strength of the collaborative relationship between therapist and client, known as the therapeutic alliance, reliably predicts the quality of outcomes in psychotherapy. Yet, it is still unclear how the dynamic relational processes that underlie this unfold across different phases of therapy and why they are therapeutic. One prominent theory suggests that the alliance can be conceptualised as an ongoing process that is marked by ruptures, where there is tension or strain in the relationship between therapist and client. In successful therapies, ruptures are followed by resolution or repair that re-establishes when the quality of the collaboration. There is preliminary evidence that the quality of alliance rupture resolution is predictive of outcome in therapy but more investigations are required. This study sought to examine these alliance processes in young people with borderline personality disorder (BPD). This population was selected because the alliance can be particularly volatile in BPD, while also being central to treatment. Forty-four people, aged 15-24, with a diagnosis of BPD received manualised case management and psychiatric care and were randomised to receive 16 sessions of either Cognitive Analytic Therapy (CAT) or a supportive control treatment known as befriending. All participants were assessed at baseline and six month follow-up. Additionally, audio recordings of selected sessions were rated using established observer based measures of rupture and repair processes including the Rupture Resolution Rating Scale. For those who dropped out of treatment or were randomised to befriending, an early session was rated, whereas for those who completed CAT, early, mid and late treatment sessions were assessed. Two qualitative case studies utilised Dialogical Sequence Analysis (DSA) to further explore these relational processes. Results indicated that alliance processes differed in CAT and befriending in terms of the significance of ruptures to the quality of alliance and the extent of resolution. Contrary to the hypotheses, alliance rupture and repair processes did not predict dropout from treatment. Examination of alliance processes across time pointed to increasing ruptures as well as increasing resolution, suggesting both increased volatility and productivity in the therapeutic process. There was no consistent link between alliance processes and outcome. However, two specific phases were shown to be significant. Early treatment ruptures were associated with poor outcome whereas greater late treatment resolution was associated with better outcomes. Qualitative case study findings emphasized the role of the content of the session in mediating the quality of the alliance, the importance of the therapist’s stance, and the impact of case formulation on the alliance process. Taken together, the results demonstrate the importance of alliance rupture and repair processes and underscore that they are not uniform. Specifically, there is evidence that these processes differ to some…

Subjects/Keywords: therapeutic alliance; borderline personality disorder; psychology; process research; mixed methods

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

APA (6^th Edition):

GERSH, E. (2015). Alliance rupture and repair processes and therapeutic change in young people with Borderline Personality Disorder. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/54652

Chicago Manual of Style (16^th Edition):

GERSH, ELON. “Alliance rupture and repair processes and therapeutic change in young people with Borderline Personality Disorder.” 2015. Doctoral Dissertation, University of Melbourne. Accessed April 22, 2021. http://hdl.handle.net/11343/54652.

MLA Handbook (7^th Edition):

GERSH, ELON. “Alliance rupture and repair processes and therapeutic change in young people with Borderline Personality Disorder.” 2015. Web. 22 Apr 2021.

Vancouver:

GERSH E. Alliance rupture and repair processes and therapeutic change in young people with Borderline Personality Disorder. [Internet] [Doctoral dissertation]. University of Melbourne; 2015. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/11343/54652.

Council of Science Editors:

GERSH E. Alliance rupture and repair processes and therapeutic change in young people with Borderline Personality Disorder. [Doctoral Dissertation]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/54652

University of Georgia

25. Pearl, Andrew Joseph. Community-engaged scholarship in the professoriate.

Degree: 2015, University of Georgia

URL: http://hdl.handle.net/10724/33637

► In its purest form, higher education exists to advance knowledge and seek truth. The driving force behind that advancement of knowledge has been the professoriate;… (more)

