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Tesis sobre el tema "Communication between lecturers and students"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 11 de febrero de 2022

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1

Kalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process". Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.

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The purpose of this study was to explore the perceptions of the essay writing process of first year undergraduates at Chancellor College (University of Malawi) and to a lesser extent those of the lecturers responsible for teaching academic skills. A mixed methods design, combining qualitative and quantitative techniques, was employed in order to obtain richer data for deeper understanding of the students’ writing process. Two hundred students from the humanities and social science faculties responded to a self-completion questionnaire towards the end of semester one. Based on the students’ responses, an open-ended questionnaire was administered to four full time English for Academic Purposes (EAP) instructors. Findings from this study indicate that most students find it very challenging to obtain sufficient and relevant source text information, paraphrase or summarise information, and use an appropriate academic writing style. As solutions to these challenges, the students suggested the need for timely essay writing instruction, availability of resources for essay writing, increased amount of time spent on essay writing instruction, and discipline specific instruction in essay writing. EAP instructors identified lack of teaching and learning materials, large EAP classes, and students’ negative attitude towards the EAP course, as some of the challenges they encounter when teaching the course. The EAP instructors proposed an increase in the number of staff members, making students aware of the significance of the EAP course at an early stage, and the availability of up to date resources, as some of the ways in which the teaching of the course can be improved. Overall, the findings seem to suggest that difficulties that students encounter during the writing process and teaching challenges that EAP instructors face, have great impact on students’ perception of academic writing as well as their approach to writing tasks. The findings also suggest a lack of dialogue between the students and their lecturers. This is evident in students’ unawareness of the nature of the writing demands of their lecturers and disciplines; students’ desire to have timely essay writing instruction; and the lecturers’ concerns about students’ negative attitude towards the EAP course.

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2

Zhao, Tianshu. "An ethnographic study of the intercultural adaption process between Chinese students and their British lecturers and fellow students in the UK". Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556556.

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3

Benadé, Catharina Gertruida. "The transition from secondary to tertiary mathematics : exploring means to assist students and lecturers / C.G. Benadé". Thesis, North-West University, 2013. http://hdl.handle.net/10394/9109.

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Early in 2009 it became apparent from articles in the newspapers that first year mathematics students were not performing as well as the students of previous years. There was great concern regarding the insufficient transition from secondary to tertiary mathematics, as well as the preparedness of first year students for university studies. This research focuses on the different factors that are potential causes of the underachievement of first year mathematics students. Students‟ and lecturers‟ beliefs are shaped by their experiences, the impact of continuous perceptions from the world around them, the present dominant paradigm, as well as the beliefs of their teachers. The different views of the nature of school mathematics show how a worldview has an effect on these views and the implications of this on the teaching of mathematics in secondary, as well as tertiary institutions. The paradigm shift from the modern era to the post-modern era caused an awareness of and interest in the construction of meaningful mathematical understanding. The gap between first year students‟ and lecturers‟ beliefs regarding the nature of mathematics and how mathematics is learned became apparent. The changes in the thoughts about the structure of mathematics were investigated and a better understanding of the processes through which mathematical understanding develops emerged. This brought insight into the gap between the reasoning abilities of incoming students from secondary schools and the reasoning needed to succeed in university mathematics. The theoretical study of the global theories of Piaget and Van Hiele gave insight into conceptual development through different stages and that a person should be on an appropriate conceptual level to make sense of what they learn. If not, then rote learning is likely to occur. The local theory of Tall implies that to facilitate understanding of a concept in mathematics, one should go through three worlds of mathematics: the embodied world, symbolic world and the formal world. The embodied view helps someone to give deep meaning to a concept, otherwise one can be trapped in the symbolic world and not be able to move on to the formal world of mathematical thinking. The theoretical investigations led to an empirical study in three phases. Phase 1 was an investigation into the views of mathematics held by the students and the lecturers. In phase 2 an investigation was done to establish the students‟ preferences on how they learn mathematics and how mathematics should be taught, using the Index of Learning Styles (ILS) questionnaire of Felder and Silverman. The results were compared with the way lecturers want their students to learn and how they themselves prefer to teach. Phase 3 included a classification of the questions in the first mathematics test written at tertiary level and subsequent analysis of the answers of students to obtain information on the type of reasoning required from students at tertiary level, as well as the reasoning abilities of the students. The empirical study assisted in understanding the problematic transition from secondary to tertiary mathematics with regard to the nature of mathematics, the beliefs on teaching and learning of mathematics, as well as the reasoning skills that the students possess when entering university.
Thesis (Ph.D. (Natural Sciences Education))--North-West University, Potchefstroom Campus, 2013

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4

Amushigamo, Angelina Popyeni. "An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004458.

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Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.

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5

Atkinson, Jordan. "Investigating the Relationships between Family Communication Patterns, Academic Resilience, and Students' Classroom Communication Behaviors". Thesis, West Virginia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790802.

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This dissertation served two purposes. The first purpose was to examine the relationships between the two dimensions of family communication patterns (i.e., conversation orientation and conformity orientation) and four student classroom communication behaviors (i.e., out-of-class communication, in-class oral participation, instructional dissent, and students’ motives to communicate with their instructors). The second purpose of this dissertation was to investigate academic resilience as a mediator in the relationship between family communication patterns and student classroom communication behaviors. It was discovered that students’ family conversation orientation was associated positively with their oral participation and the relational, functional, participatory, and excuse-making motives to communicate with instructors. Conversation orientation was associated negatively with vengeful dissent. Students’ conformity orientation was positively associated with their use of vengeful dissent and the relational, participatory, excuse-making, and sycophantic motives to communicate with instructors. It was also discovered that conformity orientation moderated the relationship between conversation orientation and academic resilience. Additionally, a conditional indirect effect was discovered in the relationship between conversation orientation and the functional motive to communicate with instructors through academic resilience, as it was conditional upon levels of conformity orientation. These results and implications were discussed in light of existing research findings on family communication patterns, academic resilience, and students’ classroom communication behaviors. The results of this dissertation should be interpreted with caution due to the structural validity issues of the instruments and the data collection procedures.

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6

Everett, James D. "The relationship between communication apprehension and community college student success /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962522.

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7

Dietzel, Gregory R. "The importance of uncertainty reduction in communication between flight instructors and students /". PDF Mode of access, 2008. http://www.dbq.edu/library/collectionsPDF/dietzel.pdf.

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8

Thomas, Sheeba. "Asian Indian College Students: Relationship between Parent–Child Communication Difficulties and Internalization". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1416309293.

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9

Limsommut, Amornvan. "An investigation into the aptitude of students and lecturers to the use of information and communication technologies in higher education at the Rajabhat Institutes in Thailand". Thesis, University of Huddersfield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399779.

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10

Huang, Lei [Verfasser]. "Communication between Chinese students and German university teachers in academic settings / Lei Huang". Gießen : Universitätsbibliothek, 2018. http://d-nb.info/1153334690/34.

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11

Murfin, Brian. "An analysis of computer-mediated communication between urban middle-school students and scientists /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844105973415.

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12

Li, Zhuo Feng. "Bridging the Gap intercultural friendship between Chinese and Americans /". Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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13

Visker, Joseph David. "The Relationship Between Sexuality-Based Parent-Adolescent Communication And Overall Sexual Health Among Selected Undergraduate Students". OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/54.

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Among the plethora of changes that occur during the adolescent stage of life, individuals begin to gain a more thorough and profound understanding of the sexuality aspect of being. Parents and/or appropriate adult guardians have been shown to be indispensable in fostering the sexuality-related progression of their children. Part of helping young people understand human sexuality involves parents discussing sexuality-related issues with their children. While many studies have shown positive outcomes of parents discussing sexuality-related issues with their children, others have not been so optimistic. Further, these studies have not examined the role of parent-adolescent sexuality-based communication on an individual's overall sexual health. The purpose of this study was to examine the relationship between selected dimensions of communication and overall sexual health among selected undergraduate students at a large, mid-western university. A descriptive, cross-sectional, correlational design was employed for this study. A total of 425 undergraduate students completed a self-report instrument, assessing two communication dimensions (relationship satisfaction and communication style) and ten components/aspects of human sexuality (including overall sexual health). Cronbach alpha scores, conducted in previous studies as well as the current study, confirmed internal consistency reliability for all scales. Pearson product moment correlations and linear regression analyses showed no relationship or, at best, a minute relationship between selected communication variables and components of overall sexual health. Further, sexuality-based communication between parents and children was found to be low and parents were not found to be the primary resource of sexuality-related information. Recommendations for health educators are provided as well as recommendations for professional preparation.

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14

Ragusa, Sarah R. "Examining the relationship between group work and students' willingness to participate". Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4104.

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15

Budyn, Cynthia Lee. ""Great Expectations" communication between stadardized patients and medical students in Objective Structured Clinical Examinations". Connect to resource online, 2007. http://hdl.handle.net/1805/1187.

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Thesis (M.A.)--Indiana University, 2007.
Title from screen (viewed on January 9, 2008). Department of Communication Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Stuart M. Schrader, Kim D. White-Mills, Elizabeth M. Goering, Jane E. Schultz. Includes vitae. Includes bibliographical references (leaves 85-94).

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16

Garrison, Meredith A. "The Relationship Between Intercultural Communication Experience and College Persistence Among First Generation Appalachian Students". UKnowledge, 2014. http://uknowledge.uky.edu/comm_etds/31.

