Relevant bibliographies by topics / Study Engagement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Study Engagement'

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Published: 10 March 2023

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Journal articles on the topic "Study Engagement"

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Rooden, Aukje van. "Engagement for Engagement’s Sake." Aesthetic Investigations 5, no. 2 (January 31, 2023): 129–44. http://dx.doi.org/10.58519/aesthinv.v5i2.12879.

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The aim of this paper is to search for a new, contemporary, form of literary engagement by avoiding a return to the 20th century idea of literary engagement that presents literature either as autonomous and un-political or as explicitly committed to some political cause. Taking the Dutch poet laurate Lieke Marsman's debut novel Het tegenovergestelde van een mens (The opposite of a human being) as an exemplary case study, this paper stresses that the literature of the millennial generation explores a new and different form of engagement, a form that is consonant with our 21st century living conditions, that are more complex, fluid, and volatile than they have ever been.
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Dr S. Srimathi, Dr S. Srimathi, and P. Kumarasamy P. Kumarasamy. "Dynamics of Employee Engagement: an Empirical Study." International Journal of Scientific Research 2, no. 3 (June 1, 2012): 68–69. http://dx.doi.org/10.15373/22778179/mar2013/23.

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Bendkowski, Jacek. "EMPIRICAL STUDY ON ENGAGEMENT OF COAL MINES EMPLOYEES." Scientific Papers of Silesian University of Technology. Organization and Management Series 2017, no. 111 (2017): 69–81. http://dx.doi.org/10.29119/1641-3466.2017.111.5.

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Kumar, Manish, T. Muhammad, and Laxmi Kant Dwivedi. "Assessing the role of depressive symptoms in the association between social engagement and cognitive functioning among older adults: analysis of cross-sectional data from the Longitudinal Aging Study in India (LASI)." BMJ Open 12, no. 10 (October 2022): e063336. http://dx.doi.org/10.1136/bmjopen-2022-063336.

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ObjectiveThe present study aimed to examine the confounding effects of depressive symptoms and the role of gender in the association between social engagement and cognitive functioning among older Indian adults.DesignLarge-scale cross-sectional survey data were analysed.Setting and participantsData from the Longitudinal Aging Study in India (2017–2019) were used in the analysis. The sample included 23 584 individuals aged 60 years and above (11 403 men and 12 181 women).Outcome measuresThe outcome variable was cognitive functioning, which was based on various measures including immediate and delayed word recall, orientation, executive functioning, arithmetic ability and object naming. Social engagement measure consists of marital status, living arrangement, availability of confidant, and participation in indoor games, and social and cultural functions. The Center for Epidemiological Studies-Depression Scale was used to assess depressive symptoms.ResultsSignificant gender differences in mean cognition scores (men: 25.8, women: 21.1; on a scale of 0–43) were observed. Two-way stratification between social engagement and depressive symptoms was significantly associated with cognitive functioning after controlling for selected explanatory factors. Older men with a low level of social engagements had significantly poor cognitive functioning (β=−1.12; 95% CI: −1.53 to –0.72) compared with men with a high level of social engagements. On the other hand, women with a higher level of social engagement performed poorly on cognitive tests (β=−1.54; 95% CI: −2.11 to –0.98) compared with men with higher social engagements. Three-way stratification between social engagement, gender and depressive symptoms suggests that social engagement’s buffering effects are lower in women than in men. The Karlson-Holm-Breen method identified a significant confounding effect of depressive symptoms on the relationship between social engagement and cognitive functioning.ConclusionThe positive association of social engagement with cognitive functioning was significantly confounded by depressive symptoms, suggesting the need for maintaining social relations that help improve mental health and cognitive functioning among older adults.
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T.M., Somasekharan, and Kumathadevi Dr.K. "Factors and Outcomes of Employee Engagement: A Priliminary Study." International Journal of Research in Arts and Science 3, Special Issue, 2017 (May 31, 2017): 01–02. http://dx.doi.org/10.9756/ijras.8146.

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García-Sierra, Rosa, Jordi Fernández-Castro, and Fermín Martínez-Zaragoza. "Engagement of nurses in their profession. Qualitative study on engagement." Enfermería Clínica (English Edition) 27, no. 3 (May 2017): 153–62. http://dx.doi.org/10.1016/j.enfcle.2017.03.006.

