Dissertations / Theses on the topic 'Academic research'
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Thetela, Puleng. "Evaluation in academic research articles." Thesis, Online version, 1997. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.243248.
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Beck, Kathleen Marie. "Academic researcher decision making processes for research participant compensation." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6703.
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The purpose of this study was to explore the academic researcher decision-making processes related to participant compensation. Compensation for research participants is a complex issue nested within human subjects research, involving potential ethical pitfalls, such as undue influence and coercion. Regulations require researchers possess sufficient understanding of their subject population to make informed decisions with respect to compensation issues. Despite the key role compensation practices play in the research process, few researchers have considered these practices from the perspective of the academic researcher.
The researcher collected data via semi-structured interviews to understand factors academic researcher consider when electing to compensate or not compensate research participants, the ethical challenges faced by academic researchers when determining research compensation for their studies, and, from the perspective of academic researchers, how compensation practices be improved.
Compensation is an integral part of human subjects research, but it involves ethical considerations due to its potential impact on the participant’s voluntarism. Researcher decision making about compensation is complex and is influenced by myriad factors, including budgetary constraints, the type of study, perceptions of participant burden, institutional and departmental factors, and more. This study expanded the understanding of participant compensation by exploring the researcher decision-making processes.
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Yusoff, M. E. "Commercialisation of academic research : an evaluation of government and institutional commercialisation of academic research in Malaysia." Thesis, Nottingham Trent University, 2012. http://irep.ntu.ac.uk/id/eprint/137/.
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Governments have realized the increasing importance of the role of universities play in creating and diffusing knowledge as part of the process of innovation. Similarly, universities are now recognised as the seed bed for business firm formation. This has led to the commercialisation of academic research within publicly funded research institutions such as universities receiving increasing recognition in studies of technology management and economic development. Numerous programmes and supporting facilities have been made available by governments to enable universities to share the ‘laboratory life’. Despite positive supports from government and universities, little research has been carried out into such activities in the context of developing economies. This study aims to fill the gap by studying the commercialisation activities of universities in Malaysia. The study investigates the role of government and universities by focusing on their initiatives to promote the commercialisation of academic research in universities. The main objective of the study is to understand the current trend of commercialisation activities in Malaysian Universities. A qualitative-interview is used as the main method of data gathering from the three universities. This study found out that the effect of entrepreneurial university is still very much limited in the three universities. The Government takes a moderate stand by giving a full autonomy to the universities on the implementation of academic commercialisation activity. The study also shows that the type of academic commercialisation i.e. spin offs formation, licensing, knowledge transfer and consultation is influence by the type of university i.e. Research University and Vocational University in the three universities. The third finding from this study is the failure to address the personal motivation of academic staff. The findings have important implications not only for Malaysia but all developing countries seeking to enhance their innovation capability.
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Houweling, Stefan [Verfasser]. "Commercialization of academic research / Stefan Houweling." Siegen : Universitätsbibliothek der Universität Siegen, 2017. http://d-nb.info/1142002071/34.
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Casey, Susanne. "Formative assessment : the effect on academic achievement and attitudes toward science /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Kollen, Christine, Inna Kouper, Mayu Ishida, Sarah Williams, and Kathleen Fear. "Research Data Services Maturity in Academic Libraries." American Library Association, Association of College and Research Libraries, 2017. http://hdl.handle.net/10150/622168.
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An ACRL white paper from 2012 reported that, at that time, only a small number of academic libraries in the United States and Canada offered research data services (RDS), but many were planning to do so within the next two years (Tenopir, Birch, and Allard, 2012). By 2013, 74% of the Association of Research Libraries (ARL) survey respondents offered RDS and an additional 23% were planning to do so (Fearon, Gunia, Pralle, Lake, and Sallans, 2013). The academic libraries recognize that the landscape of services changes quickly and that they need to support the changing needs of research and instruction.
In their efforts to implement RDS, libraries often respond to pressures originating outside the library, such as national or funder mandates for data management planning and data sharing. To provide effective support for researchers and instructors, though, libraries must be proactive and develop new services that look forward and yet accommodate the existing human, technological, and intellectual capital accumulated over the decades. Setting the stage for data curation in libraries means to create visionary approaches that supersede institutional differences while still accommodating diversity in implementation. How do academic libraries work towards that?
This chapter will combine an historical overview of RDS thinking and implementations based on the existing literature with an empirical analysis of ARL libraries’ current RDS goals and activities. The latter is based on the study we conducted in 2015 that included a content analysis of North American research library web pages and interviews of library leaders and administrators of ARL libraries. Using historical and our own data, we will synthesize the current state of RDS implementation across ARL libraries. Further, we will examine the models of research data management maturity (see, for example, Qin, Crowston and Flynn, 2014) and discuss how such models compare to our own three-level classification of services and activities offered at libraries - basic, intermediate, and advanced. Our analysis will conclude with a set of recommendations for next steps, i.e., actions and resources that a library might consider to expand their RDS to the next maturity level.
References
Fearon, D. Jr., Gunia, B., Pralle, B.E., Lake, S., Sallans, A.L. (2013). Research data management services. (ARL Spec Kit 334). Washington, D.C.: ARL. Retrieved from: http://publications.arl.org/Research-Data-Management-Services-SPEC-Kit-334/
Tenopir, C., Birch, B., & Allard, S. (2012). Academic libraries and research data services: Current practices and plans for the future. ACRL. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/Tenopir_Birch_Allard.pdf
Qin, J., Crowston, K., & Flynn, C. (2014). 1.1 Commitment to Perform. A Capability Maturity Model for Research Data Management. wiki. Retrieved http://rdm.ischool.syr.edu/xwiki/bin/view/CMM+for+RDM/WebHome
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Allen, Clayton R. "Assessing research productivity of academic MIS departments." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA274959.