▼ In its purest form, higher education exists to advance knowledge and seek truth. The driving force behind that advancement of knowledge has been the professoriate; however, in 1990, Ernest Boyer lamented that the work of the professoriate was focused too narrowly on research productivity, rather than embracing a full range of approaches to scholarship, particularly how knowledge can be used to address important societal issues. Boyer described this commitment as the “scholarship of engagement,” which is now often thought of as community engagement, defined by the Carnegie Foundation as “the collaboration between institutions of higher education and their local communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.” In this dissertation, I took a mixed-methods approach to learn more about what drives faculty members to do their work, particularly in the context of community engagement. I began by borrowing from the public administration literature and examining faculty members through the theoretical framework of public service motivation using confirmatory factor analysis. Based on the findings that failed to confirm public service motivation in higher education, I continued my exploration of faculty motivations by better understanding what drives their varying approaches to scholarship. Using latent class analysis, I created a typology of five classes of faculty members based on their interests in and practices related to community engagement. Next, I took the resulting classes and used regression analyses to explore differences in their job satisfaction, research productivity, career-related stress, and other affective items. The findings suggest that important differences exist between the classes. In particular, faculty members who are interested in community engagement, but do not pursue community-engaged scholarship in practice, are less satisfied in their careers and feel less connection between their personal values and work. During two qualitative focus groups sessions, I discussed how the quantitative findings are useful, both in theory and practice. This research makes a unique contribution to the literature by expanding our knowledge of faculty members’ motivations related to community engagement through exploration of a large, national dataset, reinforced by in-depth qualitative analyses.

Subjects/Keywords: Community engagement; Mixed-methods research; public service motivation; higher education faculty

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APA (6^th Edition):

Pearl, A. J. (2015). Community-engaged scholarship in the professoriate. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/33637

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):

Pearl, Andrew Joseph. “Community-engaged scholarship in the professoriate.” 2015. Thesis, University of Georgia. Accessed April 22, 2021. http://hdl.handle.net/10724/33637.

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

MLA Handbook (7^th Edition):

Pearl, Andrew Joseph. “Community-engaged scholarship in the professoriate.” 2015. Web. 22 Apr 2021.

Vancouver:

Pearl AJ. Community-engaged scholarship in the professoriate. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10724/33637.

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

Council of Science Editors:

Pearl AJ. Community-engaged scholarship in the professoriate. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/33637

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

Virginia Tech

26. Crede, Erin Dawne. Organization and Retention in Research Groups in Graduate Engineering Departments.

Degree: PhD, Engineering Education, 2011, Virginia Tech

URL: http://hdl.handle.net/10919/77986

► The purpose of this research project was to better understand the experiences of graduate students in internationally diverse research groups, and how these research groups… (more)

▼ The purpose of this research project was to better understand the experiences of graduate students in internationally diverse research groups, and how these research groups and international diversity contributes to a student's intent to complete his or her graduate degree. This exploratory mixed methods research was conducted in three phases: (1) an ethnographic study of selected research groups in two engineering graduate departments, (2) development of a survey for students in graduate engineering students, and (3) administering the survey to graduate engineering students in research groups to verify the findings. In order to address the project aims, three smaller studies were initiated that address individual elements of graduate education, including: learning in research groups and international diversity, and retention in graduate engineering programs. The focus of the first study was to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree. Key findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning, as well as several elements common across research groups from different universities and academic departments, including: power distance and communication, access to resources, and role of the advisor. During the (second) integration phase of this mixed methods study, the nine months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including: the role of international diversity, research group organization and climate, student self efficacy, and individual and group learning experiences. Final retention themes from the ethnographic analysis are presented along with a discussion of how these data were configured into instrument questions. A discussion of the final instrument is presented, including validity and reliability analysis, and how the final questions were integrated into themes to test hypotheses for future studies. This chapter also presents implications for mixed methods researchers interested in using qualitative methods to create new instruments. In the third and final stage of the research study, the survey developed in the second phase of the research study was administered to four universities across the United States. Data analysis focused on better understanding the differences in retention constructs by student nationality. Results from more than 600 engineering PhD students from 6 international regions enrolled in U.S. engineering graduate programs were examined to characterize demographic differences in participant responses for intention to complete the degree. Six constructs were found to be significant in… Advisors/Committee Members: Borrego, Maura Jenkins (committeechair), McNair, Elizabeth D. (committee member), Ted Fuller (committee member), Lohani, Vinod K. (committee member).

