Dissertations / Theses on the topic 'Active engagement strategies'
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Popkess, Ann M. "The Relationship Between Undergraduate, Baccalaureate Nursing Student Engagement and Use of Active Learning Strategies in the Classroom." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2108.
Full textTitle from screen (viewed on March 3, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Judith Halstead, Anna McDaniel, Mary L. Fisher, Lillian Stokes. Includes vitae. Includes bibliographical references (leaves 98-107).
Brown, Tamaike Mariane. "Developing and Validating Active Learning Engagement Strategies to Improve Students? Understanding of Programming and Software Engineering Concepts." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31781.
Full textNicholson, Anita Christine. "Comparison of selected outcomes based on teaching strategies that promote active learning in nursing education." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/563.
Full textAlreiahi, Nadeyah. "The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education: A Case Study." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1603816370213921.
Full textPagani, Margherita. "The Role of consumer experiential engagement in new media based social networks environnments : implications for marketing strategies." Thesis, Lyon 3, 2015. http://www.theses.fr/2014LYO30091.
Full textThe thesis aims to understand how companies can leverage on consumer experiential engagement in new-media based social media environments (using video on the web, handheld devices and web 2.0) in order to stimulate active behavior and redefine commercial marketing strategies. We structure our analysis on a three studies approach. The first study describes how Personal Engagement with the content and Social-Interactive Engagement (resulting from the perceived sense of community, intrinsic enjoyment and participation experience) differently influence both active and passive behavior. We test hypotheses with survey data from a sample of 814 US and EU social TV users. In study 2 we examine the influence of privacy intrusiveness on the relation between Experiential Engagement (Personal and Social-interactive Engagement) and active and passive use and we test it (n=379) with reference to mobile location-based social networking applications in EU and US. In study 3 we develop a conceptual model in which social-interactive engagement influences social identity directly and brand love indirectly through the mediating effect of social identity. The model was empirically validated (n=387) on the Facebook fan pages of 20 leading international brands in EU and the US. Findings emerging from the three studies show that Experiential Engagement has positive effects on the consumer behavior online (active and passive) and it may contrast the negative effect of privacy intrusiveness. The results obtained show also a positive effects of social-interactive engagement on consumer-brand affective relationships (brand love) and the full mediating effect of social identity. More specifically advertisers, leveraging on experiences that influence social-interactive engagement can influence the social identity and the relationship with the brand
Linhart, Rasmus, and Daniel Nyborg. "Adapt or die : A qualitative study on how institutional pressures influence the strategies of sustainable investors and their holdings." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446936.
Full textKucuker, (tuncer) Yadikar. "The Effects Of Activities Based On Role-play On Ninth Grade Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605375/index.pdf.
Full textachievement and attitudes at simple electric circuits. In this study, Physics Achievement Test was developed to evaluate students&rsquo
achievement on simple electric circuits and role-play activities about simple electric circuits were prepared. In addition, Physics Attitude Scale was administered to explore students&rsquo
attitude towards physics. The present study was conducted at one of the high schools in Acipayam during 2003-2004 Spring Semester with a total number of 104 (51 female and 53 male) 9th students from four classes of two physics teachers. One class of each physics teacher was assigned as experimental and instructed by role-play activities on the other hand the other classes of each physics teacher was as control group and instructed by traditional method. The teachers were trained for how to implement role-play activities in the class before the study began. Physics Attitude Scale and Physics Achievement Tests were applied twice as a pre-test and after a three-week treatment period as a post-test to both groups to assess and compare the effectiveness of two different types of teaching
role-play versus traditional teaching method. Data were collected utilizing Physics Achievement Test and Physics Attitude Scale. Data of this study were analyzed utilizing descriptive and inferential statistics. The scores of the post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). Experimental group compared to control group tended to favor a significant difference in the achievement. However the statistical analysis failed to show any significant differences between the experimental and control groups&rsquo
attitude towards physics at simple electric circuits.
Williamson, Takisha. "New Media Technology Strategies in the Performing Arts: A Case Study on Groundworks Dancetheatre's New Media Project." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1394922038.