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Tokareva, A. A., and S. G. Baronene. "UNIVERSITY EMPLOYEE ENGAGEMENT STUDY METHODOLOGY." University Management: Practice and Analysis 23, no. 1-2 (2019): 11–32. http://dx.doi.org/10.15826/umpa.2019.01-2.001.

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Miawati, Tita, Widodo Sunaryo, and Nancy Yusnita. "EXPLORATORY STUDY OF EMPLOYEE ENGAGEMENT." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 4, no. 2 (September 30, 2020): 102–6. http://dx.doi.org/10.33751/jhss.v4i2.2449.

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Employee engagement is now recognized as an important topic in the company because it relates with turnover rate, productivity of employee and finally to the company growth. A study conducted to describe the finding of an effort to increase the effectiveness of engagement implementation by company in order to increase level of employee engagement. The study used qualitative research method through exploratory study in a multinational company in Jakarta. Data obtained through interviews with key leaders of the company to find out how the implementation of engagement conducted by the company, and a Focus Group Discussion of employee groups to determine the condition of employee engagement. The researchers analyzed the data from both of company and employees to see if there is a gap between engagement implementation by the company and the conditions of employee engagement. To obtain the validity of the data, researchers used triangulation techniques carried out by experts in the HR field. The study found that the company's efforts to implement employee engagement had not been carried out optimally and equally on all engagement indicators. Likewise, the condition of employee engagement has not yet reached optimal conditions. The conclusion described that there is a gap between company’s engagement implementation program and the engagement conditions felt by employees. Thus, it is necessary to make efforts to improve the effectiveness of engagement implementation so that increasing the employee engagement bring contributes to the company's growth
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Lobo, Sonal, and R. Ashwini. "A Study on Employee Engagement." Adarsh Journal of Management Research 8, no. 1 (March 1, 2015): 33. http://dx.doi.org/10.21095/ajmr/2015/v8/i1/88244.

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Silva Peralta, Yamila Fernanda, Sergio Gastón Arias, Lorena Verónica Caracciolo, Juan Pablo Vega, and María Emilia Rompato. "Volunteers engagement. a comparative study." Visión de Futuro, no. 24, No 1 (Enero - Junio) (January 1, 2020): 149–63. http://dx.doi.org/10.36995/j.visiondefuturo.2020.24.01.004.en.

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A descriptive / comparative research is presented with the aim of knowing engagement levels in university volunteers and associative organizations volunteers’ groups. The Utrecht Work Engagement Scale was administered; it measures vigor, absorption and dedication scales and engagement levels. The sample of this research was intentional non-probabilistic, composed of (a) volunteers from the National University of Mar del Plata (UNMDP) participating during the last 4 years in extension and volunteering projects and (b) associative organizations volunteers from Mar del Plata. Basic descriptive were calculated and non-probabilistic statistics were applied to compare volunteering groups. Results show critical differences between sex in dedication and vigor, between training levels in vigor and engagement (total score). No critical levels were found between volunteering type, age and seniority as a volunteer.
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Dissertations / Theses on the topic "Study Engagement"

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Raatikainen, T. (Tuija). "Employee engagement:a two-case study adapting the ISA engagement scale." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201601141035.

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Employee engagement has been a popular research subject since the change of the millennium. Although it was first mentioned in 1990 by W. A. Kahn, there is no universally agreed upon theoretical background to date. The scientific discussion is divided into two branches which often ignore one another. In addition to having different perspectives to engagement in general, there are also multiple ways to measure engagement. In this thesis the aim is to test the ISA engagement scale (Soane et al. 2012) in a new context. References to the ISA engagement scale dimensions and items are searched for from the official texts of two case companies, Kesko and VR Group. As the mentions are found, there are development suggestions made for ISA engagement scale. For example, employer-originated development is seen as an additional condition for ISA engagement. The study is qualitative and uses a case-study methodology. The results can be utilized within the engagement research field as they bring forward perspectives omitted from the past discussion. The study also strengthens the position of ISA engagement scale as a good way to measure engagement in organizations.
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Sundén, Lydia, and Beatrice Neiderstam. "Employee CSR engagement matters : A study about how to influence employees' CSR engagement." Thesis, Umeå universitet, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161140.

