Current theoretical models of health behavior change frequently serve as the theoretical backdrop to adolescent health promotion programs. Yet, despite that each main theory was developed with adults and for adults, appropriate and necessary changes for adolescents are often neglected. The unique values, priorities, and abilities of adolescents are important and therefore necessary to consider during health promotion efforts. The present study explored student engagement, a unique adolescent need that has been shown to facilitate achievement in academic environments. Evidence from the psychological and educational literatures suggests that engagement may uniquely influence the process of health behavior change for adolescents. Due to the paucity of related investigations, the current study first explored the structure of the student engagement construct, and second, tested student engagement as a predictor of behavioral intentions in three separate social contextual models of adolescent health behavior change. A mixed-method quasi-experimental design was used in the investigation. Data were gathered from a school-based randomized intervention program, Building a BRIDGE to Better Health (BRIDGE). BRIDGE was a 6 week life skills intervention program that was created to promote cancer-risk reduction among adolescents. It was based on a genealogy and health promotion/disease prevention model. An exploratory factor analysis (EFA) was performed to investigate the latent structure of the student engagement construct. Linear mixed models (LMM) were used to test student engagement as a novel predictor within social contextual models of health behavior change predicting student intentions to reduce fat consumption, conduct self-examinations, and exercise. The EFA yielded a one-factor solution that included six of the initial seven items. This finding did not support the hypothesis, which predicted that items would differentiate into behavioral, cognitive, and emotional types of student engagement. Results of the LMMs supported the hypotheses that student engagement would have a significant effect on student intentions to reduce fat consumption, conduct self-examinations, and exercise. Based on comparisons between student engagement and similar predictor variables, overall findings indicate mixed support for student engagement as a significant predictor in theoretically-based models of adolescent health behavior change.

Widespread car usage of around 800 million of cars travelling 30 billion of kilometres on a daily basis has led to many benefits but also to significant environmental and societal impacts such as congestion, air and noise pollution and urban sprawl. This thesis aims to investigate the stakeholder values of car parking in order to support and inform the decision makers who are tasked with how best to resolve challenging car parking dilemmas. A two phase progressive methodology is involved. Phase one begins with conducting a series of in-depth semi-structured interviews with eight academics to identify whom the stakeholders are that are affected by car parking. Then a second series of 20 interviews are conducted with sector leaders of stakeholder groups to establish how the stakeholders are affected by car parking and importantly, how they value car parking. Finally a third series of nine interviews are conducted with nine different experts to help to bridge the gap between phase one and phase two. Phase one found that a broader reach of stakeholders (classified into four different groups) are affected by car parking than the literature might imply, and that they value car parking in eight different key ways. It also found that the values emerged from a context of governmental, social and consumer concerns. Phase two of the methodology was quantitative and used the findings from phase one to develop four additional attributes considered meaningful across all four stakeholder groups, namely: safety, politics, public spaces and weekly household council tax. Choice based conjoint analysis was used to incorporate the attributes into three hypothetical scenarios namely; driver, strategy and social, as these were considered to be reflective of the value context unearthed previously in phase one. The scenarios were disseminated across England as part of a wider survey and achieved a sample size of 1107 responses. The results of which were then interpreted through willingness to pay (WTP) values. Key findings included: how a persistent political undertone can impact on car parking policy setting; that the car parking industry is under pressure to provide a service chiefly motivated by a perceived consumer intolerance of market prices; and that stakeholders can not only appreciate but also experience the impact of car parking choices on other stakeholder groups. Conclusions drawn included that the different stakeholder groups took issue with national government leadership believing it to currently be deficient in setting the standards for British car parking. Moreover, decision makers wrongly perceive that consumers of car parking do not pass between the groups and are therefore hostile to policies which do not directly benefit them. The key implication being that decision makers are cautious to implement policies which are not necessarily advantageous to consumers but which may lead to gains for the remaining stakeholder groups. In short, this thesis recommends amongst others that the governmental stakeholder group should seek to provide direction and guidelines for tariff setting which is reflective of the provision of a service that is conscious of the range of parking industry stakeholder values. Furthermore, as safety is an industry held value, practitioners should seek to better understand how it impacts their market. They should explore the relevance of schemes such as Park Mark to operators and their customers, by fundamentally investigating to what extent safety exists as a valid concern inside car parks and how it applies to personal safety, vehicle safety or general perceptions of safety. In addition, where the governmental stakeholder group remain mindful of the significance of securing political backing, the car parking industry would benefit from appreciating the sensitivities of political challenges faced by the governmental group when lobbying for any changes in parking policy programmes. Indeed, the parking industry should collaborate between the two parties and seek to unite in finding agreeable solutions which benefit constituents either directly or indirectly. As car parking values might differ according to their geopolitical context and lead to the extraction of a different set of attributes, further work would include looking beyond England to first the UK and then to abroad to explore the effects of potential cultural differences and learn the relevant lessons.

