abstract: The statement that all children will learn, grow, and develop to realize their full potential referenced continuously by educators seems to have little impact on schools in numerous school districts across the country. The Early Childhood Education programs continue to dwindle down and are the first to be cut from the budget, such as the pre-school/Early Childhood programs in each school. Administrators and policymakers tend to focus on the latter years instead of the early childhood years which are from pre-natal to eight. There have been few research studies on early childhood education in regard to family unit activities. Research does say that parents who are active in their child’s learning and school activities are positively associated with learning and school outcomes. Many parents take matters into their own hands and have started to prepare their children for school readiness and are not leaving it to the school system. This topic is the focus of this research: How parents get involved and what kinds of activities they do with their children to prepare them for school life. Twenty-five questions with sub questions were compiled in a survey that was administered to a sample of parents in three schools in the Gallup McKinley County School District located in Gallup, New Mexico, a small community with a population of 21,678 and over 100 diverse cultures. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2016

Nous posons deux questions : quels sont les facteurs qui influencent l’engagement de chercheurs dans la vulgarisation ? quels effets, pour lui-même, un chercheur peut-il tirer de la vulgarisation ? Après un historique synthétique brossant différents paradigmes de la communication publique des sciences, nous explorons 20 enquêtes réalisées entre 1967 et 2014. Celles-ci interrogent les chercheurs. Nous les critiquons une à une et dégageons certaines tendances. La vulgarisation a globalement « bonne presse » et l’engagement des chercheurs semble faible mais robuste. Les études de type « enquête d’opinion » tendent à laisser déclarer le diagnostic et les préconisations aux chercheurs eux-mêmes, d’autres utilisent des modèles théoriques, moins déclaratifs, et des divergences apparaissent autour l’influence du « regard des autres » notamment. La question des effets n’est pas analysée. Pour explorer plus avant nos deux questions, nous utilisons deux démarches. D’une part adapter un modèle théorique, la théorie du comportement planifié, au corpus des doctorants de l’université de Bourgogne ; d’autre part, profiter de mon expérience de responsable de l’Experimentarium, programme de vulgarisation qui, depuis 17 ans, engage des doctorants. L’enquête utilisant la théorie du comportement planifié détermine des facteurs d’engagement principaux : le comportement passé, l’attitude envers la vulgarisation, l’avis des collègues. Au-delà de tendances générales, des analyses multifactorielles permettent de mieux cerner, au cas par cas, les facteurs qui influencent l’engagement de chacun. Chaque doctorant a une histoire. L’observation de l’Experimentarium appuie l’influence de l’attitude, du plaisir à vulgariser, ainsi que l’importance de la socialisation conséquente de certaines actions de vulgarisation. Ces critères sont à la fois facteurs d’engagement et effets pour le chercheur. L’importance de « prendre soin » des doctorants vulgarisateurs est soutenue. Elle conduit à une dynamique réconfort - remotivation pour la recherche. L’action réjouissante menée avec des pairs (à qui on peut parler), l’encouragement du public, l’acquisition d’aptitudes pour mieux s’exprimer et cerner son sujet contribuent à « faire exister » le vécu du chercheur et à le dynamiser dans son travail scientifique. Plus généralement, certaines actions de vulgarisation gonflent la pratique scientifique de sens. In fine, nous proposons un schéma définissant trois postures communicationnelles, basées sur des « pelures d’identité » : le soi, le chercheur, le présentateur. Ce schéma explique des effets potentiels en fonction de situations de vulgarisation. Les dynamiques de communication sont causes et conséquences d’ajustements sur ces postures et de la porosité de ces pelures d’identité. Cette schématisation conduit à aborder le concept de réflexivité, constitutif de situations de vulgarisation et qui peut provoquer certains effets sur le chercheur. Ces réflexions invitent à penser la vulgarisation, non comme une tâche ou un devoir à remplir, mais comme une situation qui – si elle est préparée, observée, ajustée et donc réflexive – peut être source d’émancipation pour le public, mais également pour le chercheur. / We examine two questions: what factors influence the engagement of researchers in public engagement activities ? what effects, for himself, can a researcher derive from popularization (or public communication of sciences and technologies : PCST)? After a synthetic history brushing different paradigms of the PCST, we investigate 20 studies carried out between 1967 and 2014. These interrogate the researchers. We criticize them one by one and clear some trends. PCST has generally "good press" and the commitment of researchers seems weak but robust. Opinion-type studies tend to allow the diagnosis and recommendations to be declared to the researchers themselves, others use less declarative theoretical models, and divergences appear around the influence of the "gaze of others" especially. The question of effects is not analyzed. To explore our two questions further, we use two approaches. On the one hand adapting a theoretical model, the theory of planned behavior, to the corpus of PhD students of the University of Burgundy; on the other hand, to take advantage of my experience as head of the Experimentarium, an extension program which, for 17 years, has been hiring doctoral students. The survey using the theory of planned behavior determines the main factors of engagement: past behavior, attitude towards extension, the opinion of colleagues. Beyond general trends, multifactorial analyzes make it possible to better identify, on a case by case basis, the factors that influence the commitment of each one.Each doctoral student has its own history. The observation of the Experimentarium supports the influence of attitude, pleasure to popularize, as well as the importance of the consequent socialization of actions of popularisation. These criteria are both factors of commitment and effects for the researcher. ...These reflections invite thinking about popularisation, not as a task or a duty to be fulfilled, but as a situation which - if prepared, observed, adjusted and therefore reflexive - can be a source of emancipation for the public but also for the searcher.

The risk of losing the most talented workers due to limited career opportunities had become an issue for telecommunication organizations. Talented workers became disengaged when there were limited opportunities for growth and development. To address this issue, human resource practitioners created employee development programs aimed at increasing employee engagement to help retain talented workers. However, data to determine the link between employee development programs, engagement, and retention were limited. The purpose of this qualitative study was to explore managers' and employees' perceptions of how a telecommunication organization's employee development program contributes to employee engagement and to explore employees' experiences resulting from the transfer of learning. Kahn's engagement model and Kirkpatrick's and Phillips's and Phillips's evaluation models provided the conceptual framework for this study. The guiding research questions focused on employees' and managers' perceptions of how the telecommunication organization's employee development program contributes to employee engagement and on employees' experiences resulting from the transfer of learning engagement concepts and activities. Using purposeful sampling, 10 employees who attended the employee development program and 5 managers shared their perceptions and experiences. The thematic analysis of the interview data uncovered 3 themes that are critical for engagement – employee-centric culture, support for career development, and management knowledge needed for real-time support. The implication of the project study was a 3-day professional development workshop for managers. Understanding how the employee development program contributes to employee engagement could offer better ways to retain talents.

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