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This study seeks to explore the relationship between intercultural communication experiences and college persistence in first-generation college students from the Central Appalachian region. Because Appalachia has a rich and unique culture, which is often misunderstood, the literature review seeks to establish a basis for studying this relationship as a way to understand the multi-dimensional nature of low-educational attainment in the Appalachian region, particularly Eastern Kentucky, Tennessee, Virginia, and West Virginia. Using a survey-based quantitative method this study examines Appalachian first generation students attending college as an intercultural communication process through the frame of acculturation theory. Specifically, the study seeks information about the students’ previous intercultural communication experiences, cultural identity, intercultural sensitivity, and college persistence. This study attempts to predict first generation, Appalachian students’ college persistence with their previous intercultural communication experiences, cultural identity, and intercultural sensitivity.

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17

Hummerstone, Harriet. "Facilitating communication between students on the autism spectrum and staff in secondary mainstream schools". Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/427365/.

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The Special Educational Needs and Disabilities Code of Practice (DfE, 2015) makes it essential for students on the autism spectrum to be involved in making decisions about their education. However, differences in communication between individuals on the autism spectrum and neurotypicals (those not on the autism spectrum) could make these consultations difficult. An exploratory and participatory approach was taken to investigate the processes of communication and support in secondary schools. Six autistic adults advised on interviewing and communication techniques for working with individuals on the autism spectrum. These recommendations informed the first phase of the research: semi-structured interviews with six students on the autism spectrum (involving photo elicitation) and seven staff members from two secondary mainstream schools in the south of England. Thematic analysis of the findings revealed four key examples of the 'double-empathy problem' (Milton, 2012) in their perspectives on the processes of communication and support in school. The four areas were: responsibility for improving staff understanding about students, the nature and frequency of providing effective support, and awareness of students' sensory experiences. These findings informed the second phase of the study: designing four activities to facilitate communication with students on the autism spectrum about these four differences in perspective, then asking educational practitioners to assess whether and how the information from these activities might be used to facilitate communication and support with students. Informant design was used to create four activities with the same six students from the first phase and the same adult autism advocacy group. The information gained from students completing these four activities was summarised and given to sixteen educational practitioners to comment on, including two staff members from the first phase of the research. The findings from the second phase highlighted the importance of personalisation and feeling understood for students, and how personal information about individual students could potentially lead to some development in educational practitioners' communication with and understanding of the students. However, the four double-empathy problems identified in the first phase were not addressed sufficiently to assess whether they were able to be improved. The findings from both phases of the research suggest that the importance of individual differences cannot be over-stated when communicating with and supporting students on the autism spectrum, and that being understood is crucial to students' perceptions of effective support in secondary mainstream schools.

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18

Lamei, Kobra. "Labeled individuals: The influence of stereotypes on interpersonal communication between American and Non-American students". Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6821.

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This study aims to dig the negative influences of stereotypes on interpersonal communication, and to give public awareness to reduce the number of the victims of isms, labels and negative stereotypes. The arguments are discussed in different cultural, social, political and religious contexts, and the findings are supported by qualitative and quantitative research methods. The particular emphasis is given to the influence of stereotypes on interpersonal communication between American and international students at Wichita State University, Kansas. Two different surveys were taken by two groups of American students (N=50) and international students (N=50). Thirteen other individuals were interviewed to express their authentic personal feelings of being stereotyped. The study offers practical and theoretical solutions and remedies to help the educators and students solve stereotypic issues that are main communication barriers even at multicultural universities. This study indicates that 80 percent of the international students have experienced being unfairly stereotyped and negatively judged, compared to only 32 percent of the American students who had similar feelings. None of the international students had a sense of ethnocentrism, whereas 44 percent of the American students mentioned they feel superiority. Majority of the international students (66 percent) found communicating with American students challenging and difficult, and they believed American students are unpredictable and they feel uncomfortable when interacting with American students. International students' accent and cultural differences are the main reasons American students avoid communicating with international students, and African American and Middle Eastern students are described as the most challenging groups and races to communicate with for American students.
Thesis (M.A.)--Wichita State University, Fairmount College of Liberal Arts and Sciences, the Elliott School of Communication

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19

Hunter, Lisa Rae. "The relationship between interpersonal communication skills, teaching effectiveness, and conducting effectiveness of music education students". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/290005.