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Sharifian-Sani, Maryam. "Involving non-academic users in social science research : collaboration between management academics and practitioners." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22626.
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The motif of a 'closer relationship' between academics and practitioners in doing research and the impetus for 'user engagement' in different stages of social science research has become a subject of considerable interest to policy-makers over recent years and has featured in policy statements of government. Following the UK Government's 1993 White Paper, Realising our Potential: A Strategy for Science, Engineering and Technology, the Economic and Social Research Council (ESRC) emphasised meeting the needs of the non-academic users of social science research and introduced a policy which enhanced funding opportunities to academics proposing to engage with an explicit agenda of collaboration. But is this initiative sufficient to realise the benefit of its proposed outcomes? Are policy-makers aware of the possibilities and limitations of research collaboration between academics and practitioners in practice? The aim of this qualitative study is to explore the perceptions of academics and practitioners of the process of research collaboration and to provide a better understanding of this process. Projects for study were identified from those which were on ESRC's list of funded research projects in the management discipline and which appeared to be responding to the ESRC's encouragement of collaboration between academics and non-academic users of their research. Findings from this study are presented through three cases of research collaboration between academics and practitioners, who were interviewed in their workplaces. The findings are combined with the results of supplementary interviews with academics in other management departments in British universities and policy-makers in the ESRC. Bringing the results together demonstrates how research collaboration works out in practice, and what the academics' and practitioners' views of research collaboration are. The findings also reveal some limitations of collaboration on both sides which need to be considered by those promoting or entering into research collaboration. In addition, this study develops a theoretical discussion of research collaboration based on existing literature of collaboration in other contexts (especially science and technology Research and Development and inter-organisational collaboration) and suggests directions for future research.
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Kirsch, Eleanor E. "The impact on attitudes and achievement of differentiating social studies instruction /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Carman, Wendy Ann. "The effectiveness of a discipline plan on student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Cascio, Robert P. "Marketing innovation and firm performance research model, research hypotheses, and managerial implications." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4865.
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Further, these quantitative findings lend statistically and practically significant support for (1) the antecedent roles of marketing insight and marketing imagination, (2) the negative (as predicted) moderating role of product innovation radicalness, and (3) several specific inter-workings among the marketing-innovation spaces that that offer substantial research contributions to the marketing strategy literature for researchers and managers.; This research conceptualizes and develops a scale for the marketing innovation construct for the purpose of furthering research in marketing strategy. This marketing innovation construct and its associated strategic activities are clearly distinguished from product and process innovation, better enabling researchers and practitioners to identify new and updated paths from innovation to firm performance. Marketing innovation is defined as the degree of novelty in the implementation of three core business processes: (1) product development management, (2) supply chain management, and (3) customer relationship management, as identified in the Srivastava, Shervani & Fahey (1999) framework. Results from qualitative interviews indicate marketing innovation is developed and fostered by marketing insight and marketing imagination, and these relationships appear to be moderated by the market orientation of the firm. As conceptualized, marketing innovation is suggested to enhance firm performance via (1) the marketing-product space, (2) the marketing-process space, and (3) the marketing-relationship space. This enhancement process, however, is conjectured to be moderated by the degree of radical product innovation the firm is currently undergoing as well as the degree of process innovation the firm practices. A complete discussion of marketing innovation's antecedents, manifestations, and consequences is presented. A comprehensive research model, method, and results from an empirical study of qualified business executives, testing key relationships in the marketing innovation framework, are discussed. Empirical study results confirm marketing innovation's powerful ability to predict firm performance, even in the presence of a multiple of control variables.ID: 030422788; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 164-169).
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Flynn, Kevin. "THE RMS FRAMEWORK OF ACADEMIC MARKETING RESEARCH PRODUCTIVITY." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1600792969043768.
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Grove, Lynda. "The effects of funding policies on academic research." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038363/.
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Academics today are under increasing institutional pressure to win external research funding, at a time when such funding is becoming ever more targeted and policy-driven. This thesis explores the effects of this and other funding policy constraints on academics’ freedom to carry out the research that they believe is intrinsically important – their choices over what research they conduct, and their ability to do so. In particular, it considers the effects of increasing pressure from funders that the research they fund should demonstrate both societal relevance and impact, and fit with either the funders’ or government priorities. The study took an inductive approach, and is based on interviews conducted with a number of academics across a range of disciplines and institutions (both research intensive and newer institutions).The study finds that academic research today - and thus knowledge production itself - is being pulled in competing directions due to pressures to satisfy the requirements of both the Research Excellence Framework and today’s ‘impact agenda’, elements which require different types of research activity and skills. Furthermore, using a Bourdieusian framework, we see that the impact agenda has changed the stakes in the field, as ‘demonstrable impact’ becomes a sought-after form of capital, causing a potential crisis for hitherto dominant agents (Bourdieu’s ‘hysteresis’ effect). The findings also indicate the extent to which funding policies have resulted in an emphasis on impact and income as what is seemingly most valued by institutions and other stakeholders, rather than the intrinsic academic merit of the research itself.
