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Zarvell, Ray K. McCarthy John R. "Student value congruency and Greek social organization cultures." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416873.
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Thesis (Ph. D.)--Illinois State University, 1993.Title from title page screen, viewed March 14, 2006. Dissertation Committee: John R. McCarthy (chair), James Palmer, Sally B. Pancrazio, David L. Tucker. Includes bibliographical references (leaves 74-80) and abstract. Also available in print.
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Saper, Laurie Grace Ryon. "Higher education and its value : American student perspectives." Thesis, University of Aberdeen, 1996. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU077389.
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This study initially explores the value of higher education from a historical perspective, and goes on to discover what value is given to higher education by students pursuing it today. The research approach is inductive, based on principles originally determined by Glaser and Strauss (1967) in the generation of 'grounded theory'. Techniques employed include theoretical sampling and comparative analysis. The university students selected for interview were freshman and sophomore (first and second-year undergraduates in four-year bachelor's programs) native-born American students attending an American university. Fifty students between the ages of 18 and 20, half male and half female, were selected. An interview schedule with 30 questions was used as a guide during the interviews. The interviews were largely informal and non-directive. Initial analysis of interview transcripts revealed broad student perceptions on higher education and its value. Prioritization of emerging data was determined in relation to the study's purposes as well as frequent recurrence to the point of saturation. With continued analysis, six themes emerged as most pertinent to the research while congruently being the most saturated themes within the data. Still later, the themes were synthesized and connections among them developed. A central theme to which all others are connected is the core theme: the 'Superior Societal Being'. The five major connecting themes are the branch themes: 'Real World'; 'The College Experience'; 'Influence and Expectations of Others'; 'The Game'; and 'Money versus Education'. In addition, particular nuances relating to each of the six themes developed. Three of the themes are later examined as featured highlights.
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Öhrn, Lundin Josefin. "Transparency in Global Value Chains : A Case Study on How Swedish Firms in Global Value Chains Perceive Their Level of Transparency." Thesis, KTH, Entreprenörskap och Innovation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-170481.
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This thesis is a qualitative case study on how Swedish companies operating in global valuechains percieve their level of transparency concerning social- and environmental aspects, andhow they manage this work. The thesis contributes to existing literature since it draw attentionto the role of transparency concerning social- and environmental aspects and study howcompanies operating in global value chains actually perceive their level of transparency. Theanalysis and results in this thesis is based on interviews with sustainability experts within fivedifferent Swedish companies operating in global value chains. The companies in this studydiffer in size and belong to different industries. The result shows that companies in this studydo not perceive transparency as an issue in itself; rather the ability to control the chains has animpact on the level of transparency. The level of control seems to depend on resources andstakeholders pressure, and differ depending on industry and size of the company. In thisstudy, the larger companies have more resources to control their chains than the smallercompanies and therefore they have a higher level of transparency.
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Sandison, Terri. "Exploring the value of a staff-student shadowing scheme." Thesis, University of Winchester, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698126.
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This study critically examines the value of a university-based staff-student shadowing scheme, the aims of which were to increase staff understanding of the daily experience of students and through this to suggest ways in which students’ experience could be enhanced, for example through improvements to services, systems or facilities. The value, as perceived by eleven staff participants, is situated within an exploration of issues of ethics and power relations arising from the application of a limited form of corporate ethnography to a higher education context, when both researcher and ‘shadowers’ are insiders. Shadowers were drawn from a range of academic and non-academic role across the University, with differing levels of seniority. Students were volunteers representing a variety of programmes. Principal research methods were interviews with staff, together with questionnaire surveys of staff and students and my own participation as a shadower. The project was conducted as insider/practitioner action research and was, in a sense, institutional research into a form of institutional research, investigating the insights gained by staff. The study employed ethnographic methods to explore ethical issues which emerged for participants and the effects of power relations and positions on perceptions of the scheme, its operation and outcomes. These are discussed with reference to Foucault’s writings on discipline, surveillance and power. The study raises questions about shadowing as a method, discussing in particular its focus on unique experiences of individuals, thus aiming to contribute to the limited body of literature in this area. A key contribution of the study is its exploration of the interplay of power relations in a senior management-initiated scheme, within a context of increased marketization in higher education in which students may be more likely to perceive themselves as consumers.
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Ruff, Chloe Besse. "Examining and Supporting Domain Identification and Student Interest in First Year College Students." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/52938.
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Students entering college with a pre-selected major have often developed some beliefs and knowledge related to their major. Domain identification (DI) and interest are two constructs that could be particularly useful to researchers and practitioners examining the first year experiences of college students within their prospective major. This dissertation examines how first year college students and their professors perceive DI and interest in a prospective science major within the context of courses designed to introduce students to their major.
This dissertation uses a manuscript format to examine DI and interest through theoretical analysis and the lived experiences of first year college students and their professors. The theoretical manuscript (Chapter 3) compares the theory and research supporting Osborne and Jones' model of DI as well as Hidi and Renninger's (2006) and Krapp's (1999, 2002) models of interest development. The two empirical manuscripts (Chapters 4 and 5) qualitatively explore perceptions of first year college students and their professors by focusing on the following areas: (a) first year college students' perception of their DI and interest in their prospective major, (b) professor's perceptions and support for their first year students' DI and interest in a prospective science major, and (c) the similarities and differences between these perceptions.
Taken as a whole, the findings of these manuscripts highlight the theoretical and practical distinctions between the two constructs. Although the models are similar in framing DI and interest as value-based concepts that develop through experience, they each possess a distinct theoretical framing and definition for value. This distinction between the value components of DI and interest is emphasized in the students' descriptions of their current major's relevance to their future goals and aspirations. Themes emerging from both of the qualitative studies are generally consistent with Osborne and Jones' (2011) model of DI; however, the findings of these studies did not fully align with Hidi and Renninger's (2006) model of interest. The comparison of student and faculty perceptions provided support for some methods the professors used to encourage the development of DI and interest in their students.Ph. D.
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Neal, Phyllis A. "Student Perceptions of the Value of Student Services at a For Profit 2-Year College." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1334967610.
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Campbell, Judith Prugh. "EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3032.
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The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Tarasidis, Andrew, Karilynn Dowling, Anh Dinh, Pooja Subedi, Daniel Ventricelli, and Nicholas E. Hagemeier. "Residency, Fellowship, and Graduate School Value Beliefs among Student Pharmacists." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1439.