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Companies that have a well-formulated Corporate Social Responsibility (CSR) practice is one step in the right direction of contributing to a prosperous society where future generations are not compromised. Although companies may have a CSR practice, it is not guaranteed that that the practice is effective. Essentially, employees have a key role in the success of the company’s CSR practice. Employees are major actors in carrying out and actualizing the company’s CSR initiatives and without the employees’ willingness to engage in CSR initiatives, the company will fail to uphold a CSR practice. Therefore, it is essential for companies to understand how employees can become engaged in the CSR practice. We have extracted previously identified factors that have played a role in employees CSR engagement, i.e. attitudes towards CSR, organizational identification, management support, training and development, recognition, CSR culture, and internal CSR communication. In order to get a deeper understanding of employee CSR engagement, it was perceived of relevance to examine in what way these factors influence employees’ engagement in CSR. The study has been conducted at a case company operating in the green service support sector. Trough semi-structured interviews, this study consists of experiences and perceptions from both managers and employees. Whilst the study focuses on the employee perspective, managers are included in order to get a more comprehensive understanding of employee CSR engagement. We found that both internal and external factors can be drivers or impediments for employee CSR engagement. Matching values and attitudes towards CSR were found to be drivers, because working with an important societal mission, or consider and value CSR on a personal level positively influence CSR engagement among individual employees. Supportive managerial behaviour, more specifically, inspirational managers, setting clear goals and appropriate recognition was also found to be drivers for CSR engagement. Furthermore, in terms of CSR integration, insufficient CSR culture and internal CSR communication was found to be impediments. This because, employees did not feel they knew how to contribute, nor did they experience that CSR was prioritized. Additionally, two new factors were found; time constraints as an impediment, and social interactions as a driver. Keywords: Corporate social responsibility, employee engagement
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Shafiq, Faisal. "A study of parental engagement among Pakistani families." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-parental-engagement-among-pakistani-families(f3ffe860-6c0c-4ff0-afc3-6effbe5625f3).html.

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This thesis reports a study of parental engagement in children's learning in three Pakistani heritage families in England. The aim of the study was to explore the perspectives and beliefs of Pakistani parents on how and why they engage with their children's school-related learning and beyond, and to investigate the perspectives of children on how their parents' engagement impacted on their behaviour as learners. The study aims to fill gaps in the existing research literature pertaining to examining parental engagement through the eyes of parents and students who face barriers to engagement. Contributions could be made in this area through studies focused on how parents engage with their children in the home. To achieve this, four questions were proposed: What are the forms of parental engagement in terms of children's school-related learning and beyond in a sample of Pakistani homes? Do parents have a clear view why they are engaging in such a way: if so, what is that view? To what extent do these forms of engagement appear to be shaped by distinctive cultural characteristics of Pakistani parents? How do their children view the impact of parental engagement on themselves as learners? These questions were investigated through an overarching ethnographic methodology to understand a small part of the cultural practices of this group. The data was collected through a combination of mixed qualitative methods: solicited diary interviews; photo voice interviews; video footage interviews; documents; field notes; and semi-structured interviews. The findings illuminated the issues of parental engagement and ethnicity, on which there is little literature, and made implications for policies and practices aimed at raising the achievement of this group. The data revealed how the parents engaged with their children in school-related issues; reading, writing and attending school functions. Moreover, the parents were engaged with aspects beyond school; such as, religion, culture, play and computers. The parents had a very broad understanding of education that encompassed not only school, but also activities outside the school environment. This is a very significant aspect, as the parents recognised that school does not teach everything. Data moreover revealed that the parents had different capacities ofengagement according to their own educational background and occupational stance. Those educated in Pakistan relied on the children's to help each other with school work, while some parents could provide more resources to their children consequently of their occupational stance. The parents wanted to preserve their culture and religion. They did this by teaching their children about their religion and culture; Quran, Arabic, Urdu and by sending them to the mosque. All this had a positive influence on their children's spiritual, cultural, personal, social and moral development. The children viewed parental engagement as a positive contributor to their lives. The main purpose of this engagement was to shape the children into good human beings. The children understood the importance of being self-confident, comfortable with who they are and motivated to succeed. Parental engagement made the children confident and wanting to strive for the best, while religious development made them understand the concept of right and wrong. The study moreover contributes to knowledge in several ways;1. the study highlights the diversity in the Pakistani population;2. the study adds to the understanding of how working-class Pakistani parents can have broad understandings of education which extend far beyond school-based learning, and include developing the skills, attitudes and resources to lead a 'good' life;3. the study demonstrates that religiosity is shown to be integral to Pakistani parents' engagement in their children's learning;4. the study highlights that Pakistani parents are shown to take responsibility for their children's 'holistic' education, and are also shown to use siblings as 'educational resources' to support school-based learning when they are unable to do so;5. the study reveals the relevance of Yosso's (2005) Community Cultural Wealth theory to the Pakistani community;6. the study also makes a contribution by presenting an insider account of parenting practices in Pakistani families.
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Isaacs, Katherine W. "Stakeholder engagement for sustainability : a mixed method study of corporate strategies and engagement outcomes." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82722.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2013.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references.
This dissertation contributes to our understanding of the strategies the companies use to engage external stakeholders, as well as the processes and outcomes of engagement. The first essay proposes a framework for evaluating a firm's stakeholder engagement strategy, comprised of eight dimensions that vary on a spectrum from least to most advanced. This essay also proposes six kinds of engagement outcomes: three involving learning and relationship building, and three involving tangible changes. The essay concludes with preliminary findings about engagement outcomes at the two case companies. The second essay uses the first essay's strategy framework to develop and validate scales for measuring each strategy dimension, and test which of these vary together to comprise a higher-order strategy. This type of analysis has not yet been done in the research on stakeholder engagement, which instead relies on descriptive typologies comprised of elements that are assumed, but not proven, to cluster together. The analysis in this paper generated six first-order factors, five of which combined to form a Strategy factor. This was used to score companies in the oil and gas, electric power, and automotive industries. Together, the first and second essays represent a first step towards more precisely defining and measuring the level of sophistication of a firm's stakeholder engagement strategy. The third essay is a fine-grained social psychological analysis of how negotiation frames, interpersonal trust, and issue characteristics interacted in one long-term engagement between a power company and environmental non-governmental stakeholders. The question motivating the analysis is: What prevented the participants from realizing the possibility they envisioned for engagement? I argue that a combination of issue characteristics and relational ambivalence -- the simultaneous presence of interpersonal trust and distrust -- motivated the company to engage in "quasi-cooperation" with stakeholders. Quasi-cooperation is the simultaneous deployment of cooperative and competitive tactics. The discovery by stakeholders of the company's quasi-cooperation triggered a conflict spiral that led to the destruction of the parties' working relationships, ending their engagement. Theoretical implications and practical lessons drawn from this case expand our knowledge of how practitioners might approach long-term engagements differently in the future.
by Katherine W. Isaacs.
Ph.D.
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Moyers, Penelope A. "Engagement in professional updating by occupational therapists." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832990.

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Dubin's and Cohen's (1970) Empirical Motivational Model of Updating (EMMPU) guided the design of this research, leading to the examination of the relationships among lifelong learning characteristics, job satisfaction, and engagement in professional updating activities for occupational therapists. Occupational therapists completed the Characteristics of Lifelong Learners in the Professions Questionnaire (Livneh, 1986), the Index of Organizational Reactions (Smith, 1976), the Professional Activity Engagement Survey, and participated in qualitative interviews.Statistically, no relationships were found among job satisfaction, characteristics of lifelong learning, and engagement in professional updating activities. The qualitative data suggested that these relationships existed. Characteristics of lifelong learning significantly predicted 7% of the variation in time spent engaged in professional updating activities. There were significant differences found on characteristics of lifelong learning and engagement in professional updating activities among therapists with varying educational 1eve1s.Utilizing grounded theory methodology, a theory of Professional Learning Management emerged from the data, contributing to the understanding of professional updating that was not addressed by the EMMPU model. In the theory of Professional Learning Management, patient treatment interaction triggered the need for updating by occupational therapists. The patient interaction determined the specifics of the necessary learning in regards to the content, timing, context, and methods. Occupational Therapists were reliant upon off-the-job learning in order to provide quality patient care. There was a cyclical feedback loop between off-the-job learning and application of that learning on the job within the patient treatment situation.Unlike the EMMPU model, updating occurred under both positive and negative contexts. The high engagers in professional updating were able to learn in spite of the barriers restricting learning efforts. The barriers to learning were not managed as well by the medium and low engagers in professional updating activities. Regardless of level of updating, occupational therapists utilized a variety of updating methods in accordance with the way in which the learning needs were defined by the patient treatment situation.3
Department of Educational Leadership
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Kooy, Mary. "Engagement with literature through writing : examining the ongoing written responses of adolescents." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28092.