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Ahmad, Pervaiz. "E-book adoption in academic and research libraries." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1601.
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Electronic books (e-books) have grown in importance in Academic and Research Libraries (ARLs). Some ARLs are now spending more on e-book acquisitions than hardcopy books. Whether this investment in e-book provision is justified by adoption outcomes is often the subject of simplistic, rather than rigorous research. This research has attempted to rigorously explore the phenomenon of e-book adoption in a case study ARL, namely, Edith Cowan University (ECU) Library.
The study population consisted of ECU academics, students and non-academic staff. The research had three aims. First, by employing a theoretical framework based on technology adoption and information behaviour theory, the study sought explanations of adoption behaviours in the population. In a triangular research design, that included a survey, ECU users were invited to self-describe their own patterns of e-book behaviour. Survey data was used to determine if behaviour observed in transactions could be explained in terms of constructs derived from technology acceptance, information behaviour and other domain theories that seek to understand user interaction with information sources. Next, applying log analysis techniques to system-generated datasets of e-book usage, the researcher documented and analysed patterns of ECU e-book user behaviour in terms of the transaction record. Lastly, the study investigated whether transaction logs could be used with high reliability to profile users’ information behaviour providing the basis of a method for e-book individualisation. The study attempted to profile power users and to derive a predictive method for identifying them in log data.
The study found many factors in technology acceptance theory that were significant in terms of adoption behaviour. E-book adoption in the case study ARL was found to be related to culture of use across the dimensions of habit/automaticity, preference for online resources and platforms, and information literacy. E-book collection sufficiency, purpose or task fit, convenience, functionality, and access/copy/print/download provisions were found to be significant in terms of performance expectancy. Dimensions of effort expectancy in finding/searching/reading e-books also significantly affected user behaviour. Other significant relations comprised perceived e-book hedonic attributes (pleasantness of experience, attractiveness of formats), familiarity (awareness, prior experience, differentiability), intimacy (personal likeness, emotional attachment, preferences), facilitating conditions (such as discovery, findability, connectivity/access, courseware embedded links), moderating factors (including respondent category, student programme, age, gender, and experience/years). These factors were found to be significant as sources of gratification and continuance intention.
An original contribution to knowledge was also made by deriving a predictive equation for classifying users based on transaction log data. Further, the research developed a new model of higher level information behaviours displayed by sophisticated or so-called ‘power users,’ and generated a model of e-book information behaviour maturity that distinguishes nascent from mature behaviours. The model is grounded in self-reported information behaviour. As an expansive exploration of e-book usage patterns in a case study ARL using multiple methods, the work is also innovative both in terms of scope and as an exploration of e-book adoption in an Australian context. This research is significant in laying the foundations for machine-based user profiling and enhanced individualisation of e-books to make for more satisfying user experience and acceptance of e-books.
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Angelil-Carter, Shelley. "Uncovering plagiarism in academic writing : developing authorial voice within multivoiced text." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003692.
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Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
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Lucas, Lisa. "The research 'game' : a sociological study of academic research work in two universities." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/36398/.
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One of the most important changes to UK higher education in the last ten years has been the funding of research within universities and particularly the introduction of the Research Assessment Exercise (RAE). This thesis is concerned with the organisation of research work within universities and possible impacts of this change in government policy on the research activities within university departments. Much of the recent literature on academics has documented their declining status and persistent undervaluing (Halsey, 1995). The decrease in government funding to higher education and the increase in processes of accountability and assessment are argued to weaken academic autonomy and further the `proletarianisation' of academic work. Further research, however, has raised the question of whether academics are quite so passive in their response to policy changes. Trowler (1998) argues that academics are active agents in their implementation of policy within institutional settings. This thesis investigates the disciplinary and institutional structural processes that govern academic work and analyses in detail the inter-relationship of these structures with the practices of academics. Bourdieu's framework for the analysis of the relationship between structure and agency is used in this study. He argues that there are many social fields within which agents struggle to accumulate forms of symbolic capital. His concept of habitus encapsulates the complex inter-relationship he postulates between structure and agency. Bourdieu is often criticised for being overly deterministic in his analysis of human agency. This thesis attempts to counteract this charge by placing the analysis at the site of interaction of field (structure) and habitus (agency). It is a collective case study of the organisational, managerial and ideational structures (Grenfell and James, 1998) found within six university departments and the involvement of academics in the reproduction and resistance of those structures. The way in which the RAE serves to reproduce and/or reconstruct the disciplinary and institutional structures discussed is also of central concern to this thesis. The study concludes that the RAE has had a profound impact on the forms of construction and evaluation within academic life but that this is mediated through the complex variety of organisational, managerial and ideational structures within institutions and across disciplines. Similarly, the positioning of individuals within institutional and disciplinary structures is important for understanding their particular struggles and strategies for recognition. This is most acute in struggles over the classification of research and non research active which has significantly increased the differentiation of academics within departments. This thesis also concludes by arguing that a greater understanding of the individual academics location within the context of specific institutional interactions will provide a necessary addition to Bourdieu's framework of analysis.
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Skelly, Allan. "A portfolio of study, practice and research : academic dossier, clinical dossier, research dossier." Thesis, University of Surrey, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246044.
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Brown, Natalie. "Issues in academic educational research: The impact of current issues on research activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2166.
