Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-24T15:27:39Z No. of bitstreams: 1 Renato Przyczynski.pdf: 2517179 bytes, checksum: e844b080b56ae169db7db8ac58436525 (MD5) / Made available in DSpace on 2015-04-24T15:27:39Z (GMT). No. of bitstreams: 1 Renato Przyczynski.pdf: 2517179 bytes, checksum: e844b080b56ae169db7db8ac58436525 (MD5) Previous issue date: 2013-12-10 / Nenhuma / A produção de serviços depende de uma capacidade coprodutiva que considera a interferência dos clientes usuários na prestação, no consumo e no desempenho dos serviços. Investigações empíricas com o objetivo de mensurar as capacidades de coprodução não encontram-se bem desenvolvidos na literatura de gestão de operações de serviços. O objetivo principal desta tese é investigar empiricamente as Capacidades Organizacionais (CORS) e as Capacidades Operacionais (COPS) para a coprodução de serviços de telecomunicações em um contexto B2B, considerando as dimensões antecedentes e os efeitos no desempenho dos serviços. O instrumento inicial com 77 indicadores foi submetido aos procedimentos de item-sorting, validade de conteúdo e validade de construto. Análises adicionais foram realizadas por especialistas em TI e o instrumento foi submetido a teste piloto com gerentes de TI de 37 agências do Banco do Brasil S.A. O coeficiente alpha de Cronbach foi adotado como medida de confiabilidade. Os procedimentos de pré-teste excluíram 33 questões do instrumento e reduziram para 39 o número de indicadores. O modelo de mensuração ficou estruturado através de quatro construtos operacionalizados como CORS: normas e procedimentos, qualidade da integração com fornecedores, planejamento estratégico de serviços e habilidade em serviços; e quatro construtos operacionalizados como COPS: gerenciamento dos equipamentos, gerenciamento das instalações, segurança dos equipamentos e capacitação dos funcionários. O modelo foi testado em uma amostra de 300 empresas usuárias de serviços de telecomunicações (100 matrizes e 200 filiais). Após a etapa de teste, o modelo foi ajustado durante a técnica de modelagem de equações estruturais e análise fatorial confirmatória. Os índices de ajuste, de confiabilidade composta e de média de variância extraída atingiram os valores recomendados. A validade discriminante foi verificada pelos métodos de Fornell e Larcker (1981) e de Bagozzi e Phillips (1982). Os construtos obtiveram valores significativos (P<0,001) de Critical Ratio (CR) o que sugere validade convergente dos indicadores. Após a verificação de validade e confiabilidade o modelo de mensuração ficou estruturado com 20 indicadores válidos e confiáveis distribuídos em sete variáveis independentes e uma variável dependente. O teste t para amostras independentes revelou diferenças significativas em dois construtos (planejamento estratégico de serviços e segurança dos equipamentos) entre as matrizes e filiais. A análise de regressão linear hierárquica com quatro blocos de variáveis revelou que o modelo proposto é capaz de explicar 23,9% do desempenho dos serviços. Dois construtos formadores das CORS (normas e procedimentos e qualidade da integração com fornecedores) obtiveram valores estatisticamente significativos (P<0,05) o que sugere influência dessas duas CORS no desempenho dos serviços de telecomunicações. Procedimentos estatísticos adicionais de multicolinearidade e de homoscedasticidade mostram evidência de normalidade e consistência na distribuição dos dados. / Service coproduction depends on capabilities that focus on the users interference in the provision, consumption and service performance. Empirical investigations in the production and operations management area aimed at measuring coproduction organizational and operational capabilities are not well developed in the literature. The aim of this paper is to empirically test and investigate the Organizational Capabilities (ORCAPS) and the Operational Capabilities (OPCAPS) for the coproduction of telecommunication services in B2B environments considering their antecedent dimensions and the effects on service performance. The initial instrument consisting of 77 items was submitted to procedures such as item-sorting, content validity and construct validity. Further analysis by IT experts were conducted before the pilot experiment with IT managers from 37 branches of Banco do Brasil S.A. Cronbach’s alpha was adopted as a reliability measure. The pretesting procedures excluded 33 questions from the instrument. For the structuring of the measurement model four constructs were operationalized as ORCAPS (rules and procedures, quality of interaction with suppliers, service strategic planning, and service ability); and four constructs were operationalized as OPCAPS (equipment management, installations management, information security, and staff capacity). The model was tested in a sample of 300 companies, users of telecommunication services (100 headquarters and 200 business units). After testing, the model fit was verified through the structural equations modeling technique and confirmatory factor analysis. The model fit, composite reliability and average variance extracted scores achieved all the recommended cutoff values. Discriminant validity was assessed following the methodology by Fornell and Larcker (1981) and Bagozzi and Phillips (1982). All the constructs were significant (p<0,001) in the assessment of critical ratio suggesting convergent validity of the items. After the validity and reliability tests, the measurement model consisted of 20 valid and reliable items distributed in seven independent variables and one dependent variable. The t test for independent samples revealed significant differences among IT managers from headquarters and business units in two constructs (service strategic planning and equipment safety). The hierarchical linear regression analysis organized in four groups of variables revealed that the proposed model is capable of explaining 23.9% of service performance. Two of the four ORCAP constructs (rules and procedures and quality of interaction with suppliers) were significant (p<0,05) suggesting influence on telecommunication service performance. Additional statistical procedures of multicollinearity and homoscedasticity provided evidence of consistency and normality in the distribution of data.