In recent years, the functional outcomes of patients with right hemisphere stroke (RHS) received considerable attention due to their impact on disability, independent living, quality of life and economic burden. Hemi-inattention (HI) is a complex condition which often accompanies RHS. It is characterised by reduced alertness, attention and low spatial awareness levels. Past studies reported poor outcomes in patients with HI and inconsistent findings in regard to the relationship of HI with functional outcome. Literature review of 13 relevant studies highlighted poor research methodology which complicated interpretation of previous results. Aims: The aim of this study was to address the clinically important question “What is the relationship between early HI status (HI±) and functional change in the 1st six months after right hemisphere stroke?” by improving on research methodology from past studies. Methods: An all-inclusive stroke severity RHS sample (58 with and 35 without HI) were recruited from two stroke units and assessed on motor and cognitive factors with validated measurement tools on four occasions; baseline, hospital discharge, 6 weeks after discharge, and 6 months after stroke. A multi-level modelling approach was used to analyse change in functional progress over time with potential explanatory motor and cognitive factors. Results: HI status was only statistically significant when modelled alone. Its predictive importance greatly diminished when modelled with other factors e.g. stroke severity, time since stroke and age. Conclusion: On average, HI group membership at baseline is unrelated to functional recovery when other influential factors are also considered. The findings extend current knowledge in stroke recovery research and provide suggestions for optimal therapeutic and rehabilitation outcomes. In contrast with traditional methods of regression analysis, multi-level modelling techniques enabled important relationships to be studied in depth. This resulted in new insights into the data which can be used to inform patient management and future research in the field.

E-learning has emerged as a necessity to meet the challenges posed by the development of information technology and its potential for greater access to knowledge. The general hypothesis of this research is that; e-learning as an organizational activity started in the developed countries, and as such, the implementation models developed there are taken as a benchmark. The implementation barriers and the influential factors for adopting e-learning in different regions and societies may or may not be the same as those found in the developed countries (with varying degrees of intensity or importance). Hence, those available implementation models may not necessary be followed in all stages and steps when used by different countries and societies. Accordingly, the implementation barriers and the influential factor may differ from one case to another. Since e-learning is respectively new in Kuwait and no comprehensive studies about the adoption of e-learning or the important factors that would influence the adoption of e-learning in Kuwait (ref), the aim of this research is to investigate and find the main and important factors that would influence the acceptance and adoption of elearning in Kuwait as an example of a developing country. In order to realize the aim of this research, the e-learning literature was reviewed, and an exploratory study was conducted in Kuwait. The exploratory study explored the state of e-learning in Kuwait and investigated the influential issues to e-learning adoption. Then, a conceptual model was proposed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, and amended it with the outcomes of the exploratory study to suit the context of the study. The proposed conceptual model was developed to study e-learning adoption in Kuwait and to offer a further explanation of the adoption of e-learning in the Kuwaiti context. Triangulation in data collection was used to examine and validate the conceptual model, where quantitative and qualitative methods were used. A questionnaire-based survey was firstly conducted, followed by an interview-based field study. This thesis concludes by highlighting the main findings of the research, and presenting the main contributions of this research.

Thesis advisor: Audrey A. Friedman / English learners (ELs) in US K-12 classrooms are falling behind their peers as they struggle to develop the proficiency needed to succeed in an academic setting (NCELA, 2012). The majority of teacher preparation programs are not preparing teacher candidates (TCs) with the skills needed to help recently mainstreamed ELs succeed in their content area classrooms (Bunch, 2011). This study examined how one undergraduate, secondary education teacher candidates who had participated in supplemental trainings developed their ability to recognize linguistic demand, shelter instruction, and promote academic language proficiency. Using a Sequential Mixed Design (Teddlie & Tashakkori, 2006), this longitudinal study examined the journals and lesson plans submitted by 31 undergraduate, secondary education TCs as they progressed through their prepractica. Six of these TCs were followed as case studies, with observations and interviews collected during their full practica. Collective data analysis indicates that TCs scored higher on all measures when they were in a linguistically diverse classroom. Furthermore, recognition of linguistic demand precedes ability to plan instruction: many TCs were able to recognize linguistic demand in lessons they observed, but few were adept at describing or designing sheltered instruction that could promote academic language development. For many participants, the attention to linguistic demand was focused largely on content-specific vocabulary that is challenging for all learners. However, a small number of TCs were able to attend to the morphological and lexical aspects of their content areas that would be especially difficult for ELs. In classroom observations a few participants were able to plan instruction that sheltered content and promoted academic language. Findings also indicate that supplemental trainings and infusions into methods courses helped TCs to realize the linguistic challenges of their respective content areas. Most importantly, the findings suggest that TCs are better able to focus on the language of instruction when they witness instruction that is focused on language. Therefore, TCs learn best how to support ELs when they observe and teach in linguistically diverse classrooms with knowledgeable mentoring teachers and field supervisors. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

