The iPad and other mobile devices have become so popular over the past few years that many school districts are purchasing these devices and implementing them in the classroom with little to no research. Because there has been no previous research at one rural school district in Michigan, the primary purpose of this quantitative causal-comparative study was to investigate the effects that a 1-to-1 iPad initiative program has had on only 11th grade student achievement and determine if 11th grade students' test scores on the Michigan Merit Exam in the areas of mathematics, science, and social studies for each school year from 2007 to 2016 have improved, declined, or stayed the same. The framework for this study was rooted in Kearsley and Shneiderman's engagement theory, which specifically applies to technology-based learning environments. A repeated measures analysis of variance was used to compare the standardized test scores from 2007 to 2016, with the scores as the dependent variables and the introduction of the iPad technology as the independent variable. Student characteristics of gender, ethnicity, and socioeconomic status were covariates. The findings from this study indicated that the iPad has improved standardized test scores at this local high school and therefore this school district should continue the promotion and investment in mobile learning devices and other technologies. The resulting policy recommendation from this study prompts the local school district to pursue the expansion of a 1-to-1 iPad program or other mobile learning device in the current curriculum to help increase student achievement on standardized tests. The incorporation of Apple's iPad in the classroom has potentially created a solution to help students increase academic performance and achieve higher levels on standardized and state tests.

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The purpose of this study is to examine how activities are looked upon, organized and put into practice at homes designed for the elderly. To achieve this we have done a survey study, based upon the caregiver´s point of view regarding the subject activity. The result of this study has been interpreted and analyzed with help from the engagement- and disengagement theories. The result shows us that the caregiver´s find the term activity slightly abstract, and rather difficult to define. All of the caregiver´s did agree on the matter that it’s good to activate elderly people and that the elderly people are activated at a large extent. The result also shows us that it’s not always the elderly people’s own wishes and desires of activity that gets organized and put into practice at homes designed for the elderly. In conclusion we find the engagement theory to be very dominant in the thoughts and actions of caregiver´s in Swedish geriatric care, rather than the disengagement theories.

Bakgrund Ett ökat engagemang har under de senaste åren noterats på den svenska börsen och intresset för aktier är det starkaste sedan år 2004. Forskning har tidigare studerat engagemanget på börsen utifrån demografiska faktorer, däremot identifieras en kunskapslucka som medföljt med det ökade engagemanget där en ny och utvecklad empirisk grupp noterats. Syfte För att bidra till en förståelse om engagemanget på den svenska börsen syftar denna studie till, med hjälp av en kvantitativ metod, att kartlägga engagemanget på den svenska börsen utifrån de demografiska faktorerna kön, ålder och utbildningsnivå. Metod Denna studie har tillämpat en kvantitativ metod med en deduktiv ansats och en tvärsnittsdesign. Det empiriska underlaget har samlats in med hjälp av en digital enkätundersökning där ett sannolikhetsurval applicerats. Materialet bestod av användbara svar från 116 respondenter som vidare har analyserats med hjälp av korrelationsmatriser, bi- och multivariata regressionsanalyser. Resultat Analysen som genomförts påvisade att kön har ett negativt signifikant samband med engagemang på den svenska börsen, medan ålder och utbildningsnivå inte har visat på ett signifikant samband till variabeln. Slutsats Ett negativ signifikant samband har identifierats där män konstateras ha ett högre engagemang på den svenska börsen än kvinnor. Därutöver har inget ytterligare samband fastställts, ålder och utbildningsnivå kan alltså inte användas vid kartläggning av engagemang på den svenska börsen. / Background In recent years, an increased level of enthusiasm on the Swedish stock market has been recognized, which has not been noted since 2004. While prior research has explored the engagement of individuals on the stock market based on demographic factors, a knowledge gap has been identified with regards to this increased engagement. Specifically, a new and evolved empirical group has been noticed, which warrants further exploration. Purpose In order to contribute to an analysis of the engagement on the Swedish stock market, this study aims to, with the use of a quantitative method, map the engagement on the Swedish stock market through the demographic factors gender, age and education level. Methodology This study utilizes a quantitative method with a deductive approach and a cross-sectional design. The empirical data has been collected through a digital survey where a probability sample was used. The material consisted of 116 appropriate answers, which were further analyzed with the assistance of correlation matrices, bi- and multivariate regression analyses. Results The analysis conducted demonstrated a negative significance between gender and engagement on the Swedish stock market, while no significance could be observed between the variable studied and, age and education level. Conclusion The negative significance that has been identified indicates that men have a higher engagement rate on the Swedish stock market compared to women. No further relation has been established, resulting in that age and level of education cannot be used to map the engagement on the Swedish stock market.

The U.S. Office of Personnel Management reported the productivity levels of the American multigenerational workforce decreasing as leaders strive to actively engage employees to improve organizational output. The purpose of this qualitative single case study was to explore what leadership strategies federal government managers use to engage a multigenerational workforce. The conceptual framework consisted of Kahn's employee engagement theory and Strauss and Howe's generational cohort theory. The sample consisted of 3 federal government managers within metro Atlanta, Georgia who had successfully managed a multigenerational workforce, demonstrated through the feedback they received from their employees. Data were collected using face-to-face semistructured interviews and a review and analysis of company documents. Data analysis consisted of applying Yin's 5 step data analysis process, and member checking and methodological triangulation of the data strengthened the trustworthiness of interpretations. Emergent themes included generational differences; strategies for working with multigenerational differences; and strategies for engaging a multigenerational workforce. The most effective strategies involved training, communication skills, and team building. Findings from this study may contribute to social change by providing federal government managers with the framework for understanding and engaging its multigenerational workforce, which can result in promoting positive relationships between coworkers, families, and communities. Positive relationships in the workforce may increase employee morale and motivation and decrease employee turnover and the unemployment rate.

In a time where some 2.4 billion Internet users exist worldwide, children are increasingly impacted by the Internet's influence, both directly and indirectly. With technology now playing a significant role in childhood learning and social development, many unforeseen shifts are occurring that will ultimately impact lifespan development. Although researchers have provided mixed results concerning the impact of the Internet on learning and social development, the body of evidence indicates that veteran K-8 educators who are comfortable and experienced with the Internet view it more favorably. This grounded theory study systematically generated the multisystem technological engagement theory (MSTET) to explain the impact of the Internet on childhood learning and social development. Semistructured interviews were conducted with 14 self-identified veteran K-8 educators. Analysis of the data was conducted using a 3-tiered method of coding that was verified through the process of triangulation and member-checking. Results of this study indicate that the veteran K-8 educators perceived the Internet's impact as positive, given a specific set of conditions: experience and comfort with the Internet, collaboration with parents, a healthy balance between face-to-face and online social interactions, boundaries, and maximization of benefits from available information and resources. These findings may enhance social change initiatives by providing an evidence basis for both targeted instruction and school counseling practice that facilitates healthy K-8 learning and social development in the Internet Age.

abstract: Engagement as a concept and emerging theory has been explored, but key elements have not been clearly described, and as such, work has not been comprehensive in nature. Research was needed to explore the concept and theory of engagement in general, as well its application to the study of volunteer tourism. Additional research was also needed to incorporate youth perspectives of a volunteer tourism program, along with exploration of engagement impacts on program youth. The purpose of this case study was to explore participant engagement in a volunteer tourism youth education program and impacts on program youth as perceived by program participants (volunteer tourist teachers, adult residents, and program youth). Confined within the Engagement Theoretical Framework, data were retrieved from nonprofit documents and websites, researcher observations, individual interviews, and focus groups (two focus groups used participant generated photo elicitation method). Findings suggest participant engagement in a volunteer tourism program is related to the themes of connection, communication, and hope. The primary reason participant engagement in this program is due to the Mpingo (tree), the symbolic bridge between community members and volunteer tourist teachers. This culturally relevant symbol has linkages to the study of signs (or symbols) called semiotics. Through volunteers traveling to this area to teach, this culturally relevant symbol helps to connect, aids in the communication between, and gives hope to, participants. Significant contributions of this study to literature include: volunteer tourist and community member engagement plays an important role in the planning, and the sustaining, of volunteer tourism community development programs today; program youth perspectives about program impacts may result in prospective youth leadership and future adult civic engagement; program skill matched volunteers are likely to be repeat volunteers which leads to group cohesion and program sustainability; and the major theme of hope appears to be a significant motive for program participation in a community development project. In terms of deep meaning ascribed to culturally relevant symbols, this unique finding contributes to engagement research by understanding there are multiple dimensions involved in a diverse group of participants engaged in a specific community program. / Dissertation/Thesis / Doctoral Dissertation Community Resources and Development 2018

This study seeks to answer the overarching question of how the use of a digitally delivered arts curriculum, including a virtual museum environment, affects teacher's perceptions of curriculum integration and whether they believe it is successful in the classroom. This study is based on the analysis of archival data collected during a pilot study that was conducted in the fall of 2016 and spring of 2017. This pilot study used a qualitative, descriptive approach and included the use of surveys, interviews, focus groups, and observations. The main focus of this study was on the experiences of a selection of educators who took part in the pilot study and summer training sessions to determine the successes and challenges they faced as they sought to the implement the experimental digitally delivered arts curriculum. The results of the study should improve the field's understanding of how virtual environments and technology can influence teacher experiences and perceptions of their potential value for learning as they continue to take hold in public schools worldwide.