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Previous investigations into educational research in Australia have highlighted important issues affecting research, with the majority of issues remaining to date. The Australian government and several research academics have examined issues relevant to educational research, including areas such as research design, dissemination of research results, and effectiveness of research. However, few studies have given voice to the academic researchers working in this field. Therefore, in light of the complexities and broadness of issues faced by educational researchers, this study aimed to investigate what current issues were pertinent to academic educational researchers through an examination of their experiences. This study also sought to determine the reasons for these issues and ascertain possible solutions.
This study used a qualitative approach within a critical theory framework. In addition, this study also utilised a radical interactionist philosophical perspective. The technique used to gather data was through a questionnaire using open-ended questions. There were 18 participants currently engaged in academic educational research in this study. The questionnaire transcripts were analysed through open coding and axial coding to establish categories. These categories were developed into a model and included the themes of: research purpose, ethics processes, collaboration, value of educational research and academic freedom. The overarching theme to which all other themes were connected was research culture.
The results of this study revealed that issues faced by academic educational researchers are of a perpetual nature and highlights the significant difficulty in overcoming these issues. This study also demonstrated that the issues in academic educational research are sustained through a lack of research culture. This lack of research culture was found to provide a significant barrier to research activity and recommendations are provided toward developing a research culture within the field of academic educational research. For future research, the categories within the developed model may be investigated in more depth, and knowledge structures and strategies within research-intensive universities may be further investigated in relation to research activity and research cultures.
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Kelly, Mary. "A phenomenographic study to explore academics' experiences of their research role in one academic nursing department." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658613.
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This study explores academics' experiences of their research role in one Irish university nursing department. Since 2002, nursing has been an all-graduate profession. This policy change means that nurse education is now based in higher education institutes. For the study, interviews were conducted with eighteen academics, ranging from lecturer to senior lecturer and above from several disciplinary backgrounds using a phenomenographic approach, to enable an understanding of the range and variation in experiences. Three categories of experience emerged from the data: 'getting a foothold on research'; 'navigating an early research career' and 'research as core to the academic role'. In each category there is variation in the focus of awareness concerning involvement in research and research networks, individuals' research aims, and research as a component of the overall academic role. Three dimensions of variation were discerned in the analysis. These relate to involvement in research, identity as a researcher, and control over the nature of work. A critical boundary area concerning membership of the community of research practice is PhD study. The findings indicate that sustained and structured support is required in order to promote the visibility of research within the department and to facilitate continuity of research activity.
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Nyamapfene, Abel Zvamayida. "Teaching-only academics in a research intensive university : from an undesirable to a desirable academic identity." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34169.
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Teaching-only academics now constitute a significant proportion of the academic staff in UK higher education. This thesis is a three-part study in which I sought to contribute to a more indepth understanding of the teaching-only academic role. I did this through an investigation of the career trajectories, perceptions, work-related experiences and academic identity constructions of teaching-only academics working in a research-intensive institution in the UK. In the first part of the study I carried out a systematic review of the literature on teaching-only academics in the UK, Australia and Canada. In the second part of the study I investigated the virtual identity of teaching-only academics at the UK research-intensive institution. I did this by undertaking an analysis of how these teaching-only academics self-represented and projected themselves on their institutional webpages. In the third part of the study I carried out a life-history analysis of senior teaching-only academics in the engineering faculty of the case study institution. A principal finding from this thesis, which is collaborated across all the three parts of the study, is that the teaching-only academic role is a non-homogeneous role comprising individuals who come from different backgrounds, have followed different career trajectories into the role, and have different academic identities. Findings from this thesis also suggest that whilst teaching-only academics were introduced as an institutional response to the demands of the RAE/REF, the very act of creating the role has further exacerbated the separation between research and teaching, and between undergraduate and postgraduate teaching. Specifically, undergraduate teaching within the case study engineering department now tends to be the responsibility of teaching-only academics, with research-and-teaching academics increasingly focussing on research and postgraduate teaching. This separation has implications for research-led teaching, particularly in research-intensive institutions. The thesis also reveals that despite the pre-eminence of research, teaching remains important within the university, and individuals on the teaching-only academic role are able to accumulate substantial, and valued, teaching-related academic capital. This capital, in turn, is enabling them to secure and advance their positions within the same institution, and to pursue career advancement through seeking employment in other higher education institutions.
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Boardman, Paul Craig. "University research centers and the composition of academic work." Diss., Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-11172006-161054/.
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Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2007.Barry Bozeman, Committee Member ; Juan Rogers, Committee Chair ; Diana Hicks, Committee Member ; Gordon Kingsley, Committee Member ; Phil Shapira, Committee Member.
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Dawson, Diane, Kristin Hoffmann, and Selinda Adelle Berg. "Integrating research into LIS field experiences in academic libraries." Elsevier, 2009. http://hdl.handle.net/10388/311.
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Field experiences function as a link between LIS theory and practice. Students should be provided with an experience that is a true reflection of the professional environment. The increasing focus on research by academic librarians provides an opportunity and responsibility to integrate research into the field experiences of LIS students.Selinda Adelle Berg Clinical Medicine Librarian University of Windsor, Canada sberg@uwindsor.ca; Kristin Hoffmann Research & Instructional Services Librarian The University of Western Ontario, Canada khoffma8@uwo.ca; Diane Dawson Natural Sciences Liaison Librarian The University of Saskatchewan, Canada diane.dawson@usask.ca
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Trevelyan, Rose. "Leadership and work attitudes in academic biomedical research groups." Thesis, London Business School (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312387.