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The purpose of this study was (a) to determine if there was a significant relationship between the interpersonal communication skills of music education students and teaching effectiveness, (b) to determine if there was a significant relationship between the interpersonal communication skills of music education students and conducting/rehearsal technique, and (c) to determine if there is a significant difference between the conductor and ensemble perception of the conductor's interpersonal communication skills. Subjects were 30 music education students who had taken at least one semester of conducting instruction. Subjects completed three 10-minutes micro rehearsals with an ensemble. Each micro rehearsal was videotaped. Upon completion of the third micro rehearsal, members of the ensemble completed the Questionnaire on Teacher Interaction for each subject to determine the subject's perceived interpersonal communication style profile. Each subject completed the Questionnaire on Teacher Interaction using his/her ideal responses to determine an ideal interpersonal communication style profile. Three judges evaluated videotapes of the first and third micro rehearsal for each subject using the Survey on Teaching Effectiveness to determine teaching effectiveness and the Conductor Observation Form to determine conducting effectiveness. Data were analyzed using two Two-way Analysis of Variances with Repeated Measures to determine if significant differences existed between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A quotient of agreement was calculated to determine the degree of association between ideal interpersonal communication styles and perceived interpersonal communication styles. Eleven subjects were identified as having helpful/friendly interpersonal communication styles, 11 subjects were identified as having understanding interpersonal communication styles, and 8 subjects were identified as having strict communication styles. Significant (p ≤ .05) differences were found to exist between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A low (quotient of agreement = .10) degree of association was found between ideal interpersonal communication styles and perceived interpersonal communication styles.

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20

Jones, James Gregory. "A study of communications between subject matter experts and individual students in electronic mail contexts". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3023552.

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21

Häkkä, Max. "Designing a Persuasive Mobile Application for Sharing Food Between Students and Restaurants". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-249707.

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Food waste is a monumental problem as food production accounts for nearly a third of greenhouse gas emissions globally and nearly a third of it ends up as waste. By changing people’s behaviors and attitudes, this surplus food could be eaten instead. Persuasive technologies can be an effective way of changing people’s behaviors; however, they may narrow down the view of sustainability if applied in a manner that focuses too much on individuals (among other things). In this thesis project the focus has been on how to best design a persuasive application that reduces food waste by considering the needs of both restaurants and consumers. Two versions of an application were created based on interviews with students and restaurants, where one of the applications included features based on Persuasive Systems Design (PSD). A user study was then conducted, where the users received a number of tasks to complete and answered a questionnaire on the PSD features afterwards. The results showed that both of the applications had a similar number of errors from the users during the tasks. Besides this, all of the four features based on PSD were rated positively by users, with all features having a mean rating of 0.83 or higher on a 7-point Likert scale
Matavfall är ett monumentalt problem då livsmedelsproduktionen står för nästan en tredjedel av utsläppen av växthusgaser globalt, samtidigt som en tredjedel av livsmedlen blir avfall. Genom att förändra människors beteenden och attityder skulle detta överskott av mat kunna ätas istället. Persuasive Systems Design (PSD) kan vara ett effektivt sätt att förändra människors beteenden, men kan också begränsa synen på hållbarhet om det tillämpas på ett sätt som fokuserar för mycket på exempelvis individer. I denna avhandling har fokus varit på hur man bäst kan designa en mobilapplikation med hjälp av PSD-principer, som minskar matavfall genom att ta hänsyn till behoven hos både restauranger och konsumenter. Två versioner av en mobilapplikation skapades med utgångpunkt i intervjuer med studenter och restauranger, där en av applikationerna innehöll funktioner baserade på PSD-principer. En användarstudie genomfördes sedan, där användarna fick ett antal uppgifter för att genomföra. Användarna besvarade sedan ett frågeformulär om PSD-funktionerna. Resultaten visade att användarna gjorde ungefär lika många antal fel i båda applikationer under uppgifterna. Utöver detta bedömdes alla fyra funktioner baserade på PSD positivt av användarna, då alla funktioner bedömdes som 0,83 eller högre i genomsnitt på en 7-punkts Likert-skala.

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22

Arora, Aarti B. "Communication in Complementary and Alternative Medicine: A Situated Exploration of Communication Interactions Between Yoga Students and Their Yoga Teachers in India". Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597683490208638.

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23

Dong, Pingrong. "Identity and style in intercultural institutional interaction : a multi-modal analysis of supervision sessions between British academics and Chinese students". Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=56253.

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24

Visker, Joseph D. "The relationship between sexuality-based parent-adolescent communication and overall sexual health among selected university students /". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1879672841&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.
"Health Education." Keywords: Communication, Sexuality, Sexual health. Includes bibliographical references (p. 182-200). Also available online.

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25

Eilers, Linda. "When Calvinist and Arminian beliefs collide facilitating communication between North American professors and Russian Bible students /". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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26

Fongha, Ngu Javis. "CSR Communication and Awareness : A qualitative evaluation of shared meaning between students and Karlstad Business School". Thesis, Karlstads universitet, Handelshögskolan (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73125.

