Because of disunity among prominent professional learning community (PLC) authors, experts, and researchers, the literature was studied to develop a ten-element model that represents a unified and reconceptualized list of characteristics of a PLC. From this model, the Learning Community Culture Indicator (LCCI) was developed to measure professional learning community (PLC) implementation levels based on the ten-element model. Exploratory and confirmatory factor analyses were performed to determine the structural validity of the LCCI. Factor analyses provided successful levels of fit for the models tested in representing the constructs of the LCCI. Reliability measures also indicated high levels of internal consistency among the responses to the survey items. Although some items and elements had moderate levels of fit and need additional revisions and validity testing, the LCCI produced substantial evidence that this survey was a valid and reliable instrument in measuring levels of PLC implementation across the ten elements. Because this research validated the LCCI, school leaders can implement, monitor, and diagnose elements of PLCs in their schools. The LCCI also provides a method in which future research can be conducted to empirically support the influence of PLCs and student achievement. Potential uses and recommendations for further research and consideration are presented. A call for more empirical research is made in connecting the PLC reform model to improved student learning. The theory of PLC is at a point of substantiation and growth. The LCCI is recommended as potential tool for studying and facilitating the implementation of PLCs in schools.

The cost of textbooks is a financial burden on many college students. Fortunately the advent of open educational resources (OER) has allowed for the development of textbooks and other materials at significantly reduced costs to students. Many faculty are using OER to develop customized textbooks for their students, usually published digitally online. These faculty desire high fidelity feedback from their students to help them improve their texts. However, there is no general model of what digital textbook quality means to college students. Such a model would allow for the development of a measure of digital textbook quality that could provide highly valid and reliable student feedback for faculty to use in improving their open textbooks. This study describes a mixed-methods approach for developing a model of digital textbook quality from the college student perspective. An instrument for measuring the components of this model is also described. This dissertation can be freely accessed and downloaded from http://etd.byu.edu/ or from http://tjbliss.org/dissertation.

Studies have shown that increased student engagement is correlated with improved learning outcomes and overall positive results for students. While engagement can be viewed as a precursor to other outcomes, it should also be examined as an outcome itself. To increase student engagement and improve the learning experience for students, we must understand which factors can facilitate engagement and how educators can positively affect these factors. This research explored the influence of three proposed facilitators of engagement: autonomy, competence, and relatedness. Self-determination theory, a theory of motivation, posits that these are three innate psychological needs that must be fulfilled to experience the highest level of motivation, for which engagement has been used as a proxy. In the format of a multiple-article dissertation, I present three articles. The first article reviewed the literature concerning self-determination theory and student engagement in both K-12 and higher education settings. It answered the following research question: What has been found regarding the influence of autonomy, competence, and relatedness on student engagement? The second article built upon findings from the first article and outlined the process to create and validate an instrument to measure autonomy, competence, relatedness with peers, relatedness with professors, and emotional engagement. Data were collected from university students through an online survey (n = 340). Confirmatory factor analysis results showed that survey items performed well and measured the intended constructs. Structural equation modeling was then used to identify the best fitting model for the data collected. Results showed that sense of competence had the largest predicted effect on emotional engagement. The third article employed the validated survey discussed in the second article. It was administered to students in an online higher education program (n = 3092). Confirmatory factor analysis and structural equation modeling were conducted on the sample. Students sense of autonomy was found to have the greatest effect on emotional engagement.