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Objectives: To compare pharmacy students’ value beliefs across residency training, fellowship training, and graduate education with research and non-research emphases using expectancy-value theory as a framework. Method: First through fourth professional year (P1-P4) students (N=263) completed the 26-item Postgraduate Training Value Instrument (PTVI) for four postgraduate training paths. Items were responded to using a 5-point Likert scale. Intrinsic, attainment, utility, financial value and perceived cost scores were calculated for each training path. Using SAS 9.0, ANOVA procedures were employed to test differences between mean value construct scores across training paths. Results: An 84% response rate was obtained. Value construct scores ranged from 2.02 for financial value of fellowship training to 3.36 for intrinsic value of residency training. Positive value scores (i.e., scores that theoretically support task choice) were noted for two (residency intrinsic value and residency utility value) of the 20 evaluated value constructs. Students reported statistically significantly higher intrinsic, attainment, utility, and financial value scores for residency training as compared to other paths (pImplications: To our knowledge, this is the first study to theoretically quantify students’ value beliefs across commonly pursued postgraduate training paths. Our results indicate an overall lack of intrinsic, attainment, utility, and financial value for most paths and high perceived cost across all paths. The PTVI could be used to target interventions across curricula that seek to promote the value of various postgraduate training paths. Research is warranted to explore students’ value beliefs longitudinally.
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Lusco, Ellen. "A Value-Added Analysis of Teacher Effects on Student Achievement." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/265.
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The purpose of the present study was to examine the effects of teachers on student achievement using a longitudinal analysis. The analysis was based on the value-added assessment system implemented in Tennessee. In order to conduct this study, data were collected for two sets of students in one school district. The first set of students began Kindergarten in Spring 2000-Spring 2001 and continued to third grade in the Spring 2003-Spring 2004. The second set began Kindergarten in Spring 2001-Spring 2002 and went through second grade in the Spring 2003-Spring 2004 school year. Using mixed model ANOVAs modeled after Sanders' work, data were examined in thirteen separate analyses using nine independent variables. Year-to-year language arts differences, math differences, and reading differences on the ITBS were the dependent variables. In all of the year-to-year models, teachers were found to have a profound impact on student achievement. Prior achievement level was found to be another important factor in student achievement, with higher achieving students making consistently higher year-to-year gains than lower-achieving students.
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Micheli, Aubrey. "Value-Added and Curriculum-based Measurement to Evaluate Student Growth." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1273887704.
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Axelson, Sara. "The use and value of student support services a survey of undergraduate students in online classes /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338910041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Tempelaar, Dirk Tiemen. "Expectancy-value based achievement motivations and their role in student learning." [Maastricht] : Maastricht : Universitaire Pers Maastricht ; University Library, Universiteit Maastricht [host], 2007. http://arno.unimaas.nl/show.cgi?fid=8550.
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Mitchell, Stephanie Jane. "Rhetoric and reality : student participation and what schools seem to value." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485033.
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Since the United Nations Convention on the Rights of the Child (CRC) was ratified by the UK government. numerous policy ~documents have been issued based upon the principle of the .(1 child's right to be heard (Article 12). However. the government has since been criticized for failing to implement the principles of the CRC and specifically Article 12 in the context of education (UN. 1989). This multilayered study therefore explores student voice in Northern Ireland in two interrelated strands involving 60 students from five post-primary schools and 20 adult stakeholders to determine the extent of student voice and the factors that enable or inhibit its expression. Methods drawing upon students' views of what seemed to matter to their school included focus-group interviews and impromptu drawings to create visual metaphors of school supported by one-to-one interpretative interviews. Stakeholder views were explored through confidential. in-depth. one-to-one individual interviews. The core findings reveal three over-arching themes (1) conformity. (2) competition I performance (3) participation' I wellbeing expressed through two different emphases of reputation-oriented or internal community-oriented schools. Although students may be valued variously for themselves. their initiative or their reflected glory. valuing student opinion or voice was strqngly evident in only one school. Some diffidence about the value of their own voices was also evident aimong the adults. The stakeholder interviews reveal three archetypal conceptions of the adult I child relationship. Overall, factors that enable or inhibit student voice emerge as levels of trust in students and a disinclination to listen due to professional pride, fear of change, negative feedback and the consequences of losing or sharing power. In seeking to illuminate and bridge the gap between the rhetoric of student voice and the reality of its existence, the study identifies the key features of the process towards a comprehensive enabling of student voice in schools.
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Eriksson, Amanda. "Are students of today tomorrows profitable customers? -‐ A case studie on students as a targeted group within the banking industry." Thesis, KTH, Fastigheter och byggande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-152596.
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The fact that many banks today target students with concessional deals is no news. Students are a coveted group at the financial institutions, above all because they will most likely have a secure and well paid occupancy after they have finished their studies. This study will show the importance of banks attracting the students as customers and that the students will continue being customers even after having finalised their studies. It will also show that the banks market themselves towards the students as if students were a homogenous group as well as proving the benefits of calculating a student’s Customer Lifetime Value (CLV). The study is based on research articles within the subject, one interview with the CEO at one of the banks in Sweden and two surveys that were sent out to 10 000 people that are either part of a current student deal at a bank or has been. The result shows that the bank will increase its long-‐term profitability if it has more students in the customer base. Given that the students remain as customers of the bank after their studies are finished. The results also show the significance of dividing the group "students" based on chosen variables depending on the banks objective and CLV. From this it is concluded that it is less expensive reaching out to the academic meritorious customers in an early stage then to obtain these customers hindsight.Att många banker riktar sig mot studenter med förmånliga erbjudanden är ingen nyhet. Studenter är en eftertraktad målgrupp hos de finansiella institutionerna, framför allt eftersom chansen är stor att studenter efter studierna kommer att få välbetalda jobb. Den här studien kommer att visa vikten av att banker attraherar studenter som bankkunder och att studenter fortsätter att vara bankkunder efter avslutade studier. Den kommer även visa att banker marknadsför sig mot alla studenter som en homogen målgrupp, samt fördelarna med att räkna ut en students Customer Lifetime Value (CLV). Underlaget till studien är forskningsartiklar och rapporter inom ämnet, en intervju med en VD för en svensk bank och två enkäter som skickats ut till 10 000 personer som antingen är med i ett studenterbjudande hos en bank eller har varit det. Resultaten visar att banker skulle öka sin långsiktiga lönsamhet om de hade fler studenter som bankkunder, förutsatt att de stannar kvar som kunder efter avslutade studier. Resultatet visar även betydelsen av att dela upp studenterna i mindre delsegment efter valda variabler beroende på bankens målsättning och CLV. Utifrån detta dras slutsatsen att det är mindre kostsamt att nå ut till de akademiskt meriterade kunderna i ett tidigt skede än att erhålla dessa kunder i efterhand.
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Dwyer, Theodore J. "A Comparison of Educational "Value-Added" Methodologies for Classifying Teacher Effectiveness: Value Tables vs. Covariate Regression." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6228.
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There is a great deal of concern regarding teacher impacts on student achievement being used as a substantial portion of a teacher’s performance evaluation. This study investigated the degree of concordance and discordance between mathematics teacher ranking using value tables and covariate regression, which have both been used as measures for teacher effectiveness. The researcher examined teacher rankings, before and after the state recommended classification, using correlational techniques, comparison matrices, and visual examination for value-added scores derived from the value table versus the covariate regression approach. Examination demonstrated strong correlations between the initial rankings (r = .77 to .98) and a high concordance (γ = .96 to 1.0) once the recommended classifications were applied to the teachers rankings. The overall implications of this project are that more complex methods may parse the impact information out with higher statistical accuracy, however, once the recommended classification is applied to the methods there may be very little difference in the classification of teachers.
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Roy, Travis. "Student Perceptions & The Value of Studying Abroad : A Look at Michigan State University Undergraduate Business Students." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104896.
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The multitude of existing research conducted within the field of study abroad programs generally reinforces the popular understanding that the practice not only broadens the mind, provides valuable experiences and enhances stagnating perspectives, but also contributes to a skillset that is becoming increasingly necessary for success in the globally focused world of today. Despite the evidence supporting their effectiveness, relatively few undergraduate students in the United States choose to participate in some form of study abroad program. The following analysis will examine the potential reasoning of why this is so. Through the administration of questionnaires and interviews along with a comprehensive review of existing research, the following pages examine the attitudes and inhibitions of undergraduate university students as they relate to studying abroad and to what extent these perceptions fall in line with the escalating importance of multicultural competence. Used as an exemplifying case of American undergraduate students, Michigan State University’s Eli Broad College of Business furnished the sample of participants used in this study. Largely supported through the data obtained from the conducted interviews, undergraduate students are seen to place a high value on the personal and cultural benefits acquired through study abroad participation while relegating academic focus to a somewhat tangential position. Factors such as a student’s previous international travel experience and awareness of available programs are seen to influence these perceptions to some degree. Despite the significant value placed on such programs, a large percentage of students express concern over a variety of barriers prohibiting them from pursuing enrollment. The financial commitments associated with the participation in a study abroad program were almost unanimously considered to be a serious burden on individuals. These concerns were supplemented and at times exacerbated by other factors such as a student’s availability of time, willingness to suspend important personal relationships and needed class credit. Covered in detail below, these findings are seen to support and corroborate much of the existing research that has been previously conducted within this field while providing additional insight by way of student testimony.
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Farkas, Jason Scott. "Leadership Education: A Pilot Study Investigating Employer and Student Perceptions of Value." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1463330503.
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Harbisher, Anne. "Student engagement and value co-creation : a model of university and student impacts on the quality of educational outcomes." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/619766/.
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Student engagement is a phrase that is now common in the vocabulary of academics and higher education managers but there is little clarity about what it actually means and how this can be encouraged and harnessed. The theories around student engagement have emerged from the educational discipline and have been quite isolationist. This study integrates these theories with those of value co-creation to give a different and additional perspective that has a valuable contribution to theory and practice. The study uses the UK Engagement Survey from the Higher Education Academy as a basis for developing a model of student engagement. Undergraduate students at a university were surveyed using the amended UKES instrument and a sample size of 891 was obtained. The survey instrument included qualitative open comments that were analysed alongside the quantitative data. SPSS was used to generate descriptive and comparative statistics and exploratory factor analysis, which was further, developed using AMOS into confirmatory factor analysis to specify a model of student engagement. The additional items used from the value co-creation literature significantly enhanced the final model outcomes. The study has made important contributions to the areas of method, in its use of the amended survey incorporating qualitative aspects, of theory in the integration of theories from different academic disciplines and of practice, in the development of a useable model that had implications for use in universities.
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Jodlowski, Edward. "Value-added measures of student growth| Where we are in Illinois post-PERA." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132960.
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Holgate, Sally. "Perceptions of students with an autism spectrum condition of the value of a CBT intervention to enhance student experience." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4354/.
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This study describes the development and preliminary trialling of a cognitive behavioural therapy (CBT) intervention to enhance the student experience of six students with an autistic spectrum condition in a British university who were experiencing escalating anxiety. The study was located in a student enabling service setting and involved support workers and career services staff as co-therapists. A personalised student record index based on therapy goals was designed for each participant. This was used to monitor the quality of student experience during the intervention, expose crisis situations that arose and prioritise therapy session content. Interpretative phenomenological analysis findings imply that the first and second year participants perceived the intervention to be particularly effective in raising hope and agency and enhancing self-beliefs and rules for student life. Final year participants, whose anxiety was fuelled by the uncertainty of life beyond university, deemed the intervention helpful in containing their anxiety. Participants’ accounts imply that gains in student experience outweighed experiences of emotional pain in therapy sessions. Metaphor reinforced through drawings seemingly accelerated understanding and application of cognitive models of anxiety and CBT processes. The study culminates with a CBT protocol based on study findings for future research.
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Hu, Jiefang. "Teacher evaluation based on an aspect of classroom practice and on student achievement: A relational analysis between student learning objectives and value-added modeling." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104148.
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Thesis advisor: Henry I. BraunWith teachers being largely held accountable for student learning outcomes, it is of critical importance to identify effective and ineffective teachers through the development and implementation of a successful teacher evaluation system. Addressing the call to explore indicators of teacher effectiveness and enhance the traditional methods and practices of teacher evaluation, this study extends current efforts investigating different approaches to measuring teacher effectiveness through exploration of the relationship between two indicators of teacher effectiveness: the value-added estimates based on student test performance and growth, and the quality of student learning objectives (SLO) developed by teachers. It uses data from a large school district in North Carolina, comprising student achievement outcomes in mathematics and reading across five grades and three years. Different hierarchical linear models are employed to obtain teachers' VAM estimates with regression adjustments for prior years of achievement, student background characteristics, and teacher level covariate adjusted for each set of models. Weighted Least Squares (WLS) analysis, logistic regression, and point-biserial analysis are used to examine the variations in the relationships among teachers' VAM estimates, SLO quality and SLO attainment status across years and grades. The HLM results revealed fluctuations in teachers' VAM rankings obtained at different stages of the model sequence that caused the correlations with SLO quality to vary as well. The WLS results indicated that the correlations between VAM and SLO quality also varied across years and grades. Further data analysis revealed generally weak associations between SLO quality and attainment status, as well as those between teachers' VAM estimates and whether their SLOs were achieved
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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Finke, Greg E. "The Student Placement Process: How Principals of High Performing Schools in Ohio Employ Value-Added Data in the Decision Making Process." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1343068169.
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Loewen, David Allen. "The relationship of motivational values of math and reading teachers to student test score gains." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15504.
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Doctor of PhilosophyDepartment of Curriculum and Instruction
Michael F. Perl
This exploratory correlational study seeks to answer the question of whether a relationship exists between student average test score gains on state exams and teachers’ rating of values on the Schwartz Values Survey. Eighty-seven randomly selected Kansas teachers of math and/or reading, grades four through eight, participated. Student test score gains were paired with teachers and averaged. The results of these backward stepwise entries of multiple regressions using SPSS software are reported. Significant relationships with large effect sizes are reported for teacher values and student test score gains in reading and math. Models of teacher values are found that account for thirty-two percent of the average student test score gains in reading and for forty-three percent of the average student test score gains in mathematics. The significant model of values with the greatest adjusted relationship with reading test score gains is described as the Relational Teacher Value Type. The valuing of True Friendship (close supportive friends) and the valuing of Sense of Belonging (feeling that others care about me) proved to be the most powerful indicators of student reading score gains within this type. The significant model of values with the greatest adjusted relationship with mathematics test score gains is described as the Well-Being Teacher Value Type. The valuing of Healthy (not being sick physically or mentally), the valuing of Reciprocation of Favors (avoidance of indebtedness), and Self Respect (belief in one’s own worth) proved to be the most powerful indicators of student mathematics test score gains within this type. The significant value items within each of the above types’ models are discussed regarding possible reasons for their relationships to student test score gains. A value that is found significant for both reading and mathematics teachers in accounting for student test score gains is Moderate (avoiding extremes of feeling and action). Of the teachers in the study that taught mathematics and reading, their students’ mathematics score gains did not correlate in a statistically significant way with their students’ reading score gains, suggesting that a teacher’s ability to teach math has little to do with a teacher’s ability to teach reading.
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Barros, Natalia. "Value in acquisition shaped by Customer Experience : a study of syndicate groups influence on the student experience and overall perceived MBA value." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52292.
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This study explored value co-creation during the acquisition process of a credence good by undertaking the study of MBA student experiences when interacting in
syndicate groups. The study utilised exploratory research with in-depth qualitative interviews by applying the critical incident technique to analyse positive and negative experiences that occurred during the acquisition of the MBA qualification. Insights were generated concerning how syndicate groups contribute to the value creation process and outcomes perceived by MBA students, further offering propositions for future research that will contribute to theory on the value creation process.Findings of this study indicated that MBA students in South Africa believe that
syndicate interactions added more value for personal development than academic development. The extent of such development can be improved or influenced by group
diversity as well as by the format provided by the institution to support the interactions. The findings of this study concerning the role of consumers in value creation during the
acquisition process of credence goods, contributed to the literature on value cocreation and on credence goods. It was found that consumers have a much more active role to play in value creation during the acquisition process of a credence good,
than was purported in the literature supporting this study.Mini Dissertation (MBA)--University of Pretoria, 2015.
pa2016
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Antonenko, Yuliya M. "Activity-based value-chain analysis for U.S. college student vacation travelers' hotel room experience." [Ames, Iowa : Iowa State University], 2006.
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Castillo, Castro Catalina. "Teacher practices in primary schools with high value-added scores and engaging lessons in disadvantaged communities in rural Mexico." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/275368.
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This mixed methods research uses econometric analysis and thematic analysis to identify the practices of teachers, in a selected sample of disadvantaged schools in Mexico with high value-added scores and engaging lessons. In the first chapter, a review of the literature is conducted to explore the definition of student engagement, determine the factors that facilitate it, and examine its relevance for achievement. As a result of the review, student engagement was defined in the research as a metaconstruct with cognitive, behavioural and emotional components. The review revealed that student engagement is influenced by home and personal factors, school factors, and classroom factors. Among the latter, the literature provides evidence that teachers’ practices play a major role in promoting student engagement, and teachers act as mediators between student engagement and achievement. The second chapter examines the design and methodology of the research. The final four chapters investigate whether the schools in the sample fit the theoretical proposition of the research, that there are marginal primary schools in Mexico, where students outperform their peers on the national standardized test, due to the teachers’ ability to engage students; and investigate what those practices in the selected schools are. Results from a random effects model, which used data from 315 6th-grade students in 18 schools, revealed a positive and significant correlation between student engagement and teacher practices, clarity, academic press, academic personalism, trust, and rigour; and the variables parental support and teacher qualification. Results from a multiple case study conducted in two of the 18 schools, and where students reported relative high levels of student engagement, corroborated the importance of the practices, academic personalism, trust, academic press, and parental involvement. In addition, school leadership, discipline, and the students’ exposure to fun and creative lessons delivered by an enthusiastic teacher, were also found to be promoters of student engagement. The difficult socioeconomic background of the students and lack of incentives for the teachers, were found to be challenges to student engagement.
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Choolirat, Kanokkan, and Adthawat Rattanalertthada. "Understanding Swedish students' perspective in decision to study at Universities in Thailand : The case study of Mälardalen University Student." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-6088.
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The main objective of this thesis is to understand why there is imbalance of exchange students of Sweden and Thailand. We have analyzed the interviewed data of Swedish students who had experience of studying at universities in Thailand. Our research has revealed the factors and issues behind the imbalance situation. After analyzing factors we have proposed some recommendations in order to improve the pedagogy to increase the number of Swedish students deciding to study at Universities in Thailand so that the exchange imbalance could be reduced. Furthermore, we have proposed a favor product package for Swedish students that can help them to decide to study in Thailand.
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Ali, Mohamed Khadar. "Applying Value at Risk (VaR) analysis to Brent Blend Oil prices." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10798.
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The purpose with this study is to compare four different models to VaR in terms of accuracy, namely Historical Simulation (HS), Simple Moving Average (SMA), Exponentially Weighted Moving Average (EWMA) and Exponentially Weighted Historical Simulation (EWHS). These VaR models will be applied to one underlying asset which is the Brent Blend Oil using these confidence levels 95 %, 99 % and 99, 9 %. Concerning the return of the asset the models under two different assumptions namely student t-distribution and normal distribution will be studied
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Cooper, William. "What value has design in computer-based learning (CBL)? : an analysis from the student perspective." Thesis, University of Strathclyde, 2003. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23760.
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In recent years the use of Computer-Based Learning (CBL) has become the focus of much attention, for a range of stakeholders, in Higher Education and beyond. The research in the area of CBL has largely focussed on comparisons with more traditional forms of teaching and has used measurements of learning achieved to draw conclusions regarding CBL. Although the case for considering students as consumers and the need for learner centred approaches has been strongly made, there has been little in depth research on the student perspective regarding the instructional and interface design of CBL materials. This thesis seeks to address this by eliciting the views of students using CBL material within Higher Education and Business, regarding the design of a range of CBL material currently in use. The results reveal the importance of providing a range of options within the design of the CBL material in order to cater for the range of learners concerned. The results reveal the complexity involved in meeting user needs and wants when both cognitive and affective domains are considered. Importantly the use of graphics, multimedia and interactivity is revealed to have both direct and indirect value for learners. The use of on-screen text has been shown to have clear value in terms of information transfer, but to become problematic for users where it is perceived as over-used. This thesis concludes that there are benefits to be gained from the inclusion of multimedia and interactive elements within a wide range of CBL material, currently in use in Higher Education and beyond. There are also benefits for learners in the provision of both information transfer and problem solving modalities. In order to cater for a range of users the design of the CBL material should offer quality and flexibility within both instructional and interface design elements and that flexibility should be under the control of the users concerned.
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Gill, Patrick W. "A Phenomenological Study Examining the Perceived Value of Co-Curricular Education within the Community College Completion Agenda." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478191982553926.
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Selvage, Thomas Allen. "Relationships Among Student Demographics and Community and School Context Factors and Value-Added Gain Scores in Ohio." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366920520.
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Stewart, Robert L. (Robert Lee) 1960. "The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700102/.
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The purpose of this study was to investigate the relationship between TeacherInsight™ (TI) scores and student performance as measured by student academic change scores on the Texas Assessment of Knowledge and Skills (TAKS) test. School district administrators, particularly district personnel administrators, are continually faced with the task of screening and hiring potential teacher applicants who are expected to influence student achievement outcomes directly. Efforts to make the screening, selection, and hiring process more efficient and effective have led to the use of certain teacher prescreening selection instruments that provide a research-based assessment of teachers’ affective attributes, which purportedly predicts teacher effectiveness. This study addressed this concern using a teacher screening and selection tool, the TI, design by the Gallup Organization. According to the Gallup Organization, the TI is a predictor of teacher affective attributes or talents. The state of Texas uses a student evaluation process called the TAKS to measure student academic gains in certain subject areas. This study examined the relationship between the TI and teacher effectiveness as measured by student academic TAKS change scores in mathematics in fourth and fifth grade. I used data obtained from a single school district in north central Texas. The specific targeted population consisted of 874 students enrolled in mathematics and 44 fourth- and fifth-grade teachers hired over a 3-year period (20082011). I applied a quantitative causal-comparative research design. Descriptive statistics for all variables were presented and bivariate relationships between continuous variables were examined. A two-level linear regression model was used to predict student performance on state-mandated assessments using teachers’ TI scores while controlling for relevant covariates. The statistical significance level throughout the study was set at α = .05. A major finding of this study revealed that teachers’ TI scores were not significant predictors of student achievement in the final model (p = .351). Moreover, the final model did not have significant predictive power when compared to the null model. The findings suggest that other factors not recorded in this dataset may influence student academic performance. Only student gender was a significant predictor of TAKS scores. However, the effect size indicated that student gender accounted for less than 1% of the variance in student achievement (R2 = .003). The findings of this study indicate that the TI alone should not be used as the sole instrument in predicting the quality and potential influence a teacher candidate will have on student performance on state-mandated assessments, and the selected school district should consider re-evaluating its use of the screening instrument for selecting teachers. Recommendations based on the results of the study are discussed and areas for future research are provided.
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Velez, Jonathan J. "Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211151901.
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Ye, Yincheng. "The Effect of Working Conditions on Teacher Effectiveness: Value-added Scores and Student Perception of Teaching." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71655.
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This dissertation presents a quantitative study of the effects of multiple aspects of working conditions on teacher effectiveness as measured by value-added scores and student perceptions of teaching. The data were derived from the 2009-2010 Teacher Working Condition Survey and Student Perception Survey in Measures of Effective Teaching (MET) Project. Using the structural equation modeling and other related methods, several models of teacher effectiveness were estimated. The results supported that instruction and classroom related working conditions at school played important role in effective teaching and student achievement gains in English language arts and mathematics. It was found that, after controlling for teachers' education degree and experience, instructional practice support had significant effect on teachers' value-added scores. Moreover, Classroom autonomy and support for student conduct management were found to have indirect effect on teacher value-added score mediated through the students' perceptions of teaching. In addition, student perceptions of teaching was found to be significantly worse in high-need schools than schools serving fewer minority students or students from low-incoming families, but teacher value-added score was not significantly different between the high versus low needs schools. The findings of the study significantly contributed to a better understanding of the effects of working environment and how these are related to teacher performance. The study has both theoretical and practical significance; it provided critical evidence that can be used by policy makers to promote teachers' performance, especially in high-needs schools.Ph. D.
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Saenz, Berlinda Luna. "Student Perceptions of Social Presence and its Value in an Asynchronous Web-based Master's Instructional Program." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27854.
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This study examines the theory of social presence and its relevancy to distance learning. Short, William, and Christie (1976) originally designed social presence to evaluate the difference between types of dyads (one-to-one interactions) and the quality of the communication media used for those interactions (Rafaeli, 1988; Rice, 1984; Walther, 1992). However, the theory of social presence was not design to explain mediated communication between multiple individuals. Although studies have investigated the effects of social presence in computer-mediated conferencing, little field research exist on the importance of social presence with multiple individuals communicating together within a Web-based instructional program. Moreover, it is evident from the body of literature that a universal meaning of social presence is lacking. For this reason, social presence in this study referred to the degree to which adult learners perceived that they had established some form of rapport with members of an online community. This includes interactions with other learners and support personnel (i.e., faculty, staff, technical support, graders, etc.).
Social presence has emerged as an important social factor in the field of distance learning (Gunawardena & Zittle, 1997; Rourke, Anderson, Garrison, & Archer, 1999). Recent field studies emphasize the importance of examining social and psychological factors that affect student satisfaction, impact learning, and influences the way people communicate in distance learning environments (Blocher, 1997; Gunawardena, 1995, Gunawardena & Zittle, 1997; Hackman, 1990, 1996; Hiltz, 1997; Rourke, 1999; Walther, 1992). Researchers in the fields of education and human interpersonal communication have identified "interactivity" (i.e., interaction), "intimacy," and "immediacy" as attributes that enhance social presence (Christophel, 1990; Gunawardena & Zittle, 1997; McIsaac & Gunawardena, 1996; Mehrabian, 1989; Moore, 1989b; Short et al., 1976). Although social presence has been characterized as an important construct in distance learning (McIsaac & Gunawardena, 1996), little existing field research describes the value adult learners place on it, and whether it affects their satisfaction within a mediated learning environment. This descriptive study examined the adult distance learners' perceived value of social presence (based on interactions, intimacy, and immediacy), in addition to whether it existed within an asynchronous Web-based instructional program.Ph. D.
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Peres, Toledo Tatiana. "A Phenomenological Approach to Understand the Experiences of Teachers Who Value Listening to Student Mathematical Reasoning." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36241.
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Listening to students’ mathematical reasoning is commonly highlighted as one of the main features of progressive mathematics teaching, yet, little is known about how teachers enact listening in the classroom. This project explores the experiences of teachers who value a listening orientation in their teaching practice. My research question is: How do teachers who profess to have a listening orientation experience listening and responding to student mathematical thinking? I will draw from enactivism (Varela, Thompson, & Rosch, 1991) as a theoretical framework to understand the world of significance brought forth by teachers. A phenomenological approach will ground this project on participants’ experiences. I conducted interviews with five elementary school teachers from grades three to eight. In my data analysis I have identified stories and observations which reveal teachers’ patterns of interaction with students and the type of relationships established with the students. The findings suggest similarities and uniqueness among the world brought forth by the teachers interviewed. The relevance of establishing relationships and encouraging students to express their mathematical reasoning seems to be central to maintaining a listening environment in teaching.
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Gustafsson, Astrid. "Staying in Niue? : Students' spatial plans related to value systems and climate change." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387608.
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The Niuean population has been in decline since the airport opened on the island. This thesis investigates a specific aspect of the migration from the island: what final year high school students in Niue plans to do after graduation in relation to leaving or staying in Niue. The study relates this decision to place attachment, values and climate change.The study indicates that Niuean youth doesn’t want to study on the island but instead move to New Zealand to pursue their academic ambitions. The students exhibit a strong sense of place attachment that is based in their identification with the island culture and nature. They want to return to the island after getting their university degree, making them attached stayers. The risk of cyclones does not affect the students wishes to live on the island. Decisions are in large motivated by caring for family, the students want to get a degree and then return to be able to take care and give back to their parents, grandparents and other people that have cared for them during their childhood.
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Lynch, Linda L. "Technology value-beliefs and technology skill self-efficacy of preservice teachers : a measurement and structural model /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052237.
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Merritt, Scott A. "A methodology for determining student value in exploiting airline reservation technologies to improve Navy training quota management." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA324343.
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Bruce, Victoria. "A degree for a job? : understanding the value of a UK masters degree for the international student." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14962/.
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This thesis examines the educational experiences of international students from Russia and Palestine who studied for Masters degrees in the UK. I investigate how these students value their UK Masters degrees and how this valuing is reflected in their shifting identities. I identify an entrepreneurial discourse of international education in the UK and in the national brand for UK education marketing overseas, Education UK, and I suggest that this discourse constructs students as entrepreneurial beings and frames students' value judgments and identities during their educational trajectories. My theoretical framework draws from theories of discourse and identity to establish this entrepreneurial identity and to analyse how students' value judgments and identities shift and become more multi-faceted during their educational trajectories. The empirical work for this study consisted of interviews with 28 graduates of taught Masters degrees from UK higher education institutions several years after these individuals had returned home to Russia and Palestine. My analysis of students' value judgments and identities is based on their recollections of the three stages of their educational trajectories: their experiences pre-study, in-study and post-study. My research findings suggest that these students embark on their international education with highly entrepreneurial motives that reflect the discourse of international education. However, as their educational trajectories proceed, and students narrated their in-study and post-study experiences, there are subtle shifts in their va1ue judgments and identities as they go beyond this discourse and as personal and trans formative aspects of this international experience become more significant. In conclusion, I argue that the emphasis on the economic benefits of international education on the part of policy makers and marketers of international education risks ignoring the more complex outcomes and value of international education and could potentially impact the UK's long-term success in the international education market.
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Grunditz, Jakob, Emil Liljedahl, and Andreas Nyström. "Relationship Marketing in the online social network context : a study on student attitudes." Thesis, Jönköping University, JIBS, Business Administration, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-11288.
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Relationship marketing represents a trend in marketing to focus on mutual value creation and consumer retention by strengthening the connection between an organization and its customers. With the growing popularity of online social networks such as Facebook and Twitter as communication platforms, the networks have gained attention as tools that organizations can use to address current and potential consumers. To utilitize these networks, it is crucial for organizations to understand how consumers use the net-works, what attracts them towards communicating with organiza-tions on online social networks and what drives them to maintain these relationships in the long run.
This study examines the willingness of students, the dominant user base of online social networks, towards the initiation of relation-ships with organizations on the networks Facebook and Twitter, and the drivers behind the relationship.