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This thesis is aimed at finding out how aware final users at Karlstad Business School are of its CSR communication message. The study discusses the concept of corporate social responsibility by providing a background knowledge of the concept. CSR communication is defined and presented in this study as an ongoing process and presents prior knowledge on the concept. The chapter outlines UN Agenda 2030 Sustainable Development Goals as a message which firms can utilize in communicating CSR. A qualitative methodology was adopted in this study using semi – structured interviews of 12 respondents who were final users at Karlstad Business School. The respondents were varied between different programs at the business school. The study uses constructivism as philosophy such that meaning is co – constructed by the researcher and the respondents. The data is analyzed using coding. The findings from this study show that awareness is low and as such the users do not share an adequate meaning with that of Karlstad Business School. The findings also show that users with prior knowledge on sustainability mainly through course related sources demonstrate an intermediary level of awareness. Discussions mainly through seminars come out as a key message channel for the business school to communicate its CSR agenda. The implications of this study are in two phases; to the business school and to the users. The business school adopts UN Agenda 2030 as a message for CSR communication which is novel to CSR communication. The users at the business school have a task of engaging in CSR communication to other departments at the university.

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27

Knapp, Jennifer L. "Instructors and their students the relationship between out-of-class communication, student communication motives, student motivation, and instructor job satisfaction and motivation /". Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=6017.

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28

DeLong, D. Phillip. "Observed eye contact between selected students and teacher in the music making process". Thesis, connect to online resource, 2006. http://www.unt.edu/etd/all/Aug2006/de%5Flong%5Fphillip/index.htm.

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29

Gao, Huirui. "Nonverbal Immediacy and Attachment Style in Dating: A Comparison between Us Amercan and Chinese College Students". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1404729376.

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30

Murphy, Richard E. "Vets in the classroom| The relationship between teacher accommodative and non-accommodative behaviors on Military Veteran Students' perception of learning". Thesis, The University of Nebraska - Lincoln, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3667015.

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The U.S. Department of Education's National Center for Education Statistics reported that about 660,000 Military Veteran Students (MVSs) were enrolled in undergraduate programs in 2009, making up about 3% of the student population. Despite the significant number of MVSs entering into college, instructional communication scholars have yet to study how military veterans experience classroom instruction. The purpose of this study was to examine the influence of teacher accommodative and non-accommodative behaviors on MVSs' ( N = 162) perceptions of learning. Grounded in the Communication Accommodation Theory, this study supports an instructional model that predicts learner empowerment and affective learning via accommodative behaviors, as operationalized as teacher immediacy and teacher clarity, and non-accommodative behaviors, as operationalized as teacher aggressiveness. After controlling for military identity and teacher congruency, only teacher clarity and teacher congruency contribute significantly to both learner empowerment and affective learning. MVSs seem to feel more empowered and have higher affect toward the class if the teacher is clear and genuine, regardless of perceptions of teacher immediacy and aggressiveness. This dissertation concludes with practical advice for instructors and advisors who work with MVSs, as well as limitations of the study and directions for future research.

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31

Tenenbaum, Jenna L. Tenenbaum. "THE RELATIONSHIP BETWEEN PARENT-SCHOOL INVOLVEMENT AND MATH ACHIEVEMENT IN ECONOMICALLY AT-RISK STUDENTS". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1529675587893696.

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32

Hoffmann, Janet Margaret. "The role of teacher-student interaction in the relationship between teacher expectations for students with communication apprehension and subsequent achievement in two elementary school classrooms /". Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8232.

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33

Walker, Michelle A. "A study to determine the amount of communication between guidance counselors and students with disabilities related to a transition to the world of work". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999walkerm.pdf.

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Plew, Melissa S. "Facebook Friendships between College/University Instructors and Students: Deciding Whether or Not to Allow Students as Friends, Communicating with Students, and the Individual Differences that Influence Instructors' Impression Management on Facebook". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/communication_diss/26.

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This research examined Facebook friendships between college/university instructors and students. Based on the development of instructor-student dual relationships, this study described instructors’ Facebook use with students. This included explanations for allowing/not allowing students, communication with students, and ethical concerns. Rooted in the theories of impression management, self-monitoring and role conflict, plus the concept of ambient awareness, hypotheses predicted relationships between instructors’ individual differences and Facebook use: (1) self-monitoring would be positively related to role conflict; and (2) self-monitoring, (3) role conflict, and (4) ambient awareness would be positively related to instructors’ self-presentation, impression management behaviors, and privacy management. Emails were sent to faculty at 270 colleges/universities throughout the U.S. and 331 instructors completed the online survey. Of these, 56.2% allowed students as friends. Open-ended answers revealed that instructors allowed students as friends to communicate, to facilitate learning about each other, and because it was difficult to decline requests. Some instructors did not allow certain students (e.g., problematic students, undergraduates). They communicated by commenting on and liking posts on students’ pages, and had ethical concerns about negative consequences. Open-ended answers revealed that instructors did not allow students as friends to maintain the professional divide and avoid favoritism, which explained their ethical concerns. Hierarchical regression analyses tested the predicted relationships. Results revealed that self-monitoring approached significance as having a positive relationship with role conflict and a negative relationship with privacy management, but was not related to self-presentation or impression management behaviors. Role conflict was not related to impression management. Awareness of students was positively related to self-presentation and impression management behaviors, but unexpectedly, perception of students’ awareness of instructors was negatively related to privacy management. A partial correlation analysis tested high/low self-monitors separately and not only replicated the results, but also revealed that high self-monitors’ perception of students’ awareness was positively correlated with self-presentation and impression management behaviors. These findings indicate that ambient awareness is related to online communication and should be studied further. This is especially intriguing since the two types of ambient awareness related differently to the three types of impression management studied in this research.