The purpose of the present study is to gain a more complete understanding of the impact of human and physical resource allocations and their interaction on students&rsquo / mathematical literacy skills across Turkey, member and candidate countries of European Union through the Programme for International Student Assessment (PISA) 2003. Hierarchical linear modeling (HLM) techniques were used separately for three different cultural settings using the database of Programme for International Student Assessment (PISA) 2003. The results indicated that students in Turkey, member and candidate countries of European Union who performed higher on the mathematical literacy assessment tended to have the following characteristics: (1) enrolled at higher grade levels, (2) more educational resources at home, (3) higher levels of mathematics self-efficacy, (4) lower levels of mathematics anxiety, (5) more positive self-concept in mathematics, (6) less preferences for memorization strategies, and (7) more positive disciplinary climate in mathematics lessons. As the performance of schools were considered, the higher average mathematics self-efficacy of students, the higher the mean school mathematical literacy performance. The influence on mathematical literacy assessment varied from school to school with respect to grade level and disciplinary climate in mathematics lessons in Turkey and European Union countries, with respect to grade level, mathematics self-efficacy, and disciplinary climate in mathematics in European Union candidate countries. Moreover, school size and mathematics student-teacher ratio at school influenced the disciplinary climate in mathematics lessons in Turkey / academic selectivity of the school influenced the grade level and mathematics self-efficacy in the candidate countries of European Union.

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In our presentation we will show how technology enables us to improve the teaching and learning of linear functions at the middle school level. Through various classroom activities that involve technology such as dynamic geometry software, graphing calculators and Excel, students explore functions and discover basic facts about them on their own. Students then work with real life data and on real life problems to draw graphs and form linear models that correspond to given situations as well as draw inferences based on their models. Participants will receive complete classroom materials for the unit on linear functions.

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In our presentation we will show how technology enables us to improve the teaching and learning of linear functions at the middle school level. Through various classroom activities that involve technology such as dynamic geometry software, graphing calculators and Excel, students explore functions and discover basic facts about them on their own. Students then work with real life data and on real life problems to draw graphs and form linear models that correspond to given situations as well as draw inferences based on their models. Participants will receive complete classroom materials for the unit on linear functions.

Previous research has investigated the relationship between organizational tenure and performance by focusing primarily on organizational tenure of the individual employee. We propose that this approach is limited because organizational tenure should be conceptualized as relating to multiple entities including teams and their leaders. As predicted, analysis of two objective performance indicators of 1,753 employees working with 250 leaders of natural work teams in a financial services company revealed that, beyond employee organizational tenure, team leader organizational tenure and team organizational tenure diversity had positive incremental effects on employee performance. Moreover, the positive impact of employee organizational tenure was less pronounced in teams with high rather than low tenure diversity. Our findings suggest that organizations’ capacity to promote performance will be limited if they focus on organizational tenure of an individual, while neglecting the ways in which performance is shaped by organizational tenure related to multiple entities within a team.

Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and students communicate, 2) incomplete conceptualizations of student perceