Thesis (Ph. D.)--Joint Doctoral Program in Educational Leadership (California State University, Fresno and University of California, Davis). / Typescript. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 176-186). Also available via the Internet.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 216-223).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 216-223). Also available in print.

The purpose of this study was first to determine factors associated with intellectual reputation, specifically among selected biomedical departments worldwide within the university setting. Second, the study aimed to examine intellectual reputation in relationship to doctoral graduates’ productivity in the biomedical sciences and in relationship to organizational biomedical advancement and productivity. Third, the study aimed to visualize a spatial relationship between intellectual reputation and local organizational biomedical advancement and productivity in the United States and the United Kingdom. Finally, a simulated research-based model was proposed for understanding hospital productivity. The study used quantitative analysis in order to achieve these goals. The Geographic Information System (GIS) and Geocommons were used to visualize possible relationship between universities and hospitals in different regions. The findings from this study suggest that the university’s research intensity, having a Nobel Laureate on staff, Hirsch Index of the most prominent researcher on staff, scientific patent, scientific publications, and affiliation with multiple countries are good predictors of intellectual reputation. Correlation analysis suggests that university intellectual reputation is associated with doctoral graduates’ productivity. When examining the relationship between the university and hospitals, university intellectual reputation was positively correlated with hospital biomedical advancement, r= .445, p =0.001. Hospital productivity was significantly correlated with university intellectual reputation, r= .322, p =0.001. University intellectual reputation was significantly correlated with hospital capacity to absorb knowledge (r= 0.211, p =0.005) and knowledge spillover (r=.242, p =0.001). Regression analysis reveals that hospital capacity to absorb knowledge and knowledge spillover are good predictors of hospital biomedical advancement, F (2, 176) = 52.637, p = 0.001. Hospital capacity to absorb knowledge, affiliation with a university, intellectual reputation of the affiliated university, and distance between the hospital and the affiliated university were shown to be good predictors to hospital productivity, F (4, 106) = 11.115, p = 0.001. Visual examination of the hospitals suggests that when the universities publish at a large quantity, this tends to influence the hospitals within the area to publish a large quantity as well. Additionally, hospitals that are more productive tend to cluster around universities with higher intellectual reputation. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Rapid reform in the vocational education and training sector within Australia has driven the need for a more flexible approach to the delivery of education and training. One facet of such flexibility is Open Learning. Currently there is little research on Open Learning within the training sector on which planning decisions can be based.A model of educational productivity (Walberg,1981) has been proposed in the research literature to investigate relationships between key factors such a student antecedents, learning environments and learning outcomes. The Walberg model has been employed in this current study to explore how these factors may be studied in an Open Learning environment and a more Traditional Learning environment within the vocational education and training sector. The research design is a comparative description, utilising techniques from both quantitative and qualitative paradigms.A major aspect of this current study has been to investigate the constructs proposed by Walberg's Productivity Model and source appropriate instruments to measure these constructs. Where the appropriate instruments were not available, a process of instrument development and validation was conducted.The research has identified Walberg's model as being a valid frame of reference within the Vocational Education and Training sector. As expected, significant differences between the Open Learning environment and the Traditional Learning environment were apparent for the measures of Classroom Environment. Of interest, however, was that the productivity factor of Quantity, for students studying in both learning environments, was shown to have a negative relationship with achievement. While small differences were apparent for other factors, generally, the relationship between productivity factors and educational achievement was seen to be similar for both the Open Learning and the ++ / Traditional Learning environments.The findings of the study should be of significance to a range of people involved in the Open Learning environment, including decision makers in the areas of educational policy, curriculum design and implementation, administration and teaching.

This study investigated the effects of choice making on the on task behavior of two students with learning disabilities in the inclusionary setting. These participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in this particular spelling class. A reversal design demonstrated that on-task behavior increased when students were given a choice of academic assignments. The acceptability of the treatment was also positive from the general education teacher and the students themselves. The findings show that choice does promote on-task behavior for students with learning disabilities in the inclusionary classroom. / Department of Special Education

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 8, 2008) Student awarded a Master of Arts in Economics and a Master of Arts in Statistics. Includes bibliographical references.

Title from PDF of title page (University of Missouri--Columbia, viewed on February 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Vicki J. Rosser. Vita. Includes bibliographical references.

D.Ed. (Educational Psychology) / There is a growing consciousness of the importance of productivity improvement in the Republic of South Africa as a solution to economic problems like poverty, unemployment and. the growing inflation rate. The problem has grown to such proportions that the organizing committee of the President's Council recommended in May 1987 that the school has to play an important role in the education of children to become productive workers. A solution to the problem of the lack of growth in productivity which has not as yet received the necessary attention, is the role time plays in the economy. It is especially people's perception of time and the accompanying attitudes towards the utilization of time that is important. In this regard education and guidance-can play an important role, as this aspect has rightly to do with the creating of children's perceptions and attitudes. To date, little research results are available on the time perception of individuals. Empirical data where the relationship between time perception and productiveness is explored is not readily available in present literature. Research was therefore undertaken on the time perception of children and adults A newly designed questionnaire was used for this purpose. The questionnaire was completed by 6 840 pupils, 253 teachers and 297 bank officials. Concerning validity and reliability, a principal component factor analysis (PCA) was followed by a principal factor analysis (PFA) in a first order analysis. The first order analysis was followed by a second order PCA and PFA. The variables resultinq from this factor analysis procedure were then subjected to an item analysis. The identified variables, i.e. passive fatalistic and Actiye integrated time perception were used to investigate the difference in time perception of the different groups. There upon a study was made of the relationship between the time perceptions of pupil and their productiveness, based on the children's school performance. Similarly the time perceptions of adults were studied in relationship to their productiveness as measured by the performance evaluation as done in their occupational situation. Multivariate (MANOVA & Hote~ling's Tsquare), as well as univariate (ANOVA, Scheff6 and Student test) hypotheses on population group, sex, standard, qualification, age, language and religion were tested. significance was tested on the l' and 5' level. From the findings of the study the following emerged: * A general tendency exists that prod~ptive pupils, bank officials and teachers, have a higher average scale value on active integrated time perception in comparison to less productive people. On the other hand, less productive people have a higher scale value on the passive fatalistic -e time perception in comparison to productive people * Significant differences exist between the average scale value of productive people in comparison to less productive people obtained on a time perception scale. This is true within each population/language group, as well as when groups are compared. * Both in the case of age and improved qualifications, it was indicated that less productive as well as productive people's averages on active integrated time perception scale~ increase with age and higher qualifications. * There are significant differences between the time perception of productive and less productive people within the different religions.