Academic literature on the topic 'Engagement dispositions'
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Journal articles on the topic "Engagement dispositions"
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Hoon, Teoh Sian, Parmjit Singh, Mazlini Adnan, and Koo Ah Choo. "Students’ Reflections on Dispositions in a Mathematics Classroom." Journal of ASIAN Behavioural Studies 6, no. 18 (April 24, 2021): 61–78. http://dx.doi.org/10.21834/jabs.v6i18.384.
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This study investigated students' dispositions. It is a qualitative study that analyzes students' reflective journal entries. It captured students’ dispositions and described how the reflective activities influence their engagement mathematical problem-solving. The findings showed that the students considered the mathematical problems were challenging to them, but their positive dispositions kept them engaged in learning. Engagement through effort and thinking algebraically with teachers' guidance was the crucial first steps in problem-solving. Results from this study provide educators with a wealth of knowledge to develop learning dispositions that will encourage active thinking and engagement among students in mathematics classrooms. Keywords: reflection; disposition; mathematics; engagement eISSN 2514-7528 © 2021 The Authors. Published for AMER ABRA CE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians / Africans / Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v6i18.384
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Deakin Crick, Ruth, and Chris Goldspink. "Learner Dispositions, Self-Theories and Student Engagement." British Journal of Educational Studies 62, no. 1 (January 2, 2014): 19–35. http://dx.doi.org/10.1080/00071005.2014.904038.
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Moran, Joseph M., Eshin Jolly, and Jason P. Mitchell. "Spontaneous Mentalizing Predicts the Fundamental Attribution Error." Journal of Cognitive Neuroscience 26, no. 3 (March 2014): 569–76. http://dx.doi.org/10.1162/jocn_a_00513.
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When explaining the reasons for others' behavior, perceivers often overemphasize underlying dispositions and personality traits over the power of the situation, a tendency known as the fundamental attribution error. One possibility is that this bias results from the spontaneous processing of others' mental states, such as their momentary feelings or more enduring personality characteristics. Here, we use fMRI to test this hypothesis. Participants read a series of stories that described a target's ambiguous behavior in response to a specific social situation and later judged whether that act was attributable to the target's internal dispositions or to external situational factors. Neural regions consistently associated with mental state inference—especially, the medial pFC—strongly predicted whether participants later made dispositional attributions. These results suggest that the spontaneous engagement of mentalizing may underlie the biased tendency to attribute behavior to dispositional over situational forces.
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Li, Loic Pengtao, Biljana Juric, and Roderick J. Brodie. "Actor engagement valence." Journal of Service Management 29, no. 3 (May 4, 2018): 491–516. http://dx.doi.org/10.1108/josm-08-2016-0235.
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Purpose Valence is one of the key dimensions underlying actor engagement, yet there is limited research to provide a comprehensive understanding of the concept. The purpose of this paper is to conceptualise engagement valence in actor networks and develop an agenda for future research. Design/methodology/approach The exploration of the psychological foundations of the concept of valence and a systematic literature review from a multiple database search contribute to four sets of propositions defining the domain of the concept of actor engagement valence. Findings The propositions posit that valence resides in the engaging actor’s past, current and future psychological dispositions, which can shift between positive, negative and ambivalence. Actor engagement valence is triggered by the engagement objects and value propositions of other actors in the network. The antecedents of actor engagement valence comprise individual factors such as cognitive evaluations and hedonic feelings, as well as network-related factors such as social norms and shared beliefs, and the network structure. The net balance of actor engagement valence determines the actor’s engagement behaviours, and this relationship is moderated by individual and network factors. Originality/value This is the first study to conceptualise actor engagement valence, which contributes to the refinement of the actor engagement concept. This research defines the conceptual domain, deepens the understanding and provides an agenda for future research into the valence of engagement among actors in networks. The study recognises the institutional influences on actor engagement valence, and contributes to an understanding of the nature of actors’ psychological dispositions and how their valence determines the actors’ behavioural engagement manifestations.
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Lawson, Michael A., and Katherine E. Masyn. "Analyzing profiles, predictors, and consequences of student engagement dispositions." Journal of School Psychology 53, no. 1 (February 2015): 63–86. http://dx.doi.org/10.1016/j.jsp.2014.11.004.
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Katrein, Jennifer. "Inquiry, Engagement, Passion, and Grit: Dispositions for Genius Hour." Reading Teacher 70, no. 2 (July 15, 2016): 241. http://dx.doi.org/10.1002/trtr.1496.
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Duncan, Dennis W., Rainer Haas, and John C. Ricketts. "Comparing Critical Thinking Dispositions of Students Enrolled In a College Level Global Seminar Course." Journal of International Agricultural and Extension Education 23, no. 2 (July 15, 2016): 38–49. http://dx.doi.org/10.5191/jiaee.2016.23203.
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In recent years, the discussion concerning critical thinking and problem solving among college graduates and new industry hires has increased dramatically. A plethora of research has discovered that college graduates entering the workforce are lacking in their ability to problem solve and think critically. These attributes have been called some of the most necessary for an individuals’ success in the 21st century. The purpose of this study was to identify the variance in critical thinking disposition of students (undergraduate and graduate) enrolled in an International course (Global Seminar) using the UF-EMI Critical Thinking Disposition Assessment. Students representing the US, Italy, and Austria participated in this study (N=43). Results indicate that the entire population fell within the typical ranges for UF-EMI scores for all three constructs (Engagement, Cognitive Maturity, and Innovativeness) but would be classified as weak overall. There was however a slight difference in mean scores when comparing the US and European students. American students scored higher than the Italian students for all three constructs and higher than the Austrian students for the Engagement and Innovativeness constructs. These results warrant further research to determine how course content, teaching methodologies, and experiential learning opportunities impact college students’ critical thinking dispositions.
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Kandler, Christian, and Annika Piepenburg. "Leisure Interests and Engagement." Journal of Individual Differences 41, no. 2 (April 2020): 101–9. http://dx.doi.org/10.1027/1614-0001/a000308.
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Abstract. Individual differences in interests and related engagement are often hypothesized to be mere expressions of core personality differences in specific contexts, such as occupation and leisur. However, previous research has found only moderate correlations between personality traits and operationalizations of interests. Moreover, interests showed comparable or even higher stability than personality traits. In the current study, we examined the correlations between different measures of Big Five personality traits and leisure interests as well as engagement in various leisure activities based on a sample of 407 individuals (132 males and 275 females). Furthermore, we compared rank-order and profile stability estimates, and analyzed the directionality of effects between the variables across two measurement occasions. Even though we found some systematic correlations between personality traits and leisure interests/engagement, most of them were small or only moderate. Estimates of profile stability tended to be larger for interests and engagements, whereas rank-order stability tended to be larger for Big Five traits. Moreover, we found bidirectional associations between personality traits and leisure interests/engagement. Thus, the results of our study provide strong support for a conceptualization of leisure interests as systematically linked with personality traits, but reflecting dispositions to behavior that are sufficiently distinct from personality traits.
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Lau, Rebecca S., Gordon W. Cheung, and Helena D. Cooper–Thomas. "The influence of dispositions and shared leadership on team–member exchange." Journal of Managerial Psychology 36, no. 3 (March 4, 2021): 258–71. http://dx.doi.org/10.1108/jmp-01-2020-0025.
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PurposeThis study aims to examine two individual dispositions, propensity to trust and reciprocation wariness, as antecedents of team–member exchange (TMX) and how shared leadership moderates these relationships. It also investigates work engagement as a consequence of TMX.Design/methodology/approachData were collected from 175 employees in 42 teams; a multilevel random slope model was used to test the moderating effect of shared leadership at the team level and across levels.FindingsShared leadership provides a boundary condition for the relationships from propensity to trust and reciprocation wariness to work engagement through TMX. At the individual level, the positive effects of propensity to trust and negative effects of reciprocation wariness on TMX, and their indirect effects on work engagement through TMX, were weaker at higher shared leadership. At the team level, the positive relationship between propensity to trust and TMX was unconditional on shared leadership, whereas the relationship between reciprocation wariness and TMX was moderated by shared leadership. At the team level, shared leadership had positive effects on TMX and work engagement.Practical implicationsManagers can adopt shared leadership to encourage social exchanges among team members to enhance TMX and work engagement.Originality/valueThe study extends the TMX research by investigating dispositions as antecedents and work engagement as a consequence at both individual and team levels. It also identifies the moderating role played by team-level shared leadership, which provides a strong situation supporting reciprocal interactions.
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Alexander, Curby. "Using Gamification Strategies to Cultivate and Measure Professional Educator Dispositions." International Journal of Game-Based Learning 9, no. 1 (January 2019): 15–29. http://dx.doi.org/10.4018/ijgbl.2019010102.
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One of the most important outcomes of pre-service teacher education is the transition from assignment-oriented students to service-oriented education professionals. Faculty can assist in this process by cultivating professional educator dispositions within their courses. Gamification strategies can be an effective way to provide students with timely feedback regarding their progress toward professional educator dispositions. This study investigated the effectiveness of points, timely feedback, and leaderboards on cultivating and measuring specific professional educator dispositions among pre-service teachers. Data was collected in four domains - personal responsibility, intellectual engagement, professional ethics and stewardship, and supportive interactions- where gamification strategies were additively implemented over five semesters. Results from this study indicate gamification strategies, when bundled together to leverage motivating factors such as competition and personalization led to increased gains in the four domains of professional educator dispositions.
Dissertations / Theses on the topic "Engagement dispositions"
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Charissou, Lise. "Management "par corps" : rencontre entre dispositions individuelles et logiques managériales dans la socialisation professionnelle des "instructeurs" LesMills®." Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30181.
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Loin de l'"animateur sportif frimeur" que voit en lui le grand public, "le" professeur de fitness répond à des logiques managériales implacables d'autant plus puissantes que, dans certains contextes, elles sont au principe de la construction de dispositions durables. Parler de "management par corps", c'est poser l'existence d'une diffusion tacite de règles, de normes et de valeurs à travers les corps, c'est-à-dire au-delà de ce qui peut être dit et compris de façon formelle. C'est ce que vient analyser ce travail de thèse - s'intéressant alors à la socialisation des professeurs de fitness au sein de la marque néo-zélandaise leader mondiale actuellement : Les Mills® - à travers un apprentissage technique de gestes efficaces, ou encore d'une diffusion implicite d'attitudes, de présentations de soi et de savoir-être. Plus précisément, en confrontant des dispositions sociales individuelles avec les logiques managériales mises en place par la marque, il s'agit de saisir les modalités de l'engagement "corps et âme" d'individus devenus instructeurs LesMills®. A travers des cours collectifs de fitness standardisés, plus qu'une simple lecture d'activité physique et sportive de forme, il s'agit d'apporter un regard sociologique sur la mise en place de modalités socialisatrices "par corps". La prestation de soi inhérente au métier "d'instructeur LesMills" s'inscrit dans une efficacité de corps pour une performance esthétisante qui induit l'homogénéisation des manières d'agir, de penser et de sentir, sur des individus en quête de reconnaissance socialeFar from the "sporting entertainment enthusiast" that the general public sees in him, "the" fitness teacher responds to implacable managerial logic that is all the more powerful in that, in certain contexts, they are at the heart of the construction of lasting dispositions. . To speak of "management by body", is to pose the existence of a tacit diffusion of rules, norms and values through the bodies, that is to say beyond what can be said and formally understood. This is what the thesis work has to do - focusing on the socialization of fitness teachers in the world-leading New Zealand brand: Les Mills® - through technical training in effective gestures, or an implicit diffusion of attitudes, self-presentation and well-being. More precisely, by confronting individual social provisions with the managerial logics put in place by the brand, it is a matter of grasping the terms of the "body and soul" commitment of individuals who have become LesMills® instructors. Through standardized group fitness classes, more than just a reading of physical activity and sporting form, it is a question of bringing a sociological perspective on the setting up of socializing modalities "by body". The self-service inherent in the profession of "instructor LesMills" is part of a body efficiency for aesthetic performance that induces the homogenization of the ways of acting, thinking and feeling, on individuals in search of social recognition
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Miller, Wendy Sue. "Getting close, letting go, becoming real: civic engagement with preservice art teachers at the House of Hope." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/5025.
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This is a qualitative, mixed-methods study that focuses on the dispositions that preservice teachers bring into teacher education programs in regard to homelessness. Teacher education programs play an important role in providing preservice teachers experiences teaching that prepare them for working with diverse populations of students. Students enrolled in an elementary art methods course and participated in a civic engagement experience, teaching children after school who were living in a transitional housing program.
The results of this study showed evidence that working in community settings with diverse students can alter preservice teachers' notions and awareness of impoverished and homeless children. As a researcher, it is my hope that this alteration will significantly impact the way that pre-service teachers interact with all of their future students.
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Ruskowski, Bianca de Oliveira. "Do incômodo à ação beneficente e da indignação à ação contestatória : estudo sobre condições e mecanismos de engajamento nas Tribos nas Trilhas da Cidadania e no Levante Popular da Juventude." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70675.