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This study examined the written responses of seven adolescents to three novels. During the course of two school years, the students recorded their ongoing responses to small sections (ten to fifteen pages) of each novel in a response log. These responses were examined for evidence of patterns, typical responses, individual variations, and the effects of narrative structure. The Purves and Rippere instrument was used to determine response patterns while a new instrument developed by the researcher to accomodate the nature of the preliminary, ongoing responses was implemented to address the remaining three questions. The following general observations were made: 1. No predictable, sequential pattern of response could be found in student response writings. 2. Certain responses predominated: namely, narrational retelling, tentative frameworklng of the content, and analysis of characters and events 3. The written responses were generally characterized by considerable variation in individual responses. 4. Texts bearing distinct narrative features prompted different responses both for individuals and the group as a whole. Conclusions: The effects of writing during the reading of literary texts appears to bring response to a clear, conscious level. Writing in the response log encourages a conscious transaction with the literary text and consequently, readers can engage more actively and knowledgeably in the reading experience. Some broad conclusions and implications emerged from the study: 1. Particularly as they encounter complex literary works, adolescents should be encouraged to engage actively and consciously in their reading of literature by recording their ongoing responses in a log. 2. Teachers ought to promote the development of personal literary responses that require active thinking through testing hypotheses, making connections and interpreting the literary content 3. By purposefully structuring active meaning-making in the study of literature, teachers can determine the student needs and create the context for meaningful discussion. Moreover, by publicly sharing the contents of the response logs, all class members can contribute to and enhance their responses. Using writing to gauge the ongoing literary response allows both students and their teachers to be consciously aware of the "sense-making" strategies employed. As the medium for critical reading, writing promotes tentative, flexible construction of meaning. Furthermore, the instrument developed for analyzing the ongoing student responses in this study provides both a way to consciously examine the content of written responses and exposes alternative responses in order to extend understanding and appreciation of literature.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Beach, Sandra. "Stakeholder engagement by governance networks : a study of stakeholder engagement by road delivery network in Queensland." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60669/1/Sandra_Beach_Thesis.pdf.

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This thesis explores how governance networks prioritise and engage with their stakeholders, by studying three exemplars of “Regional Road Group” governance networks in Queensland, Australia. In the context of managing regionally significant road works programs, stakeholder prioritisation is a complex activity which is unlikely to influence interactions with stakeholders outside of the network. However, stakeholder priority is more likely to influence stakeholder interactions within the networks themselves. Both stakeholder prioritisation and engagement are strongly influenced by the way that the networks are managed, and in particular network operating rules and continuing access to resources.
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Reed, Chad. "A study of student-veterans and academic engagement." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/198.

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Each month, thousands of U.S service members are discharged from the military and are forced to make the decision of what to do with the rest of their lives. For an increasingly large percentage of such veterans, the decision that they will make will be to become full-time college students and pursue an education that will provide them with meaningful careers. Unfortunately, due to the type of constant deployment cycles that many student-veterans undergo while enlisted/commissioned, a large percentage of veterans taking part in the military-to-college transition process have received mental/physical injuries that serve as major obstacles for achieving successful transitions. Specifically, this study seeks to determine if social support, willingness towards campus communication, self-esteem, and eagerness towards social networking site usage are related to a student-veterans overall level of academic engagement. This study draws its data from a sample of 202 full-time student-veterans. Data was collected through a volunteer self-administered online questionnaire. Six sections respectively measured eagerness towards SNS (Social Networking Site) usage, academic engagement, social support, willingness towards campus communication, self-esteem, and demographic information. Data was collected from California community colleges, California State Universities institutions, University of California institutions, and California private non-for profit institutions. This study found a statistically significant positive relationship between social support, self-esteem, willingness to communicate, and academic engagement. Essentially, student-veterans who have high levels of social support/self-esteem and are willing to communicate are more likely to possess high levels of academic engagement. There was no significant relationship found between eagerness towards SNS usage and academic engagement. Moreover, this study is significant as it suggests that a student-veteran’s level of academic engagement is positively correlated to their overall level of academic engagement. Thus, maintaining strong social support networks that allow student-veterans to interact in personal and one-on-one interactions is of great importance for a student-veteran during their time in college in order to achieve their academic and professional goals.
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Prickett, Charles Oliver. "Assessing student engagement in learning: The shadow study." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282793.