Subjects/Keywords: mixed methods; graduate education; engineering research groups; retention

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APA (6^th Edition):

Crede, E. D. (2011). Organization and Retention in Research Groups in Graduate Engineering Departments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77986

Chicago Manual of Style (16^th Edition):

Crede, Erin Dawne. “Organization and Retention in Research Groups in Graduate Engineering Departments.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 22, 2021. http://hdl.handle.net/10919/77986.

MLA Handbook (7^th Edition):

Crede, Erin Dawne. “Organization and Retention in Research Groups in Graduate Engineering Departments.” 2011. Web. 22 Apr 2021.

Vancouver:

Crede ED. Organization and Retention in Research Groups in Graduate Engineering Departments. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10919/77986.

Council of Science Editors:

Crede ED. Organization and Retention in Research Groups in Graduate Engineering Departments. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77986

University of Georgia

27. Hu, Rui. Faculty members' decisions about online assessment strategies.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/27481

► In recent years, more and more online institutions have emerged in response to market demand. In addition, traditional institutions began expanding their online educational programs… (more)

▼ In recent years, more and more online institutions have emerged in response to market demand. In addition, traditional institutions began expanding their online educational programs to attract more students. However, the lack of understanding about how faculty members make decisions about online assessment has impeded the improvement of online learning. This knowledge gap has also reduced opportunities for maximizing the benefits of new technologies while assessing students online. This mixed-method study has endeavored to fill this knowledge gap by surveying and interviewing faculty members who have taught online courses about their decisions regarding online assessment. This study was also an exploratory effort to reveal differences between the implementation of online assessment by faculty members from traditional universities and faculty members from online commercial institutions. Phase I of the study involved collecting data via an online survey from faculty members who taught online courses at either traditional research high universities or online commercial institutions. Statistically significant relationships were discovered among factors such as the nature of the discipline, type of institution, epistemological worldviews, variety of online assessment strategies, and the purpose of using a specific online assessment strategy. Phase II of this study involved interviews with 13 faculty members recruited at the end of phase I. This phase addressed questions about how faculty members chose their online assessment strategies, their beliefs toward teaching, learning and assessment, their specific understanding about issues such as test dishonesty in online learning, and their recommendations for improvement of online assessment tools within current Course Management Systems. The results of this study provide insights into how faculty members make decisions about online assessment. The differences between the implementation of online assessment in the two different types of institutions indicate the need for changing the current faculty reward system in higher education. The results of this study have the potential to be a theoretical foundation for a faculty training model for the design and implementation of effective online assessment. Lessons drawn from this study may also help guide the design of future studies related to how student learning is assessed in online courses.

Subjects/Keywords: Online learning; Online assessment; Faculty perspectives; Mixed-methods research

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

APA (6^th Edition):

Hu, R. (2014). Faculty members' decisions about online assessment strategies. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27481

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):

Hu, Rui. “Faculty members' decisions about online assessment strategies.” 2014. Thesis, University of Georgia. Accessed April 22, 2021. http://hdl.handle.net/10724/27481.

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

MLA Handbook (7^th Edition):

Hu, Rui. “Faculty members' decisions about online assessment strategies.” 2014. Web. 22 Apr 2021.

Vancouver:

Hu R. Faculty members' decisions about online assessment strategies. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10724/27481.

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

Council of Science Editors:

Hu R. Faculty members' decisions about online assessment strategies. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27481

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

University of Montana

28. Butler Hepler, Kathrine Irene. A Longitudinal Exploration of Factors Impacting Outcomes for Native American Students Participating in CBITS: Looking Beyond Quantitative Analysis.