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Le sujet d’étude de ce mémoire est le processus d'engagement militant. Plus précisément, on fait l’investigation des conditions et des mécanismes qui expliquent les différentes formes d'engagement chez les jeunes. La recherche a été menée auprès de deux organisations distinctes: le Levante Popular da Juventude et projet de bénévolat Tribos nas Trilhas da Cidadania, tous les deux situés dans la ville de Porto Alegre / RS. De la discussion théorique de la contentious politics et de la sociologie française du militantisme, on a élaboré un modèle d'analyse du processus d'engagement, en le décrivant et en le décomposant en ses conditions et mécanismes de base. En effet, le point de départ est l'argument qui dit que l'engagement est constitué comme un processus relationnel, à partir d'un ensemble de conditions qui demande de celui qui est engagé certaines dispositions qui impliquent les intérêts, les croyances et les valeurs et qui permettent l'identification à une «cause», outre les compétences, les ressources et l'accès aux possibilités de mobilisation. L’analyse commence d'un point de vue individuel pour expliquer l’engagement de manière non-individuelle. On a choisi l'étude comparative avec la réalisation de douze entretiens en profondeur avec des jeunes participants, avec un coordinateur de chaque organisation et l'observation participante dans des actions, des rancontres, des réunions et de la recherche documentaire. En conséquence, il a été observé que les jeunes s’engagent à partir de mécanismes similaires, mais la diversité des formes d'engagement est due à de différentes caractéristiques de l'organisation, tels que les structures de mobilisation et des répertoires d'action et des frames. La compatibilité entre le «stock» de dispositions, capacités et ressources de ces personnes et les caractéristiques organisationnelles est fondamentale pour le rapprochement entre les jeunes et les organisations. En conséquence, des différences significatives ont été observées lors de l'analyse de l'interaction associative, de la socialisation militante et la connexion structurelle de chacun des groupes. Ainsi, bien que les mécanismes étudiés étaient les mêmes dans le mouvement social et dans le bénévolat, les combinaisons entre les différentes caractéristiques organisationnelles et individuelles ont rendu possible l'expérience de l'engagement à partir de cinq dimensions: pour les jeunes participants des TTCs, l'engagement a été du type altruiste, consensuel, ponctuel, individuel et de continuité. La capacité construite chez les jeunes du LPJ et l'organisation a eu lieu à partir d'un engagement désintéressé, conflictuel, global, collectif et de rupture. Avec cela, les TTCs jouent leur rôle en montrant aux jeunes la situation d'inégalité sociale, la production d'un malaise face à la situation vécue dans notre société et en encourageant les actions de bienfaisance, sans toutefois identifier un ennemi ou disputer des ressources spécifiques. À son tour, le LPJ, à partir d'un fort processus militant de socialisation forte, concentre l’indignation des jeunes, en offrant une possibilité d'insertion dans l'organisation et dans les actions de contestation, en disputant des ressources spécifiques à partir de l'identification d'un ennemi commun.A presente dissertação tem como tema de estudo o processo de engajamento militante. Especificamente, investigam-se condições e mecanismos que explicam diferentes formas de engajamento entre os jovens. A pesquisa foi realizada junto de duas organizações distintas: o Levante Popular da Juventude e o projeto de voluntariado Tribos nas Trilhas da Cidadania, ambos localizados na cidade de Porto Alegre/RS. A partir da discussão teórica da contentious politics e da sociologia do militantismo francesa, elaborou-se um modelo de análise do processo de engajamento, sendo o mesmo descrito e decomposto em suas condições e mecanismos básicos. Com efeito, parte-se do argumento de que o engajamento se constitui como um processo relacional, a partir de um conjunto de condições que requerem do envolvido certas disposições que envolvem interesses, crenças, valores e que possibilitem a identificação com uma “causa”, além de competências, recursos e acesso a oportunidades de mobilização. A análise parte de um ponto de vista individual para explicar de forma não individual o engajamento. Optou-se pelo estudo comparativo, com a realização de doze entrevistas em profundidade com os jovens participantes, com um coordenador de cada organização e observação participante em ações, encontros e reuniões e pesquisa documental. Como resultado, observou-se que os jovens passam a engajar-se a partir de mecanismos similares, mas a diversidade de formas de engajamento dá-se em função de características distintas da organização, tais como estruturas de mobilização, repertórios de ação e frames. A compatibilidade entre o “estoque” de disposições, capacidades e recursos dos indivíduos e estas características organizacionais é fundamental para a aproximação entre os jovens e as organizações. Por consequência, perceberam-se diferenças significativas ao se analisar a interação associativa, a socialização militante e a conexão estrutural de cada um dos grupos estudados. Assim, embora os mecanismos averiguados fossem os mesmos no movimento social e no voluntariado, as combinações entre diferentes características organizacionais e individuais oportunizariam a vivência do engajamento a partir de cinco dimensões: para os jovens participantes das TTC, a de um engajamento altruísta, consensual, pontual, individual e de continuidade. Já a possibilidade construída entre os jovens do LPJ e a organização deu-se a partir de um engajamento altruísta, conflitivo, global, coletivo e de ruptura. Com isso, as TTC cumprem um papel ao mostrarem aos jovens a situação de desigualdade social, produzindo um incômodo com a situação vivenciada em nossa sociedade e incentivando ações beneficentes, sem, no entanto, identificar um inimigo ou disputar recursos específicos. Já o LPJ, a partir de um forte processo de socialização militante, canaliza a indignação dos jovens, oferecendo uma possibilidade de inserção na organização e nas ações contestatórias, disputando recursos específicos a partir da identificação de um inimigo comum.
This subject study of this thesis is the militant engagement process. Specifically, the conditions and mechanisms that explain different forms of engagement among youth have been investigated. The research was conducted with two distinct organizations: the Levante Popular da Juventude and the volunteer project Tribos nas Trilhas da Cidadania, both from the city of Porto Alegre / RS. From the theoretical discussion of contentious politics and the French ativism sociology, an analysis model of the engagement process, describing it and breaking it down into its basic mechanisms and conditions, was drawn up, with its description and decomposition in its conditions and basic mechanisms. Indeed, the starting point argument is that the engagement is constituted as a relational process, from a set of conditions that require from people involved some dispositions concern interests, beliefs, and values enabling the identification with a "cause", besides some skills, resources and access to mobilization opportunities. The analysis starts from an individual point of view to explain the engagement in a non-individual way. It was chosen the comparative study with twelve in-depth interviews with youth participants, with a coordinator from each organization and participant observation in actions and meetings and documentary research. As a result, it was observed that young people become engaged from similar mechanisms, but the diversity of forms of engagement occurs due to different characteristics of the organization, such as mobilization structures, repertoires of action and frames. Compatibility between the "stock" of dispositions, capabilities and resources of these individuals and organizational characteristics is fundamental to the approach between youth and organizations. Consequently, significant differences were noticed when analyzing the associative interaction, militant socialization and structural connection of each of the groups. Thus, although the investigated mechanisms were in the same in the social movement and volunteering, the combinations between different organizational and individual characteristics would make possible the experience of engagement based on five dimensions: for the young participants of the TTC, there is the altruistic, consensual, timely, individual and continual engagement. The possibility built among the youth of LPJ and the organization took place from a selfless, conflictive, global, collective and rupture engagement. With this, the TTCs play a role in showing young people the situation of social inequality, producing a discomfort with the situation experienced in our society and encouraging charitable actions, but without identifying an enemy or fight for specific resources. By the other hand, the LPJ, from a strong socialization militant process, focuses the indignation of young people, offering a possibility for inclusion in the organization and in the contesting actions, disputing specific resources from the identification of a common enemy.