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[EN] Access to the Spanish public university system is a complex process that involved administration, offering a certain number of places in different degrees that offer universities, and students, who must prioritize their preferences in a list. Determine what are the reasons that motivate a student, and their family and personal environment, to choose a particular degree and University to develop his studies, is a complex problem and that we have approached from the point of view of structural analysis. The aim of this work is to propose a partial multivariate model that can give an account of the weight of the different variables and identified factors involved in the decision about the choice of studies and University. The model we propose is specified based on a series of structural relationships involving a set of variables and context data, which we have grouped in the following factors: - Individual factors, associated with aspects related to student and personal interests, some academic and others clearly not. - Social factors, related with aspects that have to do with the social perception of the degree, their employability, the perception that we have of the University prestige, the degree, or the profession that gives access. - Context data, relative to the value of the access mark, the offer of seats or demand that has occurred in a certain degree and University in the years immediately prior to the taking of the decision. For this purpose a structural model and a questionnaire are proposed to evaluate the model, Model validation concludes with an extensive survey and analysis of the model results. / [ES] El acceso al Sistema Universitario Público Español es un proceso complejo en el que interviene la administración, ofreciendo un número determinado de plazas en las distintas titulaciones que ofertan las Universidades, y el estudiante, que debe priorizar en una lista sus preferencias. Determinar cuáles son las razones que mueven a un estudiante, y a su entorno familiar y personal, a elegir una determinada titulación y/o Universidad para cursar sus estudios superiores, es un problema complejo que hemos abordado desde el punto de vista del análisis estructural. El objetivo de este trabajo es proponer un modelo multivariado y parcial que pueda dar cuenta del peso de las distintas variables y factores identificados que influyen en la decisión acerca de la elección de estudios y universidad. El modelo propuesto se especifica en base a una serie de relaciones estructurales en las que intervienen un conjunto de variables y datos de contexto que hemos agrupado en los siguientes factores: - Factores individuales, vinculados a aspectos relacionados con el estudiante y sus intereses personales, algunos de carácter académico y otros claramente no. - Factores sociales, relacionados con aspectos que tienen que ver con la percepción social de la titulación, su empleabilidad, la percepción que se tiene del prestigio de la Universidad, del título, o de la profesión a la que da acceso.. - Datos de contexto, relativos al valor de la nota de corte de una titulación, a la oferta de plazas o a la demanda que se ha producido en una determinada titulación y universidad en los años inmediatamente anteriores al de la toma de la decisión. Para ello se propone un modelo estructural y se propone un cuestionario para evaluar las variables del modelo. La validación de modelo y cuestionario concluye con una amplia encuesta y el análisis de los resultados del modelo. / [CA] L'accés al Sistema Universitari Públic Espanyol és un procés complex en el qual intervé l'administració, oferint un nombre determinat de places en les diferents titulacions que ofereixen les universitats, i l'estudiant, que ha de prioritzar en una llista seves preferències. Determinar quines són les raons que mouen a un estudiant, i al seu entorn familiar i personal, a triar una determinada titulació i/o Universitat per cursar els seus estudis superiors, és un problema complex que hem abordat des del punt de vista de l'anàlisi estructural. L'objectiu d'aquest treball és proposar un model multivariat i parcial que puga donar compte del pes de les diferents variables i factors identificats que influeixen en la decisió sobre l'elecció d'estudis i universitat. El model proposat s'especifica en la base d'una sèrie de relacions estructurals en què intervenen un conjunt de variables i dades de context que hem agrupat en els següents factors: - Factors individuals, vinculats a aspectes relacionats amb l'estudiant i els seus interessos personals, alguns de caràcter acadèmic i altres clarament no. - Factors socials, relacionats amb aspectes que tenen a veure amb la percepció social de la titulació, la seva ocupabilitat, la percepció que es té del prestigi de la Universitat, del títol, o de la professió a la qual dóna accés .. - Dades de context, relatius al valor de la nota de tall d'una titulació, a l'oferta de places o la demanda que s'ha produït en una determinada titulació i universitat en els anys immediatament anteriors al de la presa de la decisió. Per a això es proposa un model estructural, es proposa un qüestionari per avaluar les variables del model. La validació del model conclou amb una àmplia enquesta i l'anàlisi dels resultats del model. / Soriano Jiménez, PP. (2016). Un modelo estructural para el análisis de los factores asociados a la elección de estudios universitarios [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/64076