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Edwards, Will. "A portfolio of academic, therapeutic practice and research work." Thesis, University of Surrey, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543279.
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Thompson, Susan Elizabeth. "Presenting research : a study of interaction in academic monologue." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393678.
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Ходцева, Алла Олександрівна, Алла Александровна Ходцева, and Alla Oleksandrivna Khodtseva. "Team Research Projects in Academic Reading and Writing Module." Thesis, Рибест, 2013. http://essuir.sumdu.edu.ua/handle/123456789/59172.
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The analysis of author’s five-year experience in using team research projects within the framework of Academic Reading and Writing Module is presented. Team Research Projects are viewed as student-centered activities that involve learners in extensive practice of communication skills and focus on the developing their study skills and using them in authentic speech situations.Аналізується досвід роботи автора з дослідницькими проектами при вивченні модуля “Академічне читання та письмо. Групові дослідницькі проекти розглядаються як діяльність, що залучає студентів до інтенсивної практики комунікативних навичок, розвитку навичок навчання та їх використання в автентичних мовленнєвих ситуаціях.
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Al-Adeem, Khalid Rasheed. "Accounting Theory: A Neglected Topic in Academic Accounting Research." Cleveland, Ohio : Case Western Reserve University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1256045265.
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Thesis(Ph.D.)--Case Western Reserve University, 2010Title from PDF (viewed on 2009-11-23) Department of Accounting Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
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Xiao, Fang. "Interdisciplinarity among Academic Scientists: Individual and Organizational Factors." Georgia Institute of Technology, 2014. http://scholarworks.gsu.edu/pmap_diss/50.
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Drawing on a wide variety of social science theories, this study investigates the effects of tenure system, university climate for interdisciplinary research (IDR), gender, and industry experience on academic scientists’ engagement in IDR in different disciplines. Using survey and bibliometric data, two dependent variables are generated to measure production aspects of IDR: the self-reported percentage of IDR papers which is from researchers’ own estimate of their IDR papers responding to one survey question, and the calculated percentage of IDR papers which is a combination of two bibliometric indicators of scientists’ borrowing and boundary crossing activities. Results find that our conventional wisdom about the effects of some individual and organizational factors on scientists’ propensity to engage in IDR is outdated, and their effects depend on the disciplinary contexts. These findings suggest science policy makers, funding agencies and university administrators to keep fresh and informed about scientists’ research activities and underlying context and take full into account of distinct characteristics of different disciplines when they make or reform policies to encourage IDR work.
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Kleinveldt, Lynn. "Academics' experience of and perceptions of the role of the academic library in research at the Cape Peninsula University of Technology." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7861_1297770699.
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The study investigates the role of CPUT libraries in supporting research and how academics perceive this role. CPUT is a new university of technology and aims at improving its research record. Research is crucial to South Africa to develop economically, socially and to compete globally. Research is fundamental to the existence of universities. Universities of technology libraries face the challenge of providing support for research. Previously the colleges / technikon libraries provided support for undergraduate and underdiplomates only. Today, they have to provide support for researchers at masters, doctoral, and post-doctoral levels.
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Young, Melissa Ann. "The Vocabulary Research Database: A Compilation of State-of-the-Art Academic Vocabulary Research." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5742.
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The Vocabulary Research Database (VRD) is a research tool comprised of a compilation of state-of-the art academic research in the field of vocabulary acquisition and pedagogy. The VRD has flexible search features that allow users to obtain higher granularity than is possible with other free databases and online search options currently available, making the results more relevant and manageable. These features include the ability to constrain results by date, author, publication, sub-topics, keywords, citation numbers, journal impact factors, and participant ages. It is anticipated that the ability to manipulate results, combined with relevant and current content, will provide language professionals with a valuable tool for accessing vocabulary-specific research, enabling them to better inform and improve their work.
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Shalom, Celia Naomi. "The academic conference : an analysis of the research process presentation genres of contrasting academic discourse communities." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368678.
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Chittum, Jessica Rebecca. "Integrative Perspectives of Academic Motivation." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/72902.
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My overall objective in this dissertation was to develop more integrative perspectives of several aspects of academic motivation. Rarely have researchers and theorists examined a more comprehensive model of academic motivation that pools multiple constructs that interact in a complex and dynamic fashion (Kaplan, Katz, and Flum, 2012; Turner, Christensen, Kackar-Cam, Trucano, and Fulmer, 2014). The more common trend in motivation research and theory has been to identify and explain only a few motivation constructs and their linear relationships rather than examine complex relationships involving 'continuously emerging systems of dynamically interrelated components' (Kaplan et al., 2014, para. 4). In this dissertation, my co-author and I focused on a more integrative perspective of academic motivation by first reviewing varying characterizations of one motivation construct (Manuscript 1) and then empirically testing dynamic interactions among multiple motivation constructs using a person-centered methodological approach (Manuscript 2). Within the first manuscript (Chapter 2), a theoretical review paper, we summarized multiple perspectives of the need for autonomy and similar constructs in academic motivation, primarily autonomy in self-determination theory, autonomy supports, and choice. We provided an integrative review and extrapolated practical teaching implications. We concluded with recommendations for researchers and instructors, including a call for more integrated perspectives of academic motivation and autonomy that focus on complex and dynamic patterns in individuals' motivational beliefs. Within the second manuscript (Chapter 3), we empirically investigated students' motivation in science class as a complex, dynamic, and context-bound phenomenon that incorporates multiple motivation constructs. Following a person-centered approach, we completed cluster analyses of students' perceptions of 5 well-known motivation constructs (autonomy, utility value, expectancy, interest, and caring) in science class to determine whether or not the students grouped into meaningful 'motivation profiles.' 5 stable profiles emerged: (1) low motivation; (2) low value and high support; (3) somewhat high motivation; (4) somewhat high empowerment and values, and high support; and (5) high motivation. As this study serves as a proof of concept, we concluded by describing the 5 clusters. Together, these studies represent a focus on more integrative and person-centered approaches to studying and understanding academic motivation.Ph. D.