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Leonard, Diana Kay. "Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193806.

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SHAPING FUZZY GOALS THROUGH TEACHER-STUDENT INTERACTION: A DETAILED LOOK AT THE COMMUNICATION BETWEEN COMMUNITY COLLEGE FACULTY AND TRANSFER STUDENTS by Diana K. Leonard Faculty-student interactions have been largely neglected in the research regarding community colleges and community college transfer students. Yet faculty serve as points of institutional contact, and might also serve a central role in student experiences and decision-making. The purpose of this study was to increase our understanding of the dynamics and interactions that impact student experiences and decisions regarding transfer at the community college and to understand how those interactions contributed to goal formation. Symbolic interactionism (Blumer, 1969) provided a framework to guide the mixed-methods approach, which was primarily qualitative, utilizing online surveys and personal interviews to investigate students' interpretations of the student-teacher interactions. Quantitative data analysis measured teacher influence. 429 students who successfully transferred to a Research I university in the southwest, from in-state community colleges completed the survey. Ten students from this pool, subsequently interviewed, reflected various levels of uncertainty in their goals to transfer. These uncertain goals were termed "fuzzy" goals.In addition to symbolic interactionism as a framework, Stanton-Salazar's (1997) concept of institutional agents, supported with Bourdieu's (1977) cultural and social capital and Tinto's (1975) theory of social and academic integration were used to guide this study. Findings illustrated that students did utilize their teachers as institutional agents, who provided them with cultural knowledge and facilitated their understanding of procedures and processes through active as well as passive teacher-agency. Five themes emerged in students' interpretation of the student-teacher interactions: support, motivation, guidance, inspiration, and modeling. All had varying effects on students' uncertainty and contributed to shaping their fuzzy goals and to their social and academic integration into academe.This study can inform our understanding of the well-known gap in BA attainment between students who begin at a community college intending to transfer and students who begin at a four-year institution. Further, this study can inform strategic planning geared toward supporting teachers more fully in their role as institutional agents conveying social and cultural capital to students to increase their leverage for success once they transfer to the university.

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Chan, In San. "A comparative study on the perceived responsibility of Internet speech between university students in Macao and US". Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2272600.

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Thomas, Erin N. "Between the Lines: What Predominantly White Institutions Say in their Recruitment Literature to Attract Minority Students". Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243702922.

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Monaco, James A. (James Anthony). "The Relationship Between Leadership Style and Communication Satisfaction of Selected Principals in High Schools with an Enrollment of 125 to 265 Students". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331741/.

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The purpose of this study was to determine the relationship between the leadership style of high school principals and their faculties' level of communication satisfaction. The study was also concerned with the relationship of the respondents' biographical data with leadership style and communication satisfaction. Subjects were selected from a population that consisted of thirty—two high schools in the North Central Texas Area. Each school that participated in the study had its faculty respond to the Communication Satisfaction Questionnaire and a teacher biographical data survey. Each school's principal responded to the Least Preferred Co—Worker Scale, principals' Communication Satisfaction Questionnaire, and a biographical data survey. The results were then analyzed using simple and multiple regression.

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Foncha, John Wankah. "A selective investigation of the University of the Western Cape‘s students and teachers attempts at intercultural communication : exploring the connections between intercultural communication competence and identity construction". University of the Western Cape, 2012. http://hdl.handle.net/11394/5114.