Throughout the scientific literature, researchers have referred to self-respect and self-esteem as being the same construct. However, the present study advocated that they exist as two distinct constructs. In this quantitative study, an instrument was developed to measure self-respect as a construct, and subsequently distinguish that self-respect is distinct from the construct of self-esteem. Exploratory factor analyses (EFA) indicated 32.60% of the variance was accounted for by the 11-item Jefferson Self-Respect instrument (JSR), which measured self-respect as a unidimensional construct. The reliability estimate of the scores from the JSR reached an acceptable α = .82. Fit indices (RMSEA = .031, SRMR = .037, CFI = .982, and TLI = .977) from the confirmatory factor analyses (CFA) signified a well-fitted hypothesized model of self-respect that existed as a unidimensional construct. Additionally, the CFA revealed that the construct of self-respect, and self-esteem was generally distinct, and the strength of the correlation between the two constructs was moderately positive (r = .62).

This study is a mixed-method study that seeks to develop a set of institutional dementia care indicators to evaluate quality of care and inform the improvement of quality of life (QOL) for Taiwanese people with dementia living in care homes. It also uses comparative analysis to compare the different features of policy and its delivery in dementia care between Scotland and Taiwan, a comparison designed to aid the development of dementia care policy, and the establishment of quality indicators for institutional dementia care, in Taiwan. This study employed the person-centred care approach at the micro perspective, and the total quality management (TQM) approach at the macro perspective, in order to inform a seamless care model for people with dementia living in care homes. Data were collected in two stages: comments from experts in dementia care were recorded in an exercise using “Delphi” methodology; subsequently the opinions of service receivers were recorded in a fieldwork exercise. The Delphi exercise (stage one) acted as the pre-test, involving 24 experts in dementia care in Scotland and Taiwan in evaluating the usefulness and applicability of proposed quality indicators for institutional dementia care. Quantitative and qualitative data from the Delphi panel were analyzed. The fieldwork (stage two) collected 237 questionnaires (from 122 residents with dementia and 115 family members) in 14 Taiwanese care homes for people with dementia (including special care units within care homes). The field test data were analyzed using reliability and item analysis, confirmatory factor analysis (CFA), and descriptive and inferential statistics. Initially, 43 proposed quality indicators for institutional dementia care were identified through literature review. However, after two Delphi rounds, only six key dimensions (41 quality indicators) were identified by consensus as the important items for use in measurement of quality of care for people with dementia living in Taiwanese care homes. Through reliability and item analysis, and CFA, this research developed a model which is a three-factor structure (social care, health and personal care, and environment) with 18 quality indicators. The 18 quality indicators have high reliability, validity, and credibility and load onto a second order factor which represents quality of care for people with dementia living in care homes. Further analysis was then conducted to explore how relative ratings on these three factors differed according to measured characteristics of the residents and their family members. In general, only a few strong patterns of difference emerged and multiple linear regression analysis suggested that differences in ratings could not be attributed to influences of socio-economic and socio-demographic differences between respondents. The study concludes that the Delphi method could be used as a methodology for health services research to integrate the opinions of multidisciplinary dementia experts and that CFA is an effective technique to study the empirical factor structure. The findings suggest that the 18 quality indicators could be suitable criteria for people with dementia and their family members to evaluate care quality and select an appropriate care home. The indicators also have important policy implications for the Taiwanese Government and regulations intended to ensure that care homes meet the requirements of service receivers.