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Read, Mary. "Reconfiguring academic identities : the experience of business facing academics in a UK university." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5819.
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The university sector at the beginning of the 21st Century is shifting in response to national and global changes in the role and purpose of Higher Education. Some universities, including the University of Hertfordshire, have chosen to focus attention on engagement with business and commerce. This practice based research examines the experience of academics in relation to the new challenges posed by this strategic development. There are three threads of investigation; interviews, examination of key concepts and the practitioner dimension. Drawing on a qualitative and constructivist approach, individual interviews with a range of business facing academics explore their experience of engaging with new activities. My perspective, as a manager of business facing academics, provides an important thread and situates the work firmly in the practice context. The implicit expectations arising from strategic positioning as a business facing university are examined. A conceptual framework is established with a focus on the nature of business facing activity, including its relationship with traditional forms of teaching and research, learning through work in the Higher Education setting and the idea of an enabling local context. The research found that amongst those undertaking business facing activity, academic identity is a fluid and multi-faceted construct reconfigured through experience and learning in the workplace; by its nature not easily defined, labelled or bounded. The challenge for universities is to nurture and sustain individuals in the creation and use of academic identities, in order to meet the undoubted challenges to come. This requires a forward looking, inclusive and innovative stance, resisting the temptation to judge current academic identities by the established notions of the past. Management of academics involved in business facing activity requires a more flexible, trusting and individual approach than is traditionally seen in universities.
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Welford, Gabrielle. "Too many deaths decolonizing Western academic research on indigenous cultures /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765883251&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208476968&clientId=23440.
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Oboler, Andre Shem. "A process of improving Process Improvement Processess in academic research." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504186.
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Reyes-Gonzalez, Leonardo. "Research Collaboration, Academic Stars and the Evolution of Science Systems." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/87.
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The important growth in research collaboration is generating increasing attention by research administrators and policy makers. There is much interest in improving our understanding of the nature, dynamics and impact of this cooperation in science. This thesis contributes to this area in three dimensions. First, it proposes a novel method by which one can characterize and assess research collaboration, which takes into consideration the self-organizing process of scientific collaboration. Second, building partially on the new method, it studies how research collaboration, in particular research groups and scientific stars, influence the nurturing of new researchers that enter a scientific system. Finally, it explores in detail what the new researchers look for, and find, in their early collaborations. The field of physics and related areas (including applied physics, material sciences and optics) in Mexico is used to look at these issues.
The proposed evaluation method uses self-organizing characteristics of science to identify and compare relevant units of analysis. To characterize groups, the thesis exploits the patterns of collaboration and develops a method that identifies and benchmarks research groups. Collaboration patterns of researchers are used to identify the frontiers of the focal research units and the backward citation patterns are employed to establish relevant benchmark units for each focal unit. The results suggest that the definition of the unit of analysis affects our understanding of the position a research institutions has within the Science Technology and Innovation (ST&I) System and provides evidence that the performance of Mexican institutions in Physics is highly heterogeneous within institutions. This is important because research administrators and policy makers need to take into account this heterogeneity when assessing the ST&I system.
The second contribution of this thesis is an investigation of how different forms of scientific collaboration early on in the career of a researcher relate to his or her future publication and citation rates, and their likelihood of becoming a leading scientist. In particular it quantifies the effect of collaborative research environments, such as prominent scientists or research groups (identified using the method developed in the thesis), on new scholars. This study shows that eminent scientists have an important role in the development of a scientific system (especially within the context of an emerging economy) in terms of publications and citations. In particular it finds that these stars have a positive and significant effect on the productivity and impact of young researchers, as well as on their likelihood of also becoming leading scientists. In addition, early collaboration with a highly productive research group and the leader of this group also contributes to superior productivity performance by scientists.
Third, this thesis explores how budding scientists, some of which became highly accomplished researchers, used their collaborations with other top scientists and research groups early in their career. This works finds that researchers who later became star scientists focus on acquiring new ideas and knowledge through early interactions with other scientists, particularly foreign collaborators and existing stars, whereas those less prominent focus on accessing resources and only learning “basic” research kills, like publishing.
Finally, this thesis provides important insights for policy makers by showing the significance research collaboration has in the development of ST&I of an emerging economy. In addition, this work highlights the importance of endogenously defining the unit of analysis and taking into account the heterogeneity within the system when making assessments of the ST&I system. Furthermore, this dissertation shows the relevance scientific stars surrounded by nurturing environments have in the progress of science, as well as the importance cooperation with these scientists and foreign collaboration has in exposing young faculty to new ideas.
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Lea, Mary R. "Academic literacies in UK higher education : integrating research and practice." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432493.