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Forté, Lucie. "Devenir sportif de haut niveau : approche sociologique de la formation et de l'expression de l'excellence athlétique." Toulouse 3, 2008. http://thesesups.ups-tlse.fr/483/.
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Contre l'idée d'une réussite sportive qui serait le produit de qualités physiques innées inégalement réparties, ce travail analyse les conditions sociales de la réussite athlétique. En étudiant les interactions sociales et modes de socialisation qui balisent les parcours sociaux et sportifs des athlètes de haut niveau (AHN), il s'agit de caractériser les différentes étapes de la carrière athlétique. Le travail d'inculcation d'une vocation sportive et de conversion à un projet de vie particulier se situe au centre de l'analyse. Une étude des configurations familiales et sportives des AHN permet de mieux appréhender les contextes favorables à la construction et l'activation d'un système de dispositions " adapté " à la réalité " objective " de chaque étape de la carrière athlétique. La déconstruction des mythes caractérisant la perception de la réussite sportive passe également par une analyse de la distribution des AHN selon l'origine sociale, le sexe et la " race ". En effet, au-delà du rôle de la famille dans la transmission et le développement d'un capital sportif, le soutien familial constitue un facteur discriminant pour le déroulement de la carrière sportive de haut niveau. D'autre part, l'analyse du régime de genre spécifique au monde de la compétition athlétique de haut niveau permet de repérer des processus de ségrégation et de distinction sociale qui pèsent différemment sur l'engagement sportif des hommes et des femmes. Enfin, des processus d'identification raciale s'appuyant sur des catégorisations relativement complexes définissent des " sous communautés " athlétiques aux frontières plus ou moins définies et perméables. Dans ce cadre, l'engagement dans la carrière s'accompagne parfois d'une logique de revendication identitaire et de retournement d'un stigmateAgainst the perception witch associates the sportive success with some innate physical qualities, we analyse the social circumstances of the athletic success. We focalize our analysis on the social interactions and the socializing processes which characterize the high level athlete's social trajectories. In order to characterise those trajectories, we focalize on the successive stages of the athletic career which are qualified in the light of a vocational inculcation and a conversion to a particular project of life. To understand those social processes, we analysis the configurations which are less or more likely to assist the construction and the activation of an habitus defined as a dispositional system less or more adapted to the objective reality of the career. Breaking the myths of the sportive success we also analyse the high level athlete's social distribution according to their class, sex and race. Indeed, families participate to the transmission and the development of the sportive capital and their availability is a discriminating factor for the development of the sportive career. The analyse of the gender regime which takes place in the world of the high level athletic competition also reveals some processes of segregation and social distinction which have an influence on the sportive involvement. The world of the high level performance is also characterised by some processes of racial identification which define several communities which boundaries are less or more vague and permeable. In this, the involvement in the athletic career is sometimes coloured of some ethnical claims and a stigma reversal
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Petit, Guillaume. "Pouvoir et vouloir participer en démocratie : sociologie de l'engagement participatif : la production et la réception des offres institutionnelles de participation à l’échelle municipale." Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01D094/document.
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Les élus locaux veulent associer les citoyens, qui veulent pouvoir être entendus et peser dans les décisions. Ces propositions résument les enjeux d'une démocratie participative, à la fois comme idéal de gouvernement et comme norme de l'action publique locale. La thèse revient sur la mise à l'épreuve de l'impératif délibératif à l'échelle municipale, depuis les années 1990. L'enquête repose sur l'analyse des conditions sociales de la production et de la réception d'offres institutionnelles de participation, dans trois communes de 20 000 habitants. Au travers d'une approche inductive et pluri-méthodologique, nous proposons une sociologie de l'engagement participatif, entre études sur la socialisation politique et sur l'action publique locale. L'attention portée aux contextes, aux acteurs et aux formats de l'offre de participation, permet d'en constater l'institutionnalisation inaboutie et les appropriations socialement situées. Nous argumentons en faveur d'une compréhension dispositionnelle et situationnelle des parcours de participation et de non-participation, pour élaborer une théorie ancrée de l'engagement participatif, entre pouvoir et vouloir. Dans ce cadre, la possibilité intermittente d'une participation réalisée ne se comprend qu'au regard d'un engagement distancié, critiqué, empêché ou évité. En toute fin, si elle est une voie d'intéressement à un intérêt local commun, l'offre de participation voit sa portée sociale et politique fondamentalement limitée par l’encastrement de la participation dans la représentationThis thesis studies political participation at local level and its implications for citizen engagement in public policy. Local elected representatives want to engage citizens in governance, citizens want to be heard and to influence policy making. Thus participatory democracy and deliberative imperative are considered as an ideal for government and a best practice in public action. This thesis focuses on "offers of participation" - opportunities for participation created by authorities for citizen - in French municipalities since 1990. I argue that these "offers" swing between thwart institutionalising and continuous experimenting. Empirical data are derived from the study of policies for implementing participatory democracy in three cities of 20 000 inhabitants. I discuss the social-historical anchorage of these political-administrative constructions, the effects of their various design and the social conditions of their differentiate appropriations by citizens. I suggest a grounded theory of citizen engagement based on an inductive and multi-method approach. The analytical framework is based on the concepts of social dispositions and situations, in order to determine social conditions of patterns of participation and non-participation, as both faces of a similar phenomenon. The opportunity for an effective intermittent participation can only be understood in relation with a distanced, impeached, prevented or avoided participation. "Offers of participation" are a way to mobilise citizens on a common local interest. Though, their impact is narrowed by the fact that participation is imbedded in the system of political representation
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Zhang, Qianhui. "THE ROLE OF DISPOSITIONAL MINDFULNESS ON OCCUPATIONAL ENGAGEMENT AND EMOTIONAL CAREER INDECISION AMONG COLLEGE STUDENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/614.
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Mindfulness, characterized with present-moment awareness, non-judgment, and non-reactivity, has demonstrated its potential in contemporary counseling psychology as a cultivatable coping mechanism for healing against negative emotions and symptomology. Researchers have identified health benefits for those who possess higher levels of this trait without practice. Limited research has explored the potential benefits of mindfulness in contributing to the cultivation of adaptive career decision-making. In particular, there is no study investigating the the role of mindfulness on college students' coping with career indecision stemming from emotional and personality concerns, or its influence on their occupational engagement. This study was a survey-based investigation of the relations among dispositional mindfulness, occupational engagement, and emotional career indecision in a diverse sample of college participants (N = 166). The results from analysis indicate that dispositional mindfulness is significantly related to emotional career indecision and occupational engagement, with multiple facets of mindfulness contributing a significant amount of variance in emotional career indecision. Future research and clinical implications are also discussed.
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Muramatsu, Kenjiro. "Usage de l'agriculture dans le social : dispositifs, pratiques et formes d'engagement." Thesis, Mulhouse, 2012. http://www.theses.fr/2012MULH3529.
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Cette thèse porte sur l’analyse ethnographique et sociologique du mode d’usage de l’agriculture « dans le social ». Deux actions communales japonaise et belge sont ainsi mises en parallèle : le Centre pour la Création de la Vie agri-rurale (Nô-Life Sôsei Center en japonais) lancé en 2004 à Toyota au Japon, qui vise à la fois la revalorisation de friches agricoles et la promotion d’activités à but d’ « Ikigai (sens de la vie) » auprès de la population locale vieillissante ; l’Entreprise de Formation par le Travail Ferme Delsamme lancée en 2002 à La Louvière en Belgique, qui vise l’insertion socioprofessionnelle des personnes en difficulté par le maraîchage biologique. À partir de l’analyse des formes d’engagement des opérateurs et des usagers dans leurs espaces d’activités concrets, cette thèse propose l’idée de régimes d’action « éthiques » qui consistent en un certain nombre de principes minimaux de réflexion et de pratique disponibles à l’usage des personnes. Cette thèse a dégagé en particulier l’importance de deux formes caractéristiques de ces régimes : la compassion (prise d’une responsabilité infinie face à la détresse d’autrui) chez les opérateurs, et l’autonomie sociale (conciliation entre l’autonomie individuelle et la dépendance relationnelle sur la base d’une reconnaissance de la vulnérabilité et de la fragilité des personnes) chez les usagers. L’activité agricole se définit là comme espace intermédiaire et concret servant de « support » entre ces deux régimes peu visibles et formulés, et difficilement objectivables et justifiablesThis thesis deals with the ethnographical and sociological analyses of the modes of use of agriculture “in the social sphere”. Two Japanese and Belgian municipal actions are treated in parallel: The Centre for the Creation of Agri-rural Life (Nô-Life Sôsei Center in Japanese) launched in 2004 in Toyota City, which aims at the reinvigoration of fallow land and the promotion of the ikigai (“Life worth living”) for an aging population of permanent residents. In Belgium, the Work Training Initiative at Ferme Delsamme (Entreprise de Formation par le Travail Ferme Delsamme in French) launched in 2002 in La Louvière City, which aims at the socio-professional integration of at-risk adults through organic agriculture. Based on the analysis of forms of engagement of operators and users in their relationships of interaction and their efforts at adjustment, this thesis proposes the idea of “ethical” regimes of action that consist of a minimum number of principles for reflection and practice available to be used by actors. This thesis identified in particular the importance of two characteristic forms of these regimes: compassion (taking an infinite responsibility to address individuals in distress) amongst operators; social autonomy (the balance between individual autonomy and relational dependency based on the recognition of vulnerability and fragility) amongst users. Agricultural activity is defined here as the intermediate space supporting the combination and the performance of these regimes that are not very visible and formalized, and difficult to objectify and justify
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Leroy, Maya. "Gestion stratégique des écosystèmes dans un contexte d’aide internationale : engagements environnementaux et dispositifs de gestion dans la vallée du fleuve Sénégal." Paris, ENGREF, 2004. http://www.theses.fr/2004ENGR0022.
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Les conventions internationales sont devenues en trois décennies un outil majeur de l’action publique en matière d’environnement. Elles offrent la double promesse d’une action qui recueille un large accord et d’un engagement fort de responsabilité collective. Mais quelle est l’efficacité environnementale de ces engagements ? Sont-ils suivis d’effets ? La question se pose pour les conventions internationales, comme pour l’ensemble des politiques publiques, internationales, nationales ou territoriales en matière d’environnement. Pour y répondre les approches très répandues aujourd’hui qui ne voient dans la négociation que des principes de coordination, de coopération ou de marché sont insuffisantes. Des cadres normatifs d’évaluation sont incontournables dans ce contexte, ainsi que la prise en compte des dimensions de pouvoir et de stratégie. Dans cette perspective d’analyse stratégique de la gestion environnementale, il faut un travail de terrain qui mette clairement en regard d’un côté les annonces de prises de responsabilité environnementale collective et de l’autre les évolutions concrètes de l’état de l’environnement et des actes qui les causent. Dans le cas de la vallée du fleuve Sénégal, vaste plaine d’inondation d’un fleuve qui traverse quatre états, nous avons analysé plusieurs dispositifs de gestion mis en place pour prendre en charge l’environnement (le Programme d’Atténuation et de Suivi des Impacts sur l’Environnement de la mise en valeur du fleuve Sénégal –PASIE, le Plan Directeur Rive Gauche et la planification –PDRG et la planification environnementale sénégalaise : Plan Régional d’Action pour l’Environnement –PRAE et la Stratégie Régionale de Conservation de la Biodiversité – SRCB). Il en ressort qu’ils sont très loin de permettre que soient assumées les responsabilités qui incombent, en particulier dans le cadre des conventions RAMSAR (zones humides) et Biodiversité, aux pays concernés et aux bailleurs de fonds. La thèse analyse en profondeur les causes de cet état de fait. Elle en cerne les conséquences et les replacent dans le tableau plus large des vicissitudes sur le long terme d’actions de développement dont l’efficacité et la durabilité sont très discutablesIn three decades, international conventions have become a major tool for public action in the field of the environment. They offer the double promise of action that is broadly based on agreement and a strong commitment to collective responsibility. But what is the environmental effectiveness of these commitments? Are they followed by effects? The question arises for international conventions, as for all public, international, national or territorial environmental policies. In response, widespread today's approaches that see negotiation as coordination, cooperation or market principles are lacking. Normative evaluation frameworks are essential in this context, as well as the dimensions of power and strategy. In this perspective of strategic environmental management analysis, it is necessary to carry out fieldwork that clearly enlight the announcements of collective environmental responsibility in one hand and on the other, the concrete evolutions of the state of the environment the acts that cause them. In the case of the Senegal river valley, a vast floodplain of a river that crosses four states, we have analyzed several management measures put in place to take charge of the environment (the Mitigation and Monitoring Environmental Impacts Program of Senegal River Development -PASIE, Left Bank Management Plan and Planning -PDRG and Senegalese Environmental Planning: Regional Action Plan for the Environment -PRAE and the Regional Conservation Strategy Of Biodiversity - SRCB). It shows that they are far from taking care of the responsibilities to be assumed, particularly in the context of the Ramsar (wetlands) and biodiversity conventions. The thesis analyzes in depth the causes of this state of affairs. It identifies the consequences and replaces them in the broader picture of the long-term vicissitudes of development actions whose effectiveness and sustainability are highly questionable
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Campourcy, Jean-François. "Engagement et traitement de l’information dans le paradigme de la communication engageante : Apports du modèle ELM." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM8000/document.