Degree: PhD, 2013, University of Montana

URL: https://scholarworks.umt.edu/etd/4131

► Very few studies have addressed treatment outcomes for Native American youth, and none have qualitatively explored factors that may differentiate children in this population who… (more)

▼ Very few studies have addressed treatment outcomes for Native American youth, and none have qualitatively explored factors that may differentiate children in this population who benefit from intervention and children whose symptoms appear to remain unchanged or worsen. One area of particular interest is the treatment of PTSD, as epidemiological studies demonstrate a markedly elevated lifetime risk for trauma exposure and the development of PTSD in Native Americans. Interventions that utilize exposure and response prevention as a primary component have the best empirical evidence for alleviating symptoms of PTSD. One such intervention is Cognitive Behavioral Intervention for Trauma in Schools (CBITS). This mixed methods study explored treatment outcomes for participants from two rural Reservation schools including examining possible influences from children's experiences that differentiate outcome groups and facets of implementation that relate to CBITS in general and delivered to Native American children specifically. While the overall sample experienced significant reductions in symptoms from pre-group to post-group, there were several children who did not benefit or who experienced worsening symptoms of depression and/or traumatic stress. In all there were 9 distinct outcome groups. By using a mixed methods explanatory sequential design it was possible to gather qualitative data regarding a purposive sample to facilitate an exploration of factors that differ by outcome category. Through its design this study expanded the quantitative results from participating children by interviewing teachers and counselors who served as CBITS facilitators and qualitatively identifying and exploring factors that appeared to help or hinder child participants in benefiting from treatment. These factors fell into three main domains, each of which included several unique items that clustered into identifiable themes. There were some notable differences between groups. Some of these results supported current literature, including highlighting salient risk and protective factors in children's lives that varied by outcome group. In addition there were several institutional factors identified that supported the success of a CBITS program within the school.

Subjects/Keywords: CBITS; CBT; Mixed Methods research; Native American; PTSD; Treatment outcomes

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APA (6^th Edition):

Butler Hepler, K. I. (2013). A Longitudinal Exploration of Factors Impacting Outcomes for Native American Students Participating in CBITS: Looking Beyond Quantitative Analysis. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/4131

Chicago Manual of Style (16^th Edition):

Butler Hepler, Kathrine Irene. “A Longitudinal Exploration of Factors Impacting Outcomes for Native American Students Participating in CBITS: Looking Beyond Quantitative Analysis.” 2013. Doctoral Dissertation, University of Montana. Accessed April 22, 2021. https://scholarworks.umt.edu/etd/4131.

MLA Handbook (7^th Edition):

Butler Hepler, Kathrine Irene. “A Longitudinal Exploration of Factors Impacting Outcomes for Native American Students Participating in CBITS: Looking Beyond Quantitative Analysis.” 2013. Web. 22 Apr 2021.

Vancouver:

Butler Hepler KI. A Longitudinal Exploration of Factors Impacting Outcomes for Native American Students Participating in CBITS: Looking Beyond Quantitative Analysis. [Internet] [Doctoral dissertation]. University of Montana; 2013. [cited 2021 Apr 22]. Available from: https://scholarworks.umt.edu/etd/4131.

Council of Science Editors:

Butler Hepler KI. A Longitudinal Exploration of Factors Impacting Outcomes for Native American Students Participating in CBITS: Looking Beyond Quantitative Analysis. [Doctoral Dissertation]. University of Montana; 2013. Available from: https://scholarworks.umt.edu/etd/4131

University of Sydney

29. Bowden, Michael Russell. Family Impact and Infant Emotional Outcomes when an Infant Has Serious Liver Disease: A Longitudinal Mixed Methods Study .

Degree: 2015, University of Sydney

URL: http://hdl.handle.net/2123/14702

► Background Serious liver disease in infancy causes significant morbidity. Up to 80% of children will eventually require transplantation. This study aims to investigate parent and… (more)