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The study examines the use of the shadow study technique in determining student engagement in learning. The students and teachers who comprise the subjects for this study were randomly chosen from a large metropolitan midwestern school district. The students were randomly selected from a list of sixth, seventh, and eighth grade students provided by the district. Teachers were also randomly selected from a list of tenured teachers provided by the district. The shadow study, a quasi ethnographic data collection technique, was used to gather data for this study. Observations were recorded every five to seven minutes over the course of a school day. Fifty-eight students and twenty-two teachers were shadowed. Fifty-eight volunteer observers shadowed the students, and twenty-two shadowed the teachers. Data were grouped by grade level, first impressions were recorded, and responses to lists of topics for student and teacher behavior were noted. These impressions and notes were then coded and tabulated. Teacher behavior included initial impressions, instructional techniques, teacher-teacher interactions, student engagement, and teacher student interactions. Student behavior included initial impressions, instructional techniques, teacher-student interactions, and student-student interactions. These data were compared to topics described in the literature as positively influencing student engagement in learning. Topics included: authentic instruction, small group instruction, the use of computers, project based learning, individualized instruction, hands-on learning, and small group and whole class discussions. The study found the predominant instructional techniques in these classrooms to be very traditional. Teacher lecturing and student note taking and the use of worksheets prevailed. Students in these schools were actively engaged in learning about thirty percent of the time. Conversely, students were passively engaged or disengaged about seventy percent of the time. The shadow study technique, while inefficient, is an effective method to examine student engagement in learning.
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Shephard, Landon P. "Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5493.

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Social scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE & Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE & Carnegie, 2003, p.4). Compared to past generations, young citizens in the United States are less engaged in political life and lack an understanding of what it means to be an active and engaged citizen (Colby, 2007; White et al., 2007; CIRCLE & Carnegie, 2003, p.4). The idea of engaged citizenship has become narrowly defined as the simple act of voting, limiting the possibilities of citizens in improving society through community involvement (White et al., 2007). However, social scientists and social science educators have witnessed an increase in volunteerism of young U.S. citizens since about 2000. Along with this increase in volunteerism, other empirical evidence has painted a more positive picture of young Americans' civic engagement (Zukin et al., 2006). While researchers admit that young U.S. citizens are less politically engaged, young citizens demonstrate an interest in civic engagement (e.g., volunteering and participating in social campaigns) (Zukin et al., 2006). Historically, kindergarten through twelfth-grade (K-12) social-studies education has responded, through a civic-focused curriculum, to the needs of the United States. The nation's colleges and universities have also traditionally focused on the education of the country's future civic leaders, paying particular attention to teaching citizenship for the common good while promoting civic duty and responsibility. In comparison, little attention has been focused on the civic education of the community college student. The primary focus of community colleges has been to stimulate local economies and provide training for workforce development. In addition to workforce development, community colleges have provided access to under-prepared students who are interested in completing a four-year degree at a university, where civic leadership has been integrated into the curriculum. This research study followed a qualitative phenomenological approach that investigated the attitudes and perceptions of community college students and their civic and political engagement. The researcher collected data pertaining to civic engagement from three sources: open-ended qualitative questionnaires, student focus-groups, and a drawing activity completed by students. This research study was conducted in a large urban community college located in the southeastern region of the United States. Wilson Community College is a pseudonym used to conceal the identity of the college that was used in this research study.
ID: 031001433; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell.; Title from PDF title page (viewed June 24, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 167-171).
Ph.D.
Doctorate
Education and Human Performance
Education; Social Science Education
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Books on the topic "Study Engagement"

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Bowley, Erin. Minnesota campus civic engagement study: Defining engagement in a new century. Saint Paul, MN: Minnesota Higher Education Office, 2003.

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The first audit engagement: An audit technique study. [Toronto]: Canadian Institute of Chartered Accountants, 1996.

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Education outreach and public engagement. New York: Springer, 2008.

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Lorraine, McIlrath, and MacLabhrainn Iain, eds. Higher education and civic engagement: International perspectives. Aldershot, Hants, England: Ashgate Pub., 2007.

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Jirout, Jamie, Olivia Little, and Malina Carroll. Creating Authentic Engagement in Online Study Participation for Children. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529799477.

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Women's political status and engagement: A study of Nagaland. New Delhi: Akansha Pub. House, 2012.

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Digital media and political engagement worldwide: A comparative study. New York: Cambridge University Press, 2012.

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1969-, Anderson Michael, Hughes John 1949-, and Manuel Jacqueline, eds. Drama and English teaching: Imagination, action and engagement. South Melbourne, Vic: Oxford University Press, 2008.

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Higher education and civic engagement: Comparative perspectives. New York: Palgrave Macmillan, 2012.