D. Tech. (Business, Logistics, Faculty of Management Sciences) Vaal University of Technology / The effective implementation of intra-firm and inter-firm supply chain practices and processes such as supply chain e-collaboration and sharing of important information among supply chain partners, is commonly associated with the creation of supply chain competitiveness and enhanced performance. However, little attention has, thus far, been given to the empirical investigation of the influence of the successful implementation of intra-firm supply chain practice on supply chain e-collaboration, strategic information sharing, supply chain competence and supply chain performance in South Africa. The principal objective of this study was to fill this void by investigating the influence of intra-firm supply chain practice on supply chain e-collaboration among supply chain partners in South Africa. Secondly, the study sought to determine the influence of supply chain e-collaboration on strategic information and supply chain competence among supply chain partners in South Africa. It also aimed to examine the influence of strategic information sharing on supply chain competence and ultimately on the supply chain performance of supply chain partners in South Africa. Lastly, the study sought to ascertain the influence of supply chain competence on supply chain performance of supply chain partners in South Africa. A positivist approach that allowed a quantitative research method in data collection was used in this study. Data from a sample of 280 collaborating firm owners/managers from all the industries of South Africa’s nine provinces was used for the final data analysis of this research. A principal component analysis was performed for factor reduction and dimensional groupings using SPSS 21 software. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were performed for model fit assessments and hypotheses tests respectively, using the Analysis of Moments of Structure (AMOS 21) software. Multiple Regression analysis was performed using SPSS 21 software, and was used for comparison and support of the weak and unsupported SEM hypotheses tests. The principal finding of this study reveals that intra-firm supply chain practice has a strong positive and significant influence on supply chain e-collaboration among supply chain partners in South Africa. In addition, the results showed that supply chain e-collaboration can strongly and significantly enhance the sharing of strategic information among supply chain partners in South Africa. The findings further revealed that supply chain e-collaboration has an ability to create a supply chain competence among supply chain partners in South Africa. The study’s empirical findings also indicate that strategic information sharing has a weak positive and significant indirect influence on supply chain competence and supply chain performance. Lastly, the SEM findings showed that supply chain competence has a weak negative and insignificant influence on supply chain performance. However, the multiple regression analysis showed a weak negative and significant influence of supply chain competence on the supply chain performance of supply chain partners in South Africa. The conclusions and implications of the empirical research findings are provided and recommendations are suggested. The study suggests a new supply chain management conceptual model for research. It also proposes a new supply chain management implementation framework to help guide firms to formulate strategies for improving supply chain performance. The study recommended that the collaborating firm owners/managers consider: training and education for all employees on the importance of supply chain practices and processes such as supply chain e-collaboration and strategic information sharing. Furthermore, it is recommended that collaborating firm owner/managers should consider adopting advanced technologies and information sharing structures to improve their supply chain performance. The collaborating firm owner/managers were also encouraged to align their incentives with the supply chain roles and activities assigned to the supply chain partners. Policy makers were encouraged to make e-business financing arrangements for supply chain collaborating firms; promote synergies between collaborating small and mediums firms and large technology vendors; and ensure affordability of supply chain e-collaboration technologies. The study attempted to address the intra-firm supply chain practice deficiencies on the side of both the supply chain e-collaborating firms and the government. / Research Hubs and Spokes

Michael Moore's theory of transactional distance, developed in the age of correspondence schools, contributed greatly to theory building in distance education. The theory needs revision, however, when applied to web-based learning environments, specifically by defining transactional distance to include students' relationships with other elements in the learning environment that prohibit their active engagement with learning. The new theoretical model of transactional distance has four dimensions: transactional distance between student and student (TDSS), transactional distance between student and teacher (TDST), transactional distance between student and content (TDSC), and transactional distance between student and interface: online course management system (TDSI). A preliminary item pool of more than 200 items to measure the constructs of TD, TDST, TDSS, TDSC, and TDSI was generated and sent to a panel of experts for review. Items that the reviewers considered weak or very weak in terms of relevance to the constructs and/or clarity and conciseness were eliminated. After a pilot test and further revisions, the proposed scale of transactional distance was administered to a sample of 100 college students. Confirmatory factor analyses and exploratory analyses indicated that the measurement models, especially after modifications, possessed good fit for the data, and the modified scales possessed factorial validity. Reliability analyses indicated that the scales possessed strong internal consistency, with Cronbach alpha coefficients ranging from 0.8169 to 0.9530. Structural equation modeling procedures tested for the causal relationship between the four dimensions and students' general sense of transactional distance in web-based courses. Results indicate that the proposed model of transactional distance is acceptable. The strongest factor that affected students' sense of transactional distance and engagement with learning was found to be transactional distance between student and students (TDSS), followed by transactional distance between student and teacher (TDST), and then by transactional distance between student and content (TDSC). The findings have implications for the development of a revised theory of transactional distance in online education, and provide strong support for constructivist learning theories and social learning theories, reinforcing the importance of establishing learning communities in online learning environments.