[pt] Práticas didáticas realizadas são ditas como invisíveis e misteriosas. Professores críticos e reflexivos são o objetivo máximo de qualquer curso de formação de professores. O objetivo deste estudo é investigar se o trabalho de documentação do professor pode ser considerado como um instrumento que promove reflexão, e que revela as cenas pedagógicas (Margolinas e Rivière, 2005), e o conteúdo utilizado para o planejamento e o ensino. O estudo foi realizado na cidade do Rio de Janeiro (Brasil). Visitamos 80 escolas públicas de ensino fundamental II de todas as 11 corregedorias regionais de educação (CREs), falamos com cerca de 200 professores, coletamos 78 questionários de uma amostra intencionalmente selecionada, e conduzimos um grupo focal e 12 entrevistas semi-estruturadas. Utilizamos grounded theory para analisar os dados de acordo com os conceitos fundamentais do nosso referencial teórico: reflexão, documentação pedagógica e TIC na educação. Os resultados indicaram uma interação entre professores e recursos disponíveis (foco nos recursos digitais) para organizar, criar, expandir (extend), transformar, remixar, e compartilhar conteúdo, sugerindo uma atitude reflexiva por parte dos professores durante o seu trabalho de gênese documental. Nós investigamos especificamente o trabalho de documentação do professor, o que o compõe: motivações, intenções e uso. O material observado (oral, concreto, e virtual) indicou que a motivação do professor é mais instrumental e pragmática, com poucas intenções transformadoras; além disso, houve pouca evidência de uma reflexão proativa, deliberada e intencional, como por exemplo um olhar retroativo para as práticas recém realizadas. No entanto, suas atitudes e opiniões sugeriram um interesse genuíno na melhora de suas práticas e uma crença de que esta melhora pode ser promovida através de ferramentas digitais; no caso o trabalho de documentação sendo reconhecido como um caminho promissor. Nossa discussão indica as limitações do nosso referencial teórico para explicar a gênese documental do professor e como ela se relaciona com uma postura reflexiva. Nós reconhecemos a necessidade de uma teoria que reconheça e explique a agência da matéria (no nosso caso, das tecnologias digitais), como a Teoria Sócio Material (Material Engagement Theory - MET). / [en] Enacted teaching practices are invisible and mysterious. Critical reflective teachers are the ultimate goal of any teacher training. The goal of this research is to investigate whether teaching documentation work can be considered an instrument for fostering reflection, and to reveal pedagogical scenes (Margolinas and Rivière, 2005) and the contents used for planning and teaching. The study was carried out in the city of Rio de Janeiro - Brazil. We visited 80 public middle schools in all 11 educational districts, we talked to about 200 teachers, conducted 78 surveys based on an intentionally selected sample, and conducted one focus group and 12 semi-structured interviews. We used grounded theory and results were analyzed in light of the fundamental concepts in our theoretical framework such as reflection, documentation work, and ICT in education. Our results indicated an interaction between teachers and available resources (focus on technical, digital resources) to organize, create, extend, transform, remix, and share content, suggesting teachers reflective attitude during documentation genesis. We specifically investigated pedagogical documentation work and what it entails: motivations, purpose and use. The (oral, concrete, and visual) materials observed indicated that teachers motivation was more instrumental and pragmatic, with few transformative intents; moreover, there was little evidence of proactive, deliberate and intentional reflection such as retrospection on the practices just realized. Nevertheless, their attitudes and opinions suggested their genuine interest in improving their practices, and they believe that this can be stimulated through digital tools, recognizing documentation as a powerful one. Our discussion points to the limitations of our theoretical framework in explaining teachers documental genesis and its relation to reflective attitude. We acknowledge the need for a theory that recognizes and explains material agency (in our case, of digital technology), such as the Material Engagement Theory (MET).