Thesis (Ph. D.)--University of Wisconsin, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis--University of Wisconsin-Madison. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1980. -- 22 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 266-275).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 118-126).

<p> Embodied practices are central to the cultivation of nursing presence, but are rarely taught in nursing programs. This study proposed the use of brief embodied learning practices embedded in a nursing course. It quantitatively and qualitatively examined the impact of such a program experienced by 22 first-semester students in a registered nursing program. Embodied meditation (e.g., sensing and shifting attention to the body) and inquiry exercises (e.g., interacting with others while remaining fully present in oneself) were introduced in theory and skill lab classes during an 8-week Foundations of Nursing course taught in the spring semester of 2017. Fourteen students completed the embodied learning program as well as pretest and posttest questionnaires. Eighty-six percent of participants reported increased scores on embodied presence as measured by the Five Facet Mindfulness Questionnaire (FFMQ). Their posttest score on the FFMQ was greater than their pretest score with a moderate to high effect size (<i>p</i> &lt; .05, <i>d</i> = .75). A majority of participants reported positive changes in their wellbeing, learning ability, learning outcomes, relationships with patients, and satisfaction with the instruction of embodied learning, as measured by an Impact Questionnaire. Participants&rsquo; satisfaction with embodied learning was greater than their satisfaction with conventional instruction (<i>p</i> &lt; .05). The study found a positive correlation between increases in participants&rsquo; FFMQ scores and their overall exam scores in the course (<i>p</i> &lt; .01). Qualitative data from a focus group aligned with the quantitative findings. The results suggest practice guidelines for teaching embodiment within the context of content learning in nursing courses.</p><p>

<p> An education benefit available to all corporate and franchisee employees of the large quick service restaurant (QSR) under study is an opportunity to achieve a high school diploma at no cost by enrolling in online high school (OHS). The purpose of this research was to explore the role of Thomas Gilbert&rsquo;s behavior engineering model factors&mdash;information/data, resources, incentives, knowledge/skills, capacity, and motives&mdash;in helping 15 QSR employees to graduate from an OHS program. This study was warranted because in order to improve employee OHS graduation rates, the QSR under study needed to better understand and cultivate the success factors for OHS program completion. A basic qualitative methodology was used for this study and semistructured telephone interviews were conducted as the primary form of data collection. Thirty online learner success themes were synthesized from the data during the analysis process. Technology, and study skills were the only factors identified by all 15 study participants as being factors in their program success. The most influential online learning success factors reported by study participants were design of instruction, program policies, the role of the academic coach, program accessibility, and student characteristic of persistence/determination. Lack of time to complete OHS lessons was the top challenge to success shared by study participants. The online learning success factors that are currently in place at OHS and the QSR under study and are recommended to continue include 24/7 availability of the program, accepting transfer credits, the role the academic coach, the ability to retake tests, and the QSR under study covering the cost of the program. Recommendations to improve QSR restaurant environmental success factors include increased OHS program follow-up by QSR corporate and franchise leadership, scheduling OHS lesson completion time on restaurant schedules, and providing a reliable computer/tablet.</p><p>

<p> The topic of this study was student motivation and intention to graduate at a for-profit university. The research problem addressed is only 23% of bachelor&rsquo;s degree-seeking students at for-profit universities persist to graduate within six years. Students who leave without graduating incur more debt and earn less money over time. Grounded in an integration of self-determination theory and the theory of planned behavior, the purpose of this quantitative, casual comparative study was to predict student intention to persist to graduate based on motivational profiles. Cluster analysis revealed two distinct motivational profiles (internally motivated and externally motivated) of 158 students at an online, private, for-profit university. Differential tests indicated attitude and subjective norms were significantly different between the two profiles. The significant differences between the two profiles offers support for the multidimensional nature of motivation as argued by self-determination theory. Therefore, is recommended that future research adopt a person-centered approach in investigating student motivation. However, no differences were found between motivational profiles and intention to graduate. Regression analysis confirmed motivational profiles did not predict intention. The lack of difference between motivational profiles and intention challenges the integration of self-determination theory and the theory of planned behavior. Since all students in this study had high levels of intention to graduate, but only 31% are graduating at this university, it is recommended that future research use a longitudinal approach to investigate the sustainability of distinct motivational profiles. The results offer insights into the motivations of bachelor&rsquo;s degree seeking students attending a for-profit university. Over two-thirds of the students in this study exhibited external forms of motivation. It is recommended practitioners employ methods to increase autonomous forms of motivation in the online, for-profit educational setting.</p><p>

<p> There is growing interest in teaching K-16 students where food comes from and how it is grown, as evidenced by school gardens, farm-to-school programs, majors related to food systems, student farms on college campuses, and campus sustainable food projects. Many of these programs, however, do not necessarily highlight social inequities embedded in food systems or engage with the people who feed us, including slaughterhouse workers and restaurant workers. Moreover, there is currently little documentation and analysis of the few programs that highlight food workers and their experiences. Given the dearth of research on the practice of critical food systems education, I designed and researched a 10-week, seminar-style undergraduate course titled &ldquo;Making Visible the People Who Feed Us: Labor in the Food System&rdquo; that I taught over three academic quarters. Using teacher research methodology, this qualitative study explores how three cohorts of 18 students in the course responded to multicultural texts that reflect diverse, marginalized perspectives of food workers, many of whom are people of color, women, and/or undocumented. Following the reflective and reflexive tradition of teacher research, I also reflect on my teaching practices, consider how my biases affected my teaching, and elaborate on tensions that emerged as I taught the course. Data sources included student work, field notes of each class session, post-course and 6-11-month follow-up interviews, and entries in my reflection journal.</p><p> Findings from this study indicated a wide range in terms of how students responded to multicultural texts about food workers, depending on students&rsquo; prior knowledge and experiences. Some students showed a variety of emotions, from frustration to sadness, or expressed appreciation or respect toward the workers, especially if the workers&rsquo; experiences resonated with the students in some way. Other students took a critical, analytical stance, drawing on their prior knowledge of structural inequities. Still other students, especially those who had prior knowledge of the food system, showed resistance, whether by questioning the actions of the people in the texts or questioning the content and authors of the texts. In addition, some students showed evidence of taking on different perspectives that conflicted with their prior beliefs, whether with respect to immigration or the American Dream.</p><p> Ultimately, I advance three arguments in this dissertation. One is that multicultural texts about food workers have the potential to encourage students to make a wide range of connections with their prior knowledge or experiences and to try on or entertain multiple perspectives that underlie labor and social justice issues more broadly. Another is that the food system is a rich context for inviting students to think critically about a variety of social justice issues embedded in society. And a third is that educators who teach about labor and social justice issues in the food system need to be both reflective and reflexive with respect to their own teaching practices and grapple with pedagogical questions that have ethical implications.</p><p>

<p> Adult education is a reciprocal relationship between adult learners and adult education practitioners. As such, it is essential to understand the experiences of adult educators and adult education practitioners as they teach adults. This study focuses on how ideas about race and racism are examined in the graduate-level classroom and the adult learners&rsquo; experience as they focus on subject matter that challenges their assumptions and forces them to create new understandings about race. This study examines, through the portraiture methodology, the experiences of a White researcher and the adult learners engaging in dialogues about race in a CRT course. </p><p> The findings of this study include an examination of my role as a White researcher engaging in dialogues in this CRT course, including an inquiry into my silences, trepidation, and feelings of helplessness during the classroom interactions. I also examine the ways in which the adult learners who participated in this course communicated their ideas to their peers as well as the understandings and misunderstandings of the themes presented in the course.</p><p>

<p>ABSTRACT This study?s purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain growth and learning supported by positive math mindset. Young adult public charter high school at-risk students were surveyed before and after completion of the experimental intervention to measure their perceptions in the domains of Math Mindset, Math Anxiety, and View of Math. The results revealed significant differences in the treatment group?s pre-to post-test perceptions in all three math domains (p < .001) Comparison between the experimental and control groups were conducted, revealing significant differences between the two group in all three domains of math. These results point to the effectiveness of the experimental curriculum and instructional techniques to positively impact students? perceptions of Math Mindset, reduction of Math Anxiety, and improvement in View of Math. Keywords: [mindset, mathematics, math anxiety, view of math, math curriculum, education, at-risk]

The purpose of this research was to investigate the education and training of retail managers through management training programs in three apparel retail organizations and to inform educators and retailers about recommended retail management training practices in order to better prepare their students and employees. Methodology was based on qualitative research, using the multiple-case study method, with an open-ended questionnaire type of interview. Interviews of apparel retail managers and trainers gave insights into the objectives of the study. These objectives were to review: (a) the content of education and management training programs used by three apparel retailers, (b) the training methods, (c) the assessment tools, and (d) the evaluation techniques used in those training programs. The findings show that, since the restructuring of the selected companies during 1995 and 1996, overall educational reimbursement had decreased. Training programs used both on-the-job and classroom methods, and were conducted primarily in stores. Managers were responsible for most of the training. Participants of the study perceived the goals of their company's management training to be profit, managerial continuity, employee development, and career or self-improvement related. Assessment tools varied, with observational techniques, examinations, self-evaluations, and reviews reported. Participants commented on the lack of overall program evaluation, training consistency, and communication. Conclusions of the study indicate that apparel retail management training content was limited in technological advances and had little content pertaining to the changing demographics of employees. Methods and assessment tools used in training were conducive to learning. Program goals and objectives were not always clearly defined. Evaluations of the overall effectiveness of a training program were rarely conducted. Recommendations to retailers and educators were to: (a) update programs to meet the technological and human relation needs of a changing retail environment, (b) consider all company employees as potential trainers, (c) utilize different assessment techniques and methods of teaching, (d) standardize and evaluate training programs, (e) improve communication among retail company personnel, and (f) continue to develop curricula that include communication, feedback and assessment techniques, and field practica.