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Patrick, John J. Education for engagement in civil society and government. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education, 1998.

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Book chapters on the topic "Study Engagement"

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Confrey, Jere, Celia Hoyles, Duncan Jones, Ken Kahn, Alan P. Maloney, Kenny H. Nguyen, Richard Noss, and Dave Pratt. "Designing Software for Mathematical Engagement through Modeling." In New ICMI Study Series, 19–45. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0146-0_3.

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Cecconello, Alessandra, and Silvia Helena Koller. "Ecological Engagement in the Community: A Methodological Proposal for the Study of Families at Risk." In Ecological Engagement, 13–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27905-9_2.

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Mendes, Leila Said Assef, and Fernando Augusto Ramos Pontes. "The School as a Development Context: An Ecological Study in a Riverine Community on the Marajó Island." In Ecological Engagement, 143–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27905-9_9.

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Ipgrave, Julia. "Case Study 3: Religious Rituals." In Interreligious Engagement in Urban Spaces, 213–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16796-7_20.

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Liljestrand, Johan. "Case Study 5: Community Consultation." In Interreligious Engagement in Urban Spaces, 233–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16796-7_22.

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Hoult, Simon. "Aspiring to postcolonial engagement with the Other." In Intercultural Interventions in Study Abroad, 71–87. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315276595-5.

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Liljestrand, Johan. "Case Study 5: Fryshuset Centre, Stockholm." In Interreligious Engagement in Urban Spaces, 145–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16796-7_13.

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Liljestrand, Johan. "Case Study 1: Dialogue Discussion Group." In Interreligious Engagement in Urban Spaces, 197–202. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16796-7_18.

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Ipgrave, Julia. "Case Study 4: Community Action Projects." In Interreligious Engagement in Urban Spaces, 223–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16796-7_21.

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Johannessen, Øystein Lund, and Dag Husebø. "Case Study 6: Interreligious Educational Activities." In Interreligious Engagement in Urban Spaces, 239–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16796-7_23.

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Conference papers on the topic "Study Engagement"

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"STUDENTS ONLINE INTERACTION IN A BLENDED LEARNING ENVIRONMENT – A CASE STUDY OF THE FIRST EXPERIENCE IN USING AN LMS." In Enhancing Student Engagement in e-Learning. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003963804450454.

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Shi, Lei, Alexandra I. Cristea, Armando M. Toda, and Wilk Oliveira. "Social Engagement versus Learning Engagement An Exploratory Study of FutureLearn Learners." In 2019 IEEE 14th International Conference on Intelligent Systems and Knowledge Engineering (ISKE). IEEE, 2019. http://dx.doi.org/10.1109/iske47853.2019.9170438.

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ASHARI, HAPRIZA, SITI AISYAH, UNGKU NORULKAMAR, and ZAIRUS NORSIAH. "Work Engagement among Women Engineers in Malaysia." In Fourth International Conference on Advances in Social Science, Economics and Management Study - SEM 2016. Institute of Research Engineers and Doctors, 2016. http://dx.doi.org/10.15224/978-1-63248-094-1-54.

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Rivoir, Ana, and Javier Landinelli. "ICT-mediated Citizen Engagement - Case Study." In ICEGOV '17: 10th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3047273.3047359.

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Bryan-Kinns, Nick. "Case Study of Data Mining Mutual Engagement." In Proceedings of the 32nd International BCS Human Computer Interaction Conference. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/hci2018.98.

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Rahman, Zoha, Kumaran Suberamanian, Hasmah Binti Zanuddin, Sedigheh Moghavvemi, and Mohd Hairul Nizam Bin Md Nasir. "Fanpage metrics analysis. “Study on content engagement”." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON APPLIED SCIENCE AND TECHNOLOGY 2016 (ICAST’16). Author(s), 2016. http://dx.doi.org/10.1063/1.4960928.

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Firdinata, Ridwan, and Hendriyani Hendriyani. "Employee Engagement Model: A Study Among Millennials." In Procedings of the 1st ICA Regional Conference, ICA 2019, October 16-17 2019, Bali, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2019.2304293.

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Firdinata, Ridwan, and Hendriyani Hendriyani. "Predicting Employee Engagement: A study among millennials." In Proceedings of the Social and Humaniora Research Symposium (SoRes 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sores-18.2019.25.

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TAN, DANIEL, HANSINI THEDCHANAMOORTHY, LEE LING, LISA SU, PHAWANI VIJAYARATNAM, and VIKINESWARAN A. "Using Shakespeare Drama to Foster Student Engagement and Language Learning." In Fourth International Conference on Advances in Social Science, Economics and Management Study - SEM 2016. Institute of Research Engineers and Doctors, 2016. http://dx.doi.org/10.15224/978-1-63248-094-1-57.

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Wang, Licun, and Jin Chen. "Inherent engagement mechanism study of profile of scrolls." In ICMIT 2005: Merchatronics, MEMS, and Smart Materials, edited by Yunlong Wei, Kil To Chong, Takayuki Takahashi, Shengping Liu, Zushu Li, Zhongwei Jiang, and Jin Young Choi. SPIE, 2005. http://dx.doi.org/10.1117/12.664158.

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Reports on the topic "Study Engagement"

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Clohessy, L., M. Patel, and D. Colson. Life Study Communication and Engagement Strategy. Life Course Epidemiology and Biostatistics/ UCL Institute of Child Health, 2016. http://dx.doi.org/10.14324/000.rp.1485683.

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Crabill, Matt. Creative Military Engagement: The Indonesia Case Study. Fort Belvoir, VA: Defense Technical Information Center, October 2009. http://dx.doi.org/10.21236/ada513970.

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Mahat, Marian, Vivienne Awad, Christopher Bradbeer, Chengxin Guo, Wesley Imms, and Julia Morris. Furniture for Engagement. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124374.

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Abstract:
The aim of the study was to explore the impact of furniture and spatial settings on teachers and students. Drawing on a case study action research approach involving surveys, two primary schools (Frangipani and Jasmine Primary School) within the Sydney Catholic Schools were involved as case study sites. This report provides a summary of the findings of the impact of furniture and spatial settings on teacher efficacy, teacher mind frames, student learning and student engagement as well as perceptions of students on the furniture and spatial settings. In summary, teachers’ perceptions of their mind frames, student learning and engagement increased after the introduction of furniture in the prototype learning environment. For one teacher, the perception of their efficacy did not improve after the implementation of the prototype space and furniture. In terms of students’ perceptions of the furniture, a large proportion of students agreed that they enjoyed learning and are more motivated to learn because of the new furniture. At Jasmine Primary School, a fifth of students felt that they were not motivated to learn because of the new furniture. Further in-depth study is required to find out the underlying reasons for this. Key themes that emerged from the qualitative data on the furniture and spatial settings focus on characteristics of furniture that afforded comfort, improved concentration and auditory qualities, supported collaboration, and capacity for choice. These are important considerations to drive decisions in school designs and furniture purchases. The importance of good furniture in a learning space cannot be underestimated. New learning environments and furniture demand and create new possibilities for teacher practices and student learning. The findings of the study, whilst limited in its scale, provides three crucial considerations relating to the importance of prototyping, professional learning and longitudinal data. These carry ramifications for wider understanding and future research. Future inquiry in these three key areas can provide the much-needed evidence to support schools’ transition into new learning environments.
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Fimple, Stephen M. Rules - In a Knife Fight? A Study of Rules of Engagement. Fort Belvoir, VA: Defense Technical Information Center, February 2003. http://dx.doi.org/10.21236/ada415367.

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Lezaun, Javier, Jose M. Valenzuela, Spyros Foteinis, and Phil Renforth. Stylized case-study descriptions for use in stakeholder/ public engagement activities. OceanNETs, December 2021. http://dx.doi.org/10.3289/oceannets_d6.1.

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Moser, Celeste. Public opinion and public engagement with genetically modified foods : a qualitative study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6162.

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Pacheco, Patricia Marie, Lynne Schleiffarth Burks, Charles Joseph John, Trisha Hoette Miller, and Nerayo P. Teclemariam. National Hurricane Program Hurricane Evacuation Study Tool End-User Engagement and Usability Analysis. Office of Scientific and Technical Information (OSTI), August 2016. http://dx.doi.org/10.2172/1561813.

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Otojanov, Ravshonbek. Using formative assessment in a VLE to improve student engagement (Video case study). Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3317a.

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Blake, Sarah, and Thoai Ngo. Rapid review of community engagement and social mobilization strategies for COVID-19 response: Study description. Population Council, 2020. http://dx.doi.org/10.31899/pgy14.1016.

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Van Gasse, Nicole. An Exploratory Study of Teachers' Uses of Data to Understand Students' Cognitive and Affective Engagement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2095.

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