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La communication engageante effectue un pont conceptuel entre la persuasion et l’engagement. Dans le cadre de cette thèse, nous avons cherché à déterminer les processus sous jacents à l’efficacité de la communication engageante par le biais du modèle de la probabilité d’élaboration. D’après nous, l’engagement, l’implication personnelle ainsi que la confiance en ses pensées jouent un rôle crucial dans ce paradigme. Nous nous attendions à ce que 1/ l’engagement en condition d’implication forte produise un traitement périphérique de l’information 2/ l’engagement en condition d’implication faible produise un traitement central de l’information. Nos résultats montrent que le traitement de l’information peut être influencé par l’engagement et le niveau d’implication. En condition d’implication forte l’engagement inhibe le traitement de l’information là où il le favorise lorsque l’implication est faible. Ces résultats, reproduits lors de quatre expériences, sont obtenus sur l’attitude, l’intention comportementale, ainsi que sur la valence des réponses cognitives. Notre dernière expérience reproduit le même pattern de résultats sur l’attitude implicite. L’engagement produit une hausse de l’implication et de la confiance en ses pensées lorsque l’implication est faibleBinding communication makes a conceptual bridge between persuasion and commitment. As part of this thesis, we sought to determine the processes underlying the effectiveness of binding communication through the elaboration likelihood model of persuasion. In our opinion, commitment, personal involvement and thoughts confidence play a critical role in this paradigm. We expected that 1 / commitment in high involvment condition would produce peripheral information processing 2 / commitment in low involvment condition produces a central processing of information. Our results show that information processing can be influenced by commitment and level of involvement. In strong involvment condition, commitment inhibits information processing wherever it favors it when implication is low. These results, reproduced in four experiments, are obtained on attitude, behavioral intention, as well as on the valence of cognitive responses. Our last experiment reproduces the same pattern of results on implicit attitude. Commitment produces increased involvement and improve confidence in one's thoughts when involvement is weak
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Orpen-Lyall, Mark Raymond. "Work wellness in a financial services institution : a longitudinal study / Mark Orpen-Lyall." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2888.
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Most employers agree that the effectiveness and success of their organisations depend on the effective utilisation of their human resources. Ill health in the workplace is a threat to optimal productivity, reduced absenteeism, provision of sustainable employee benefits, a motivated workforce, staff retention and maximisation of profits. Burnout and engagement are therefore important fields of investigation in the industrial psychology field.
The aim of this study was to: test a model of work-related well-being; develop and evaluate a resilience intervention programme for a large financial services institution in South Africa. Article 1 used a cross-sectional survey design. The participants were predominantly in the administrative, call centre and IT divisions (N = 192). Article 2 was the development of a resilience model, which was based on the integration of thinking from an extensive literature review by the researcher. Article 3 used an experimental design, with a control group (n=51) and an experimental group («=55). Information was collected in a longitudinal research.
The research method for each of the three articles of this study consisted of a brief literature review and an empirical study. The measuring instruments used in this study were the Maslach Burnout Inventory - General Survey (MBI-GS), Utrecht Work Engagement Scale (UWES), Job Demands-Resources Scale (JD-RS), Health subscales, Organisational Commitment subscales, the ASSET questionnaire, the Life Orientation Test - Revised (LOT-R) and a biographical questionnaire.
In both article 1 and article 3, descriptive statistics were computed to describe the data; as were Pearson product-moment correlation coefficients to specify the relationship between the variables. In article 1, multiple regression analyses were conducted to determine the proportion of variance in the dependent variable that is predicted by the independent variables. In article 3, paired-samples f-tests were used to determine the difference in results for year 1 and year 2.
Article 1 showed the central role that low optimism plays in contributing to burnout, and high optimism plays in work engagement. Interestingly, high social support was linked to increased cynicism, whilst low social support contributed to dedication. Burnout contributed to both physical and psychological ill health. Dedication and low cynicism contributed to affective commitment, whilst engagement and low cynicism contributed to behavioural commitment.
Article 2 was the development of a multidimensional, proactive coping approach which consistently strives to develop and enhance the individual's resilience coping reservoir pools (mental, spiritual, socio-emotional and physical) leading to improved resilience, wellness and quality of life. Each reservoir pool has activities that enhance the fitness of the individual, namely physical (rest and relaxation, exercise and nutrition), mental (stimuli, reflection and empowering thinking), spiritual (coat of arms, pay it forward and gratitude), socio-emotional (breaking destructive relationships and nurturing relationships, responsibility).
Article 3's results showed that the resilience intervention resulted in a statistically significant difference decrease in psychological ill health. Recommendations for future research were made.Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.
Books on the topic "Engagement dispositions"
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Gallo, Ester. The Illam and Its Dispersion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199469307.003.0005.
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Chapter four examines Nambudiri houses and the place they hold in the material phenomenology of kinship memories. Houses are understood here not only as ‘private domestic’ places but as domains where families’ engagement with political history is expressed, visualiszd (or hidden) in internal spatial dispositions, in the presentation of objects, in the daily routine, and in consumption practices. Indeed, houses are conceived as sites where kinship is ‘made’ by either reproducing the past, or by searching a distance from it. The social and symbolic significance of past Illams architecture (Nambudiri ancestral houses) is contrasted with the meanings ascribed to present middle-class dwellings and to the way people choose to inhabit the latter. The relation between gender, class mobility, and kinship will be developed by comparing middle-class Nambudiri men and women narratives.
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Rademaker, Linnea L., and Elena Y. Polush. Evaluation and Action Research. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197620823.001.0001.