Full textSchulz, Thomas J. "A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7929.
Full textPayton, Denise Murchison. "Effective Teaching in Higher Education for the 21st Century Adult Learner." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/552.
Full textBalfour, Virginia H. "Likes, comments, action: The strengths and limitations of strategic impact documentary's Facebook audience engagement strategies." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/133366/1/Virginia_Balfour_Thesis.pdf.
Full textKoch, Sofi. "STAKEHOLDER ENGAGEMENT IN CLIMATE ACTION PLANS – A CASE STUDY OF COPENHAGEN AND STOCKHOLM." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447999.
Full textAdams, E., and Jamie Branam Kridler. "Stabilizing Families to Strengthen Communities: Using Community Based Action Research to Develop Strategies for Increasing Civic Engagement in Citizens of Rural Appalachia." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/5869.
Full textHendriks, Carolyn Maree, and C. M. Hendriks@uva nl. "Public Deliberation and Interest Organisations: a Study of Responses to Lay Citizen Engagement in Public Policy." The Australian National University. Research School of Social Sciences, 2004. http://thesis.anu.edu.au./public/adt-ANU20050921.103047.
Full textSwersky, Liz. "Developing Skills for Successful Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.
Full textJulien-Medeiros, Gwendolyn. "Developing a strategic approach to stakeholder engagement at SOS Children's Villages Canada." 2014. http://hdl.handle.net/10170/717.
Full text"Parent-Teacher Partnership: Workshops to Support Family Engagement in Student Reading Comprehension." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53469.
Full textDissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019
Henriques, Telmo António Monteiro. "IT quality and organization development: using action research to promote employee engagement, leadership development, learning, and organizational improvement." Doctoral thesis, 2015. http://hdl.handle.net/10071/10002.
Full textNas áreas de TI, a Qualidade é frequentemente reduzida a visões fortemente influenciadas por instrumentos táticos e operacionais, menorizando aspetos de Desenvolvimento Organizacional (DO) que são essenciais para sustentar a Aprendizagem e a Inovação. O presente programa, alicerçado na relevância destes aspetos, visou, no contexto da Divisão de TI de um Banco, desenvolver uma aproximação indutora de mudança organizacional; produzindo ações de índole estratégica e mudanças comportamentais; tendo conduzindo a um incremento significativo na Satisfação de Clientes Internos e de Colaboradores. Um primeiro ciclo – focado na Cultura de Serviço, na Liderança e no Envolvimento dos Colaboradores – criou as condições para num segundo ciclo, baseado no conhecimento organizacional adquirido, e nas decisões estratégicas emergentes (“double loop” learning), proceder à respetiva implementação. Foi seguido um paradigma de Investigação-Ação – endereçando uma mudança complexa, transformacional, planeada; usando uma abordagem multidimensional e integrativa; baseada numa perspetiva holística e de sistemas abertos – não visando diretamente o desenvolvimento de novas teorias, mas, fundamentalmente o colmatar de lacunas de índole empírica e metodológica. Embora os resultados obtidos não possam ser generalizados fora do contexto, eles podem, contudo, ser transpostos para outras intervenções; evidenciando-se como importantes Implicações para a Gestão que integram a base de relevância desta tese: um Quadro de Referência para a Transformação Organizacional Holística, Participativa e Baseada em Valores e respetivos Fatores Críticos de Sucesso. Numa perspetiva de Desenvolvimento Organizacional abrem-se ainda oportunidades de investigação-ação futura, no mesmo contexto, progredindo para uma abordagem à Qualidade Total e à Excelência Organizacional. Para além disso, outro dos resultados relevantes da investigação corresponde à produção do Metamodelo do Processo de Investigação-Ação que foi seguido – evidenciando, ao nível conceptual, os seus principais subprocessos, grupos de dados e pontos de articulação entre a vertente de ação e a vertente de investigação. Nesta vertente, abrem-se ainda oportunidades de investigação futura em termos de desenvolvimento do metamodelo, por forma a incluir uma visão conceptual de dados e uma perspetiva comportamental de sistema (resposta a eventos).