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Wehby, Richard George 1957. "Patents and licensing and the commercialization of academic biomedical research." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28593.
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Thesis (S.M.)--Harvard-MIT Division of Health Sciences and Technology; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program, 2004.Vita.
Includes bibliographical references (leaf 72).
This thesis is part of a larger body of research being undertaken by Dr. Fiona Murray and colleagues examining value creation and sharing between and among the three principal players in the commercialization of academic biomedical research: universities, biotech firms, and big pharma. The Recombinant Capital database provided access to contracts for biomedical technology licensed from academe to biotech, and also subsequent contracts that included that same technology from biotech to big pharma. These two contracts comprise a contract "pair". Importantly, these contract "pairs" were unredacted, that is., all parts of the contracts, including the commercial terms, were available. This thesis will lay the foundation for later work by examining the contracts between university and biotech, from the University's point of view. The goal is to identify factors that give the university more power in a pricing negotiation, and that predict higher economic value for the contract. The Specific Aim is to determine if certain University factors have a significant effect on predicting the economic value of the university-biotech licensing agreement. Four groups of readily quantifiable factors that contain attributes that might add power to the University in its pricing negotiation with the Biotech firm were identified: Institutional factors, Single Inventor factors, Aggregate factors, and Invention factors. The hypothesis is that at least one of these factors will have a significant effect on predicting the value of the licensing agreement, as determined using ordinary- and multiple-linear regression models. In formulistic terms, the null- and test-hypotheses are: (HO) no factor has a significant effect on predicting economic value, and (HI) at least one
(cont.) one factor has a significant effect on predicting economic value. A multiple regression model of the factors as explanatory variables for the economic value of the license revealed that two independent university factors significantly predict economic value of the contract. These combined factors account for 64% of the variance of the dependent variable (in excess of control), and have coefficients that are significant (p < 0.001). The results are discussed in the context of its importance to university technology transfer officers, biotech firms and venture capitalists.
by Richard George Wehby.
S.M.
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Leong, Ming. "Towards a Tool for Characterizing the Progression of Academic Research." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67624.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 29-31).
The importance of process in successful and effective technology and product development is widely recognized in industry. Tools, such as Technology Readiness Levels (TRLs) and various metrics, have been developed and successfully used to guide and strategically plan R&D processes, allocate resources, and calibrate expectations. Similarly, one might hypothesize that academic research might also benefit from similar tools that would assist both researchers and funding organizations. A research assessment tool should: 1) facilitate planning and communication; 2) effectively gauge progress; and 3) accommodate and capture the diverse scope of academic research. However, the inherent open-endedness and exploratory nature of research makes it difficult to quantify or characterize research progress. This work aims to develop an academic research measurement process, embodied as a tool called Research Maturity Levels (RMLs), that divides research activities into four main components: 1) background knowledge, 2) problem and question formulation, 3) procedures and results, and 4) resources. Within each component, the RML guides researchers through a process of increasing maturity levels. Additionally, each component includes mechanisms to formalize iterations and "eureka" moments-when directions and plans may change based upon a new knowledge. Preliminary evaluation suggests that the tool has promise as a comprehensive measurement tool. It is hoped that this work will result in a tool that can facilitate planning, help to measure and communicate research progress, and encompass the diverse scope of academic research goals.
by Ming Leong.
S.M.
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Verrier, David Arthur. "On becoming tenured : acquiring academic tenure at a research university /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487693923196838.
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Jogthong, Chalermsri. "Research article introductions in Thai genre analysis of academic writing /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2156.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains viii, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 91-96).
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Muriithi, Petronilla Muthoni. "Academic research collaborations in Kenya : structure, processes and information technologies." Thesis, University of Brighton, 2015. https://research.brighton.ac.uk/en/studentTheses/72602b18-6384-4848-90fc-ffbf341d547b.
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This thesis is an investigation of the organisation and conduct of academic research collaborations in Kenya and the factors shaping them. This contributes to an understanding of the status and processes involved in collaborative research, and how this is affected by the associated research environments, important in informing best practice in improving and promoting collaborative research. Information and Communication Technologies (ICTs) have become indispensable tools for supporting collaborative work. This thesis also discusses the role ICTs are playing in collaboration processes, and the factors contributing to their adoption and use within the studied community. Factors and variables identified as affecting the processes of collaborative research from a range of models, theories and frameworks in past studies were analysed for their effects within the Kenyan context. A mixed methods research design was adopted. Data collection involved a quantitative survey involving 248 academic members of staff in four disciplines across four major Kenyan universities. This was supplemented by semi-structured in-depth interviews with selected individuals within the studied population. In addition, this was complemented by an extensive document review that targeted university websites, repositories and policy documents.
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Leišytė, Liudvika. "University governance and academic research case studies of research units in Dutch and English universities /." Enschede : University of Twente [Host], 2007. http://doc.utwente.nl/58088.
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Nieminen, Mika. "Academic research in change : transformation of Finnish university policies and university research during the 1990s /." [Helsinki] : Finnish Society of Sciences and Letters, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013110817&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Faulkner, W. "Linkage between industrial and academic research : The case of biotechnological research in the pharmaceutical industry." Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373169.