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Today’s societies require research approaches that are creative, responsive to the complexity of human interactions, sensitive to cultural and contextual diversity, inclusive in all processes, rooted in engagement and critical dispositions, and situated within local contexts. Action research and evaluation are human inquiries into human-designed and -populated systems. Both modes of inquiry generate actionable data in specific contexts to facilitate positive social change and to further social justice. This book explores the potential of integrating action research and evaluation frameworks in order to push the barriers that prevent knowledge creation and knowledge democracy. Knowledge is created constantly by those in real-world settings and practical contexts. Practitioners can make and use knowledge to inform practice and decisions and to include stakeholders in ethical ways for sustainability of organizations. The integrated framework presented in this book supports knowledge democracy, ethical practices, and stakeholder inclusion for a more just world. These practices are useful for leaders or practitioners charged with investigating problems in their context.
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Schmidt, Patrick. Engaging in Policy-Making Through Community-Oriented Work. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.30.
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This chapter argues that community-oriented work should be approached both as a contributor to, and consumer of, policy-thinking and analysis, and would benefit from becoming more broadly conceptualized as an agent within cultural policies, its study, and practice. It highlights the impact of integrative approaches whereby working synergistically within various stakeholders and areas of action we expand our chances to partner with purpose. The chapter suggests that in order to achieve greater engagement with policy, individuals and organizations must focus on how to develop a framing disposition—that is, the wherewithal (individual or organizational) to generate opportunities and put innovative projects to practice.
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Hanlon, Christopher. Knowing by Heart. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190842529.003.0003.
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This chapter takes up the dispute that occurred in 1841 between Emerson and Margaret Fuller—a falling-out precipitated by Emerson’s affective coldness—as a fulcrum in Emerson’s evolution toward activist politics. Examining Emerson’s writing on friendship and his relationship with Fuller, in particular in the essay “Friendship” (1841) and the coauthored book Memoirs of Margaret Fuller Ossoli (1852), the chapter contends that especially after Fuller’s death (an event that coincided with the passage of the 1850 Fugitive Slave Law), Emerson’s mulling of his friend’s charge that his own chilly disposition had prevented him from enjoining the “full communion” that Fuller and other friends had proffered provided him the template for traversing his own formerly aloof political engagement.
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Potter, Nancy Nyquist. The virtue of giving uptake in psychiatry. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199663866.003.0006.
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This chapter focuses on ethical and epistemological issues that provide some direction in engaging well with defiant behavior, drawing upon Austin’s theory of speech acts to introduce the author’s theory that giving uptake is a virtue. This virtue is not the only one that can be useful in responding to defiance, but giving uptake is especially valuable and it is important for psychiatrists to be aware of it. The author considers epistemic impediments to giving uptake properly. A social epistemology is employed to make the connection between knowing well and being an ethical psychiatrist. It is argued that the kind of problems that occur in psychiatric practice can affect even well-intended and conscientious psychiatrists’ disposition to give uptake well and, in particular, to people who behave defiantly. The author works through a case-study of Borderline Personality Disorder (BPD) and offers a hypothetical case for how idealized psychiatric engagement would look.
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Certoma, Chiara, Susan Noori, and Martin Sondermann, eds. Urban gardening and the struggle for social and spatial justice. Manchester University Press, 2019. http://dx.doi.org/10.7228/manchester/9781526126092.001.0001.
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It is increasingly clear that, alongside the spectacular forms of justice activism, the actually existing just city outcomes from different everyday practices of performative politics that produce transformative trajectories and alternative realities in response to particular injustices in situated contexts. The massive diffusion of urban gardening practices (including allotments, community gardens, guerrilla gardening and the multiple, inventive forms of gardening the city) deserve a special attention as experiential learning and in-becoming responses to spatial politics, able to articulate different forms of power and resistance to current state of unequal distribution of benefits and burdens in the urban space. While advancing their socio-environmental claims, urban gardeners makes evident that the physical disposition of living beings and non-living things can both determine and perpetuate injustices or create justice spaces. In so doing, urban gardeners question the inequality-biased structuring and functioning of social formations (most notably urban deprivation, lack of public decision and engagement, and marginalization processes); and conversely create (or allow the creation of) spaces of justice in contemporary cities. This book presents a selection of contributions investigating the possibility and capability of urban gardeners to effectively tackling with spatial injustice; and it offers the readers a sound theoretically-grounded reflections on the topic. Building upon on-the-field experiences in European cities, it presents a wide range of engaged scholarly researches that investigate whether, how and to what extend urban gardening is able to contrast inequalities and disparities in living conditions.
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Kurucan, Ahmet, and Mustafa Kasım Erol. Dialogue in Islam. Dialogue Society, 2012. http://dx.doi.org/10.55207/roto8500.
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This book gives a concise, readable introduction to the relationship between Islam and dialogue. Drawing on the Qur’an, the Sunna and Islamic history it demonstrates that dialogue is an integral part of the very fabric of Islam, dispelling popular misconceptions. Contemporary realities make intercultural dialogue a pressing human concern. Globalisation is swiftly turning the world into a global village, with groups of different cultures increasingly living in close proximity. Personal experience and the media make us aware both of the potential richness of such situations and of the scope for discrimination, enclavisation, mutual resentment and extremism. Dialogue is frequently cited as a means through which diverse societies can address intergroup tension and draw effectively on the great resource of diverse perspectives in addressing shared problems such as economic disaster and environmental crisis. In considering personal engagement with dialogue a committed Muslim will inevitably ask, “What does Islam have to say about dialogue?” In this book, accessible to Muslims and non-Muslims alike, Ahmet Kurucan and Mustafa K. Erol provide a concise introduction to the question, exploring relevant material in the Qur’an and the Sunna and examples of the application of these sources in Islamic history. In a helpful question and answer format and a readable style, they demonstrate that dialogue is a part of the fabric of Islam, required by the God-given innate disposition of human beings, and by fundamental Islamic principles of conduct derived from mainstream, long-established understanding of the commands of the Qur’an and Sunna. The authors also address elements of Islamic sources and traditional interpretation sometimes taken as contradicting the case for dialogue in Islam, such as verses of the Qur’an warning against friendships with ‘Jews and Christians’, or speaking of killing unbelievers, the traditional view that apostasy merits the death penalty, and certain interpretations of the concept of jihad. They thereby dispel popular misconceptions of Islam’s teachings, revealing the religion’s essential commitment to good neighbourliness, peace and fairness. By examining the meaning of dialogue they also reveal that it in no way requires participants to compromise their own beliefs and values.
Book chapters on the topic "Engagement dispositions"
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Dimitriadou, Catherine, Agapi Vrantsi, Angeliki Lithoxoidou, and Evangelia Seira. "Teachers’ Critical Thinking Dispositions Through Their Engagement in Action Research Projects: An Example of Best Practice." In Communications in Computer and Information Science, 166–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20954-4_12.