The study was performed through a mixed method approach consisting of a quantitative survey study and a qualitative focus group discussion conducted at Jönköping University. The survey addressed the topics of usage patterns and adopter motivations, while the focus group attempted to explain and motivate the data gathered during the survey study. Both studies targeted Swedish and international students.
The students tended to be long-term users of the networks, and were positive towards communicating with organizations through the networks. However, the majority of respondents had not adopted relationship marketing through online social networks at this point in time. The respondents favored access to information and communication channels with peers as value offerings that would attract them to form relationships with organizations. Ulti-mately, relationship marketing on online social networks is com-pletely dependent on the consumer’s consent and wishes, and marketers must focus entirely on satisfying the concerns and re-quirements of its targeted users.
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Boyd, Christopher A. "Predictors of Perfectionistic Tendencies in Sport among Undergraduate Kinesiology Students." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707399/.
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The purpose of this study was to examine current kinesiology students' athletic identity, identity foreclosure, perceived task value in sport, and perfectionism. An online survey was distributed via email to current kinesiology students. The survey contained questions regarding demographic information and items from the Athletic Identity Measurement Scale, Extended Objective Measure of Ego Identity Status, Perceived Task Value in Sport, Sport Multidimensional Perfectionism Scale-2, and Multidimensional Inventory of Perfectionism in Sport. Results of the Pearson moment correlations indicated that the higher the athletic identity, the higher the subjective task value, identity foreclosure, perfectionistic strivings, and perfectionistic concerns. Multiple regression analyses were performed to further examine the predictive power of athletic identity, subjective task value, and identity foreclosure for perfectionistic strivings and perfectionistic concerns. Results indicated that athletic identity and subjective task value were significant predictors of perfectionistic strivings. Results also showed that athletic identity and identity foreclosure were significant predictors of perfectionistic concerns. Future research should replicate the study using participants from different geographical regions. Furthermore, future research should consider a longitudinal and qualitative study to investigate the development of subjective task value in sport.
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Singleton, Demian. "Value-added versus status comparative case studies of the utilization of student achievement data by public school systems /." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009singleton_d.PDF.
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Davison, Kimberlee Kaye. "Propensity Score Methods as Alternatives to Value-Added Modeling for the Estimation of Teacher Contributions to Student Achievement." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3130.
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The purpose of this study was to examine the potential for using propensity score-based matching methods to estimate teacher contributions to student learning. Value-added models are increasingly used in teacher accountability systems in the United States in spite of ongoing qualms about the validity of teacher quality estimates resulting from those models. Using a large national dataset, teacher effects were estimated for 435 teachers using both value-added and propensity score-based approaches. The two approaches resulted in teacher effect estimates that were moderately correlated, with propensity score-based estimates more highly correlating with the value-added estimates as the matching ratio was increased. For many teachers' students, finding a set of matched control students was impossible unless the set of matching variables was reduced. Results suggest that many teachers have classroom compositions that are unusual, making evaluation of the teachers' impacts on student outcomes problematic. It was also found that, while value-added estimates were relatively insensitive to covariate inclusion choices or method of effect estimation, propensity score-based estimates were somewhat sensitive. Propensity score-based teacher effect estimates offer promise both for better accounting for classroom composition and student background variables and for indicating when a teacher's context is unique with respect to those variables, making the teacher's impact challenging to evaluate.
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Markey, Camille Fitzpatrick. "Content Mentoring in Teacher Education: Its Value for Teacher Candidates and Their Arts and Sciences Faculty Mentors." Thesis, Boston College, 2009. http://hdl.handle.net/2345/737.
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Thesis advisor: Audrey A. FriedmanThis qualitative study examines the value of content mentoring for pairs of arts and sciences faculty members and teacher candidates in the same discipline. The researcher utilized participant interviews, demographic surveys, and student teacher performance assessments of four pairs of arts and sciences faculty members and student teachers (eight total participants) who participated in Boston College's semester-long One-on-One Content Mentoring program during the Fall 2008 semester. The researcher used a sociocultural theoretical perspective and interpretive qualitative analysis techniques to explore this problem and describe how content mentoring influences mentors and mentees. This study's focus on a content-specific mentoring initiative--especially its influence on mentors as well as mentees--has rarely been used in education research. Results indicate that content mentors gain increased exposure to and understanding of K-12 school realities, a better understanding of the Boston College Lynch School's mission "to teach for social justice," new perspectives on K-12 teacher preparation, and a renewed interest in pedagogy in their own classes. Analysis of content mentor results also raise cautions that professors' views on social justice not be reflective of a deficit model of education. Results also indicate that teacher candidates gain content knowledge, pedagogical content knowledge, confidence in their teaching abilities, better understanding of professional development, and a deeper understanding of social justice in teaching. Limitations to the study include a small sample size and the duration of the study. Recommendations for future study include increasing sample size and expanding research over a longer period of time. The researcher provides implications and recommendations for content mentoring program initiatives
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Education
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Boaventura, Patricia Silva Monteiro. "Defining student participation and empowerment in higher education." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/16049.
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Customer participation has been studied for decades; however, it gained a postmodern perspective around the year 2000. Customers have become co-creators of personalized experiences, moving from the audience to the stage. In the educational context, students must take responsibility for their learning process and participate in the production of the service. This changing is providing opportunities and challenges for higher education institutions (HEIs) to redefine their relationship with stakeholders, especially with students. This study is based on the service dominant logic (SDL) perspective because students are assumed to take the role of co-creators of knowledge in the educational setting. The research uses adapted frameworks and concepts applied in organizational, knowledge-intensive business services (KIBS) and also medical studies to advance the understanding of value co-creation in the HEI context. The current study addresses a lack of research in the higher education context focusing on defining students’ participation and students’ empowerment in higher education context. An empirical investigation was developed with traditional schools in Brazil. This investigation allowed the description of the constructs in the specific context. The description of student participation in HEIs context reflects the relevance of three dimensions – information sharing, personal interaction and responsible behavior. In the Brazilian context, responsible behavior is the weakest dimension in the construct, because the responsibilities are unbalanced between students and professors. The main reasons identified for this unbalanced relation were cultural issues and local regulation. Student empowerment was described as composed by four dimensions – meaningfulness, competence, impact and choice; however, one of them – choice – was identified as the weakest dimension, facing cultural and bureaucratic barriers for implementation in the Brazilian educational context. Moreover, interviewees spontaneously cited the idea of trust in the faculty as an important antecedent of student participation that must be considered when analyzing student participation and empowerment mechanisms. An additional contribution was the proposal of a theory-based framework for understanding the service dominant logic perspective in the HEI context, in which student participation and student empowerment were explored as mechanisms leading to positive student behavior toward institution.
A participação dos clientes tem sido estudada ao longo de décadas; no entanto, ela ganhou uma perspectiva pós-moderna em torno do ano 2000. Os clientes tornaram-se cocriadores de experiências personalizadas, movendo-se da plateia para o palco. No contexto educacional, os alunos devem assumir a responsabilidade por seu processo de aprendizagem e participar da produção do serviço. Esta mudança tem gerado desafios e oportunidades para as instituições de ensino superior (IES) redefinirem suas relações com seus stakeholders, especialmente com os estudantes. Este estudo baseia-se na perspectiva da lógica dominante de serviços (SDL), porque os alunos assumem o papel de cocriadores do conhecimento no ambiente educacional. A pesquisa utiliza frameworks e conceitos adaptados de estudos de organizações de serviços intensivos em conhecimento (KIBS) e também de estudos médicos para avançar na compreensão da cocriação de valor no contexto das IES. O estudo tem objetivo de definir os conceitos de participação do aluno e de “empoderamento” no contexto do ensino superior. Uma investigação empírica foi desenvolvida com escolas tradicionais no Brasil. Esta investigação permitiu a descrição dos construtos no contexto específico. A descrição da participação dos alunos nesse contexto reflete a relevância de três dimensões - compartilhamento de informações, interação pessoal e comportamento responsável. No contexto brasileiro, comportamento responsável é a dimensão mais fraca do construto, porque as responsabilidades estão desequilibradas entre alunos e professores. Os principais motivos identificados para este desequilíbrio foram questões culturais e de regulamentação local. O “empoderamento” do estudante foi descrito como composto por quatro dimensões - significado, competência, impacto e escolha; no entanto, uma delas - escolha - foi identificada como a dimensão mais fraca, enfrentando barreiras culturais e burocráticas para uma adoção mais forte no contexto educacional brasileiro. Adicionalmente, os entrevistados espontaneamente citaram a confiança no corpo docente como importante antecedente da participação do aluno que deve ser considerada quando se analisam os mecanismos de participação e “empoderamento”. Como contribuição adicional foi proposto um framework teórico para a compreensão na perspectiva da lógica dominante serviço no contexto de IES, no qual a participação dos alunos e o “empoderamento” dos alunos foram explorados como mecanismos que podem levar a um comportamento dos alunos mais positivo em relação à instituição.
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Sittirug, Hussachai. "The predictive value of science process skills, cognitive development, attitude toward science on academic achievement in a Thai teacher institution /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842566.
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Scheppmann, Margaret R. "FACTORS INFLUENCING MUSIC THERAPY CAREER CHOICE IN THE UNITED STATES: A STUDY OF STUDENT VALUES AND EXPECTANCIES." UKnowledge, 2019. https://uknowledge.uky.edu/music_etds/147.
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The understanding of why students decide to become music therapists is valuable information for music therapy educators and policy makers and published information is lacking. The use of expectancy-value theory provides a framework to understand student choices. Researchers can better understand why students purse a career in music therapy by examining students’ abilities, beliefs, expectancies, and values related to the choice. The purpose of this study was to examine why current undergraduate and equivalency students want to be music therapists. Music therapy students (N = 129) throughout the United States provided insight into their decision to become music therapists by completing a survey with questions about their expectancies and values. Results indicated that both undergraduate and equivalency students tended to choose to be music therapists because they expected music therapy to be a career that requires hard work and expert knowledge while maintaining their interest and morale. Results of a correlational analysis suggest there are several choice-making variables that may influence each other, indicating that the decision to become a music therapist is a complex process for students. Finally, the results of a Mann-Whitney U test suggested that there was no significant difference between the expectancies and values that influenced undergraduate and equivalency students’ choices to become music therapists. Music therapists in many capacities may use this information to improve recruitment and engagement of music therapy students.
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Roher, Travis S. "The Estimated Value of a Premium Division One Football Player: The Argument Supporting Pay for Play." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/184.
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Abstract
The gap between the revenue generated by division one football players and the value of an athletic scholarship is the marginal revenue product of these athletes. Because of the monopsonistic behavior of the NCAA, division one institutions capture an economic rent from their student athletes. This paper measures the rents generated by NCAA division one football players in the six powerhouse conferences by using linear regressions based on variables such as university revenue, future NFL draft picks, undergraduate population, and weekly AP Top-25 rankings. This paper will inform its readers on how much money these student athletes are generating for the NCAA and their respective schools, and will provide understanding as to why there has been so much controversy regarding the payment of NCAA athletes.
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Jeffrey, Thomas Read. "Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26488.
Full textAbstract:
Collaborative group learning is a popular method of instruction that is used in a variety of academic disciplines but little is known about how it is perceived as an instructional approach. The purpose of this study was to discover how college-level learners and instructors perceive collaborative group learning in regard to value and benefit, role of the instructor, and factors that contribute to positive and negative collaborative experiences. A non-experimental study provided information about participants in the form of descriptive data, correlational statistics, and qualitative analysis. Findings indicated that collaborative group learning was valued because it supported the achievement of learning goals, was an effective method of learning, and held professional benefit. However, value and benefit were reported to be affected by a variety of factors, such as work and reward inequities, the social context of collaboration, and the appropriateness of the activity to the learning situation and objectives. Findings related to the instructorâ s role showed that students acknowledged and accepted ownership of group processes; however, they also indicated that they would like the instructor to play an active role in the collaborative activity to support the learning process. This and other instructor role findings indicate the complexity of balancing instructor functions, as highlighted in results that showed some learners and instructors preferred a hands-off approach on the part of the instructor, while other learners and instructors felt that instructor involvement was a necessity. Suggestions provided by learners and instructors regarding instructor functions that supported effective collaboration included such activities as mentoring collaborative behavior, monitoring group and individual progress, and providing clear expectations and guidance. Findings from this study may be useful for informing the design, development, and implementation of collaborative group learning activities by providing insight into the factors that contribute to effective collaborative experiences, as well as perceptual differences and similarities between the learners and instructors.Ph. D.