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This thesis is a study of research linkage between industry and academia. It concentrates on the industrial side of these interactions and, in particular, the impact of information flows from academia industrial innovation. Specifically, the study explores the proposition that linkage varies - in extent and nature according to the stage of development of the research field involved. A review of the literature suggested that linkage should be particularly strong in a nascent technology, such as that unfolding currently in biotechnology. The field study involved face-to-face interviews with industrial researchers from UK pharmaceutical companies and from new start-up companies. It was designed in order to ascertain the relative strength of linkages in the new biotechnology; to characterize these linkages; and to explore how they might change as the technology develops. It is ~emonstrated that linkage is indeed strong here, involving lntensive 'search' activities and often substantial formal collaboration with academia. The background material collected - concerning the role of linkage in innovation and in corporate strategies for biotechnology confirm that companies are obliged to 'plug in' to academic research precisely because 'of the dynamism and uncertainty which characterizes a new technological field. It is argued that those pharmaceutical companies which are interacting most with academic research are also those which are most likely to succeed commercially with the new techniques. The start-up companies in biotechnology are shown to have extremely close links with both academia and the large established companies active in the field. It is argued that the very presence of such companies is itself symptomatic of the proximity of academic science and industrial technology in this new field. In conclusion, it is suggested that the pattern of linkage found in biotechnology may well ~ertain in other new science-based fields; some policy lmplications are discussed.
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Anderson, Robert. "The establishment of a human research tissue banking service to academic and pharmacotoxicological research institutions." Thesis, De Montfort University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366709.
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Petko, John. "Counselor education doctoral students' levels of Research Self-Efficacy, Interest in Research, and Research Mentoring: A cross-sectional investigation." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5371.
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Doctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop & Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth & Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.Ph.D.
Doctorate
Education and Human Performance
Education Counselor Education
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Enrriquez, Gutierrez Juan Carlos. "In the Pursuit of Becoming a Research University." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195722.
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Many universities and colleges are shifting their missions from teaching-oriented to research-oriented (Clark, 1978, 1983; Riesman, 1956; Selingo 2000), a phenomenon that has become known as academic/institutional drift. During recent years, the knowledge society has created an environment that further encourages the shift by influencing stakeholders in higher education institutions to increasingly accept the role played by research institutions as the most legitimate. Consequently, higher education institutions are becoming increasingly involved in the pursuit of knowledge creation. They are concluding that legitimacy and prestige will be obtained in return, as well as material resources (Slaughter & Rhoades, 2004).Despite the fact that the production of knowledge by Latin American universities is marginal in an international context (Albornoz, 1993; Albatch, 2003), some of them are experiencing institutional drift. Using a case study in combination with a qualitative approach, this research project aims to highlight the nature and implications of the phenomenon through focusing on a Mexican university system. Semi-structured interviews with individuals occupying key positions within the organization and institutional documents constitute the study's sources of information. In addition, academic capitalism, institutional theory, and Hackman's theory of resource allocation are utilized as its theoretical framework.The findings of the study show that although the institution is actively engaging in academic capitalism, societal benefit is not being neglected as a result of such engagement. Nonetheless, the findings relate academic capitalism to further stratification within and across the institution's campuses. It is also concluded that the institution is experiencing isomorphic change by modeling itself after those universities it perceives as prestigious and legitimate in the research endeavor. Regarding internal resource allocation, it is demonstrated that a unit's centrality with respect to the institution's research strategy greatly explains its gains in institutional resources.This study also includes some implications and recommendations for the institution to concentrate on and/or address in order to succeed in its research endeavor. Lastly, some considerations regarding further research are introduced.
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Duncan, Vicky, Shannon Lucky, and Jaclyn McLean. "Implementing LibGuides 2: An Academic Case Study." Journal of Electronic Resources Librarianship, 2015. http://hdl.handle.net/10388/6701.
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Since 1997, the University of Saskatchewan Library has used “subject pages” to highlight key library resources. When Springshare announced it was launching LibGuides v2, a project team was assembled to transition a mixture of locally produced guides and guides created with the original LibGuides v1 software. This article synthesizes best practices for LibGuides found in the literature, outlines our best intentions in the migration process, and shares what actually transpired after considering factors such as technical challenges and institutional culture. We hope other academic libraries can learn from our experience and make decisions that suit their institution best.Pre-print article
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Perucca, David. "Divided Timed and Continuous Timed Assessment Protocols and Academic Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1067.
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Children from a low socioeconomic status (SES) are exposed to numerous stress factors that are negatively associated with sustained attention and academic performance. This association suggests that the timed component of lengthy assessments may be unfair for students from such backgrounds, as they may have an inability to sustain attention during lengthy tests. Research has also found academic disparities between gender. The purpose of this quasi-experimental study was to investigate the relationship between continuous and divided timed tests in terms of student test scores, with additional assessments incorporating gender. Two charter schools from a suburban Idaho school district were the sources of the convenience sample. Fifth grade students were tested in groups of approximately 30. The research questions for the study concerned the relationship between continuous and divided assessment protocols and Texas Assessment of Knowledge and Skills (TAKS) test scores for low- versus non-low-SES students and among gender. The hypothesis was that there would be a statistically significant difference in TAKS scores between continuous and divided assessments. An ANOVA was used to determine whether a statistical relationship existed between test scores and test protocol by gender. ANOVA results indicated no significant differences in math test scores between test protocols and among gender, suggesting that increased collaborative efforts between families and schools may mitigate factors associated with attentional and academic deficits among students from low-SES environments. The results of this study may be helpful for communities as they develop curricula that may close the academic gap among students of all SES backgrounds.