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Biseth, Heidi, Bryony Hoskins, and Lihong Huang. "Using IEA International Civic and Citizenship Education Study (ICCS) Data: Northern Lights on ICCS." In IEA Research for Education, 1–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66788-7_1.
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Abstract This chapter introduces the Nordic context of civic and citizenship education in schools including reviews of previous results and research on IEA’s International Civic and Citizenship Education Study (ICCS). By discussing the issues relevant to democratic citizenship education that are of central significance in the four Nordic countries, this chapter argues for new cross-country comparative analyses of ICCS data based on themes typically engaging Nordic scholars, including students’ understandings of citizenship, school principals’ understandings of the priorities of citizenship education, digital citizenship education, environmental citizenship education, and inequalities and citizenship education. Furthermore, this chapter provides a layout of the volume through positioning the five analytical chapters across contesting the understanding of civic engagement and democratic dispositions in Nordic democracies.
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Liu, Richie L., David E. Sprott, Eric R. Spangenberg, and Sandor Czellar. "Engaging with Brands: The Influence of Dispositional and Situational Brand Engagement on Customer Advocacy." In Customer Engagement Marketing, 269–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61985-9_12.
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Zenga, Mariangela. "Gender and Information and Communication Technologies interest: results from PISA 2018." In Proceedings e report, 31–36. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.07.
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ICT engagement has become an important key driver regarding the competence for the adults, but even more for young people. As it was pointed out in 2015, ICT interest (a component of ICT engagement) is defined as “content-specific motivational disposition” and describes ”individuals’ long-term preference for dealing with topics, tasks, or activities related to ICT” (Goldhammer et al., 2017). Using data from 2018 Programme for International Student assessment (PISA), this work will show the gender difference in ICT interest for 15-years old students of 23 OECD countries. Moreover a three-level multilevel model will explain the effects of the characteristics of the student, of the school in which the student learns and of the country in which the student livis on the ICT interest.
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Dickison, Brook R., and Twyla J. Tasker. "Developing Dispositions." In Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, 42–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7267-2.ch003.
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This chapter addresses the definition, development, implementation, and assessment of student dispositions promoted through service-learning projects and community engagement in an online graduate program. A brief description of constructivist educational theory which provides the framework for service learning and community engagement is introduced. Specific evidence-based examples of how dispositions are defined, developed, implemented, and assessed for service-learning projects through community engagement within graduate education courses are shared. The challenges of addressing dispositions, particularly as they relate to industry standards, are also discussed. Potential solutions to the challenges of student development of dispositions conclude the chapter.
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Chamblin, Michelle, Audra Cerruto, Rickey Moroney, and Patricia Mason. "Mentoring Dispositions for Pre-Service and Early Career Special Educators Through Service Learning." In Research Anthology on Service Learning and Community Engagement Teaching Practices, 1365–403. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3877-0.ch073.
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Service learning projects were created and implemented by faculty in the special education unit at Molloy College for pre-service and early career special education teachers. The service learning projects provided an opportunity for faculty to mentor participants in the area of dispositions for teaching through a shared experience outside of the higher education classroom. The projects were conducted in/or with community schools serving the K-12 population and students with disabilities in inclusive settings. It was hypothesized that service learning opportunities would serve as a platform for participants to reflect and to evaluate their dispositions as they act and interact in environments which were multidimensional. The results indicated that this was the case and that participants gained insights into their dispositions when the statements of dispositions were related to an experience. Faculty concluded that a variety of service learning projects provided varied opportunities for participants to exercise beliefs and bring clarity to the term “dispositions for teaching.”
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Fitzgerald, Jason, Alison K. Cohen, and Barbara Ferman. "Preparing College Students to Facilitate Action Civics Among K-12 Students." In Handbook of Research on Education for Participative Citizenship and Global Prosperity, 447–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7110-0.ch019.
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Recently, scholars have begun exploring the benefits and challenges of using college students to help develop Kindergarten-12th Grade (K-12) students' civic engagement capacities, specifically through action civics programs. However, much of the literature focuses on the political and social knowledge obtained by the K-12 students. By contrast, the authors explore the dispositions that college students need to effectively facilitate such learning with K-12 students, culled from grounded coding of four cases. They argue that action civics facilitator training programs should focus on action civics dispositions because dispositions underpin the knowledge and skills facilitators need to access to support complex civic work with K-12 students. Specifically, training programs should include dispositional work, valuing student-led projects, multiple perspectives, the development of relationships in contexts, and social justice. In this way, the values that drive Dewey's concept of democratic life can continue to underpin students' future civic work.
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Fitzgerald, Jason, Alison K. Cohen, and Barbara Ferman. "Preparing College Students to Facilitate Action Civics Among K-12 Students." In Research Anthology on Instilling Social Justice in the Classroom, 175–85. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch012.
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Recently, scholars have begun exploring the benefits and challenges of using college students to help develop Kindergarten-12th Grade (K-12) students' civic engagement capacities, specifically through action civics programs. However, much of the literature focuses on the political and social knowledge obtained by the K-12 students. By contrast, the authors explore the dispositions that college students need to effectively facilitate such learning with K-12 students, culled from grounded coding of four cases. They argue that action civics facilitator training programs should focus on action civics dispositions because dispositions underpin the knowledge and skills facilitators need to access to support complex civic work with K-12 students. Specifically, training programs should include dispositional work, valuing student-led projects, multiple perspectives, the development of relationships in contexts, and social justice. In this way, the values that drive Dewey's concept of democratic life can continue to underpin students' future civic work.
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Lewis, Trish, Letitia Hochstrasser Fickel, Glynne Mackey, and Des Breeze. "Informing Teaching Through Community Engagement." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 278–98. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch015.
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Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.
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Lewis, Trish, Letitia Hochstrasser Fickel, Glynne Mackey, and Des Breeze. "Informing Teaching Through Community Engagement." In Early Childhood Development, 1225–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch061.
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Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.
Conference papers on the topic "Engagement dispositions"
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Caratozzolo, Patricia, Alvaro Alvarez-Delgado, and Samira Hosseini. "Fostering Specific Dispositions of Critical Thinking for Student Engagement in Engineering." In 2019 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2019. http://dx.doi.org/10.1109/educon.2019.8725094.
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Kusumawati, Yeny, and Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.01.
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ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: yenykusumawati.sbn.ngk@gmail.com. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01
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Davis, John. "DEVELOPING CULTURAL AND SOCIAL COMPETENCIES AND DISPOSITIONS THROUGH STRUCTURED ENGAGEMENTS WITH COMMUNITY-BASED ORGANIZATIONS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0017.
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Cui, Tianxue. "Socioeconomic Status and Engagement: Mediation by Dispositional Hope and Moderation by Teacher-Student Relationship." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880728.
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