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Philosophiae Doctor - PhD
Life in the twenty-first Century globalised world brings people into contact with others from different cultures who use different languages. Through these contacts, the need for interactions makes these people to find different ways of understanding one another and to generate knowledge. For them to achieve this objective, they need a strong medium. L2 and Foreign language education has been develop to unravel such challenges posed to competence in intercultural communication, with the emphasis placed on how to communicate with a different "other" since the world is now a small village. Foreign and second language teaching and learning (a social practice) in this study, is tangible to eradicate linguistic and cultural barriers. In this case, it does not only require to promote competence through linguistic capital (language), but more importantly, it arouses intercultural awareness. For these issues to develop and consolidate intercultural communication competence, language practitioners need to deviate from the rationalist reductionistic approaches to language teaching and learning in favour of an ecological or a constructivist perspective, which views language learning as a social practice. In view of this, whatever language the participants may use for communication does not matter, what really matters is that they need to switch to any given language as a situation may demand. In upholding a constructivist perspective, this research hypothesized that engagement and participation as a social practice, does not only increase competence in the target language, but it also helps the participants to develop in terms of emotional maturity and character (Bilton and Sivasubramaniam 2009). This research made use of the qualitative research methodology, revolving around an ethnographic design, to understand the outcomes and the fluidity of interactions among a diverse community of the University of the Western Cape in Cape Town, South Africa. Such an understanding can therefore only be deduced from the perspectives of the role-players through their engagements and participation in activities and events in and out of the classrooms. The research population constituted lecturers, tutors and students of the above institution. The four principal tools used for data collection included: the Interviews, Questionnaires, Naturally Occurring data and Participant Observation. The interviews were both formal and informal and together with the Questionnaires, they were all open-ended. Their open-ended nature was not only because of the interaction it provided between the researcher and the researched but also because they aroused an awareness of diversity and a need to understand otherness. The findings from the study affirmed that the participants gained competence in intercultural communication through the different levels of interactions that were used to enhance participation, engagement and involvement. In view of this, the participants benefited from provisional understanding, tentative interpretations and the affective environment. Furthermore, it could be said that interactions provided them the rationale to challenge, develop and explore ideas and meanings for communication. Holistically, the study attested to the importance and centrality of participation and engagement in a target language, with the main aim of motivating the participants to understand that there is no such thing as correctness in meaning or proficiency in a language, nor in understanding the world around them.

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Pierce, Zelda Danette. "The relationship between nursing instructors' transformational leadership behaviors in the clinical learning environment and associate degree nursing students' communication apprehension". Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196550.

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The purpose of this study was to examine the relationship between the transformational leadership behaviors of nursing instructors in the clinical learning environment and the level of communication apprehension experienced by associate degree nursing students. The study also examined if this relationship was altered by the moderating effect of age, gender, and previous clinical exposure on the transformational leadership behaviors of nursing instructors in the clinical learning environment. This study employed a non-experimental quantitative correlational survey design. Participants consisted of 481 associate degree nursing students who were members of the National Student Nurses’ Association (NSNA). Descriptive statistics, univariate, bivariate (correlational) and multivariate (regression) testing were utilized in the analysis of data. Data analyses revealed a statistically significant relationship between all but one of the transformational leadership subscales (providing individualized support) and communication apprehension. Additionally, the data revealed a statistically significant relationship between age, gender, high performance expectations and communication apprehension. However, no statistically significant relationship was found between communication apprehension and previous clinical exposure.

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Zhang, Chenjie. "Why do We Choose This App? A Comparison of Mobile Application Adoption Between Chinese and US College Students". Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1529856226667762.

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Simmons, Michelle Holschuh. "The development of undergraduate students' facility with disciplinary discourses through collaboration between faculty members and librarians". Diss., University of Iowa, 2007. http://ir.uiowa.edu/etd/161.

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Schwarz, Michael J. "An examination of institutional improvement on measures of out-of-class interactions between faculty and community college transfer students at bachelor's-granting institutions". Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10193981.

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With the recent attention being paid to student success and student equity, as well as outcomes for historically and currently disadvantaged students including those who begin at community colleges, this study examines the extent to which positive changes have been observed that are favorable to community college student success after transfer. Data from the 2005-2012 administrations of the National Survey of Student Engagement (NSSE) are examined to determine the extent to which out-of-class student faculty interaction – a known contributor to student success – has increased over time for community college transfer students at a subset of bachelor’s-granting institutions. Corresponding data from the Faculty Survey of Student Engagement (FSSE), as well as IPEDS data, are used to identify institutional conditions that positively impact institutional change over a period of at least three years in a measure of out-of-class student-faculty interaction with community college transfer students. The overall purpose of the current study is to explore what baccalaureate colleges and universities can do to enhance the outcomes of students who transfer from community colleges. Results confirm that overall positive changes in out-of-class student-faculty interaction for community college transfer students have occurred in the group of institutions examined. In addition, the number of institutions that report an increase of practical significance in out-of-class student-faculty interaction for community college transfer students is about double the number of institutions reporting a significant decrease. Selected additional findings show that the institutional proportion of full-time undergraduates, as well a measure of campus support, help lay the groundwork for positive future changes in out-of-class student-faculty interaction for community college transfer students. Future quantitative and qualitative research is recommended to further examine the practices and attributes of institutions where positive changes in community college transfer student-faculty interaction have been observed.

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Gregor, Steven E. "Social Networking: Closing the Achievement Gap Between Regular and Special Education Students". Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/7.

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This applied dissertation was designed to analyze the effects of social networking for educational purposes on the academic achievement of regular and special education students in the secondary school setting. The effect of social networking on student learning has not been determined. There is a limited amount of research on how and to what extent teachers use social networking within the parameters of instruction. There is even less research distinguishing the effects of social networking on the academic achievement on regular and special education students. The student participants engaged in discussion forums as their primary social networking experience. Of the 155 participants, 94 were enrolled in a class that required participation in asynchronous discussion forum, and 61 were enrolled in a class with more traditional instruction devoid of social networking. The treatment consisted of 12 discussion prompts created by the teacher in the Blackboard course management system. The analysis of student test data showed no significant difference in mean scores attributable to social networking when educational status was ignored. When educational status was not ignored, however, the significant difference of mean scores between all regular education and all special education students was found to be highly unlikely to have been due to chance. This study also found that there was an interaction between educational status and social networking. The infusion of educational social networking helped narrow the achievement gap between regular and special education students.

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Stana, Alexandru. "An Examination of Relationships Between Exposure to Sexually Explicit Media Content and Risk Behaviors: A Case Study of College Students". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1376325700.

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Qin, Xiaomei. "A comparison between media representation of Asian international students and their own accounts of experience in New Zealand a thesis presented in partial fulfillment of the degree of Masters of Arts (Communication Studies) at the Auckland University of Technology (AUT), 2003 /". Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/QinX.pdf.

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Riffer, Helena. "Self-perceived English Proficiency in Relation to Extramural Language Environment : A comparison between Swedish students of English living in the UK and in Sweden". Thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-9640.

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Students today encounter a vast amount of English in their free time, outside the walls of school. They watch English films, play English computer games, and keep international contacts through the internet. This present study focuses on mapping the so called Extramural English activities of two groups of upper secondary high school students in order to find out how and if the overall English proficiency of those students can be derived from the English they encounter in their free time. One of the groups is living and studying at a Swedish school in the UK, while the other one is living and studying at a regular high school in the south of Sweden. Both groups participated in a survey where they were asked to answer questions about their free time habits, time spent on different English activities and how they feel that their confidence and overall proficiency in the subject has improved. The results of this study show that the students living in the UK engage in more English activities outside of school and that they claim overall better results and higher confidence in their English. This study contains proof that Extramural English is an important factor in achieving targetlike language proficiency.

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Ishibashi, Yoshimi. "Cross cultural comparison between the United States and Japan: Executive traits". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3392.

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This study examined comparisons of gender stereotypes of executives in two cultures, American and Japanese. Undergraduate students in Japan and the U.S. estimated the extent to which executives in general, male and female exectuives possessed person-oriented and task-oriented leadership traits.

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Cartwright, Chris Taylor. "Assessing the Relationship Between Intercultural Competence and Leadership Styles: An Empirical Study of International Fulbright Students in the U.S". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/759.

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As U.S. higher education institutions strive to educate students to meet the needs of an increasingly complex world, there is great importance in studying the interplay between leadership and culture to enhance preparation of global-ready graduates. This inquiry examines the relationship between intercultural competence and leadership styles. The construct of intercultural competence focuses on effectiveness in engaging people across cultural differences, while the construct of leadership style or "connective leadership" focuses on the achieving styles employed to engage diverse followers. The Fulbright International Student Program offers an unparalleled opportunity to examine the dynamic interplay of intercultural and leadership development. More than 100 participants were surveyed using the Intercultural Effectiveness Scale and Achieving Styles Inventory psychometric instruments. Statistically significant correlations emerged between intercultural competence and connective leadership across four critical themes: individual development, the Fulbright Program, international education, and higher education. Overall, multiple leadership styles can be achieved through curiosity and continuous learning about cultural differences. Implications for individual learning and organizational development are discussed.

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Bhebhe-Mpofu, Adilaid. "An investigation into the popularity of Zimbabwe's first health communication soap opera, Studio 263 : a qualitative reception study of Bulawayo students aged between 15 and 20 years". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1013310.

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Within the context of debates concerning the reception and interpretation of media texts by television audiences, this qualitative reception study explores how a sample of Bulawayo students negotiate meanings from Zimbabwe's first health communication soap opera, Studio 263. The study thus examines the reasons behind the popularity of this programme with this target audience. The findings of the study reveal that meaning making is a complex process that is dependent on a variety of factors which include, among others, the socio-cultural context of media consumption, gender, economic disposition and age. It particularly maintains that gender and lived realities influence the interpretation and negotiation of meanings in this particular study.
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