L’enjeu de cette thèse est de construire un modèle d’évaluation de dispositif de formation et de le confronter à l’empirie. Nous avons mené une recherche-intervention dans le cadre d’un appel à projets, et réalisé l’évaluation d’une expérimentation sociale ayant les traits d’un dispositif de formation. Dans ce contexte de recherche commanditée, nous explicitons l’émergence d’un espace pour la recherche et l’articulation d’un volet social (à visée praxéologique) et d’un volet académique (à visée heuristique). Le modèle d’évaluation se base sur une logique de reddition des comptes, mais aussi de développement des acteurs. Il se scinde en deux orientations : connaître pour objectiver et connaître pour expliquer. La première orientation développe une approche quantitative mesurant l’efficacité du dispositif, la seconde orientation la complète et permet de l’interpréter. Elle propose une approche qualitative mesurant les évolutions cognitives des destinataires du dispositif, caractérisant les effets non escomptés et l’efficacité perçue par les acteurs. L’analyse des données a permis de consolider des éléments du modèle, de pointer des limites et de proposer des points d’appui pour contribuer à le stabiliser. Nous avons proposé l’ajout d’un volet s’intégrant à la seconde orientation connaître pour expliquer. Il porte sur l’analyse du changement dans la mise en place du dispositif. De plus, nous avons proposé cinq points d’appui : méthodologique, axiologique, heuristique, épistémologique et politique qui renforce la cohérence générale du modèle. Le modèle d’évaluation de dispositif de formation a résisté à l’empirie. / The aim of this thesis is to construct a model for evaluating training programs and to check its relevance by confronting it with empirical data. We conducted this intervention-research in the framework of a call for proposals and evaluated a social experiment bearing the characteristics of a training program. Within this context of commissioned research, we explain the emergence of an area for the research and articulation of a social dimension (for praxeological purposes) and an academic dimension (for heuristic purposes). The evaluation model is based on the method of accountability but also on the development of the actors involved. It mobilizes two different methodological orientations: “acquiring knowledge to objectify” and “acquiring knowledge to interpret”. The first takes a quantitative approach and measures the efficiency of the program; the second completes the first and facilitates its interpretation. The second orientation takes a qualitative approach measuring the cognitive developments of the training beneficiaries, characterizing the unexpected effects and efficiency as perceived by the actors involved. Thanks to the data analysis, we have been able to consolidate certain elements of the model, highlight some of its limits and offer some leverage points to help stabilize it. We propose adding a component to the second orientation “acquiring knowledge to interpret”, in order to focus on the analysis of change in the implementation of the program. Likewise, we provide five methodological, axiological, heuristic, epistemological and political leverage points which strengthen the general coherence of the model. The evaluation model has withstood the confrontation with empirical data.

abstract: How does a university create a culture of affinity where students seek and maintain life-long connections to the institution? The purpose of this action research study was to examine how affinity increased or developed for undergraduate students at the Arizona State University Polytechnic campus through meaningful student-centric activities. Three theoretical frameworks guided the study including the work of Baumeister and Leary, Kuh, and Ajzen. In this mixed method study, quantitative data about affinity, attitude, toward Arizona State University was collected using pre- and post-intervention surveys and qualitative data were gathered through individual semi-structured interviews at the conclusion of the study. Study participants were degree-seeking, undergraduate students whose degree programs were affiliated with the Polytechnic campus. The study was conducted during the first semester for first-year students. The intervention was implemented over a four-week period and consisted of providing information and opportunities to students to initiate connecting to the institution. Quantitative data exhibited slight upward changes or slight to modest decreases in the dependent variables between pre- and post-intervention assessments. Qualitative data provided a content-rich explanation that helped in understanding the quantitative results. For example, students indicated high behavioral beliefs, attitudes toward involvement, and intentions. Moreover, they demonstrated high levels of connectedness and loyalty to the institution. Discussion focused on describing the complementarity of the data, explaining outcomes relative to the theoretical frameworks, limitations, implications for practice and future research, and lessons learned. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