▼ Background Serious liver disease in infancy causes significant morbidity. Up to 80% of children will eventually require transplantation. This study aims to investigate parent and family responses to the diagnosis of serious liver disease in infancy and to identify family factors that are predictive of the infants’ emotional and behavioural outcomes. Methods The study uses quantitative and qualitative methods. Parents of infants recently diagnosed with serious liver disease completed validated measures of parent stress, family function, impact of the illness on the family, and father engagement, as well as an interview about their experience of the infants’ illness. The measures were repeated after one year, with the addition of the Child Behavior Checklist (CBCL). Results Parents of 42 infants enrolled, and parents of 37 infants completed the study. Illness severity, liver diagnosis other than Biliary Atresia and parent perceptions of greater impact of the infants’ illness on the family predicted poorer infant outcomes. For mothers, the final best-fit model explained 32% of the variation in CBCL (P = .001). Fathers’ best-fit model explained 44% of the variation in CBCL (P < .001). Thematic analysis of the parent interviews revealed six major themes: uncertainty; awareness of the infant’s vulnerability; feelings of isolation; dealing with other aspects of life; the importance of shared experience; and adjustment. The integrated data analysis demonstrated that lack of extended family support, poor family adjustment to the illness, and financial stress are related to greater impact of the illness on the family. Conclusions The study identifies early risk factors for poor emotional and behavioural outcomes for infants with serious liver disease, providing an opportunity for early intervention. Parents who lack support from extended family, who have financial stress, or who report a high impact of the illness on the family, should be referred for psychosocial assessment.

Subjects/Keywords: Infant; Liver Diseases; Adaptation, psychological; Family; Mixed methods research; Prospective studies

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APA (6^th Edition):

Bowden, M. R. (2015). Family Impact and Infant Emotional Outcomes when an Infant Has Serious Liver Disease: A Longitudinal Mixed Methods Study . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/14702

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):

Bowden, Michael Russell. “Family Impact and Infant Emotional Outcomes when an Infant Has Serious Liver Disease: A Longitudinal Mixed Methods Study .” 2015. Thesis, University of Sydney. Accessed April 22, 2021. http://hdl.handle.net/2123/14702.

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

MLA Handbook (7^th Edition):

Bowden, Michael Russell. “Family Impact and Infant Emotional Outcomes when an Infant Has Serious Liver Disease: A Longitudinal Mixed Methods Study .” 2015. Web. 22 Apr 2021.

Vancouver:

Bowden MR. Family Impact and Infant Emotional Outcomes when an Infant Has Serious Liver Disease: A Longitudinal Mixed Methods Study . [Internet] [Thesis]. University of Sydney; 2015. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2123/14702.

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

Council of Science Editors:

Bowden MR. Family Impact and Infant Emotional Outcomes when an Infant Has Serious Liver Disease: A Longitudinal Mixed Methods Study . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/14702

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

Virginia Tech

30. Zanko, Ashley Lee. Evaluating the Potential Public Health Impact of Community Gardens in a Health Disparate Region: A case study approach.

Degree: MS, Human Nutrition, Foods, and Exercise, 2012, Virginia Tech

URL: http://hdl.handle.net/10919/31677

► While community gardens (CG) have emerged as a popular public health strategy to improve fruit and vegetable access and consumption, few studies provide evidence-based principles… (more)

Subjects/Keywords: Community-based Participatory Research (CBPR); community gardens; RE-AIM; mixed-methods

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

APA (6^th Edition):

Zanko, A. L. (2012). Evaluating the Potential Public Health Impact of Community Gardens in a Health Disparate Region: A case study approach. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/31677

Chicago Manual of Style (16^th Edition):

Zanko, Ashley Lee. “Evaluating the Potential Public Health Impact of Community Gardens in a Health Disparate Region: A case study approach.” 2012. Masters Thesis, Virginia Tech. Accessed April 22, 2021. http://hdl.handle.net/10919/31677.

MLA Handbook (7^th Edition):

Zanko, Ashley Lee. “Evaluating the Potential Public Health Impact of Community Gardens in a Health Disparate Region: A case study approach.” 2012. Web. 22 Apr 2021.

Vancouver:

Zanko AL. Evaluating the Potential Public Health Impact of Community Gardens in a Health Disparate Region: A case study approach. [Internet] [Masters thesis]. Virginia Tech; 2012. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10919/31677.

Council of Science Editors:

Zanko AL. Evaluating the Potential Public Health Impact of Community Gardens in a Health Disparate Region: A case study approach. [Masters Thesis]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/31677

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Open Access Theses and Dissertations