The following study seeks to conceptualize the prevention of human trafficking from the perspective of survivors. The study design was informed through a Public Health Framework and the application of Postmodernism, Social Constructionist Theory, Ecological Perspective and Empowerment Perspective. An integrative mixed-method, participatory research design was applied, namely Concept Mapping. Data was collected over approximately two-months, and included 35 survivors of human trafficking from 4 different states. Data collected from survivors resulted in a statement set (N = 108) and a 10-Cluster Final solution depicting the ways in which survivors conceptualized prevention. Additional outputs provide insight as to survivors’ perspectives on importance and feasibility of the prevention data.

Math Teacher Perceptions of Professional Development and Student Mathematics Performance by Michael Edward Smith EdS, Tennessee Technical University, 2007 MA, Tennessee Technical University, 2006 BS, University of Tennessee Chattanooga, 2003 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2015 The standardized math test scores at a Tennessee high school have trended below the state and national averages. One strategy to improve math performance is a pedagogical structure that facilitates peer interaction and discovery learning. A program of professional development (PD) designed to foster such interactive learning was delivered to 9th grade math teachers, but no assessment had been undertaken to determine the program's effectiveness. Guided by Vygotsky's social development theory, which states that student learning is affected by the interactions and instructional activities within the classroom, this concurrent mixed method study investigated math teachers' perceptions of the PD and its effectiveness in raising student scores on the end-of-course exams (EOC). Qualitative data were gathered from 4 teachers in order to explore deeper understandings of the PD effectiveness. These data were open coded and thematically analyzed. Findings revealed teacher perceptions that the PD was not effective, along with many insights for improvement of PD. The quantitative research question determined if there was a statistically significant difference between test scores of non-PD and PD students. The analysis used the independent samples t test to compare student EOC scores before the PD (n = 112) with the scores that were earned after the PD took place (n = 187). There was no statistically significant difference between the test scores in the first and second year (p = .06). These findings informed the creation of an improved plan for Math PD, including components contributed by teachers. The implications for positive social change from this study include a better understanding of math PD and student achievement at the local site, along with stronger preparation for students and the school community to succeed on EOC testing.

The purpose of this study was to explore the use of video-mediated communication (VMC) to support couples separated during classic Satogaeri Bunben. Satogaeri Bunben refers to the Japanese tradition when a pregnant woman leaves her own home to return to her parents' home during the prenatal period, while her husband often stays behind in the couple's house. When a couple geographically live apart during Satogaeri Bunben, it may decrease father-infant attachment and the negatively impact the marital relationship. VMC was selected as the supportive intervention for couples choosing Satogaeri Bunben in this study because: 1) it provides additional visual cues, which are particularly important because Japanese communication is highly contextual and often more nonverbal than verbal, 2) the addition of visual cues allow husbands the opportunity to see their infant, because they cannot talk, and 3) Japan has one of the best broadband systems worldwide. The specific aims were to explore VMC during Satogaeri Bunben in relation to father-infant attachment and the marital relationship and to describe VMC experiences of Japanese couples separated during Satogaeri Bunben. A comparative case study design with a mixed methods approach to data collection and analysis was used. The specific mixed methods approach used was a [QUAL + quan] triangulation-convergence model. For the qualitative data, the primary source of data was the Participant Diary. The primary sources of quantitative data included three instruments: 1) Taiji Kanjyo Hyotei Syakudo (TKHS), 2) Intimate Bond Measure (IBM), and 3) Primary Communication Inventory (PCI). The PCI was translated into Japanese for this study using a committee approach. Four couples were participated in this study. Data collection for each couple took approximately two to three month to complete. Qualitative data analysis divided the couples in two groups: 1) the engaged group, who were very attentive each other's feelings and 2) the detached group, who were inattentive. The PCI scores further supported the existence of two groups. However, the TKHS and IBM scores were mixed. The limitations included a small sample size and lack of variability in sample characteristics, and short time frame. This study was also the first time to use a newly translated PCI in Japanese. This study successfully explored the use of VMC to support couples choosing Satogaeri Bunben focusing on decreasing the impact of the separation of the couple and later the separation of the husband from his new infant. The qualitative and quantitative findings provided a first glimpse into four couples' feelings and VMC experiences during Satogaeri Bunben, especially in relation to father-infant attachment and the marital relationship. The use of VMC provided ongoing virtual, rather than physical co-presence, which may help couple's communication and relationship during their separation, as they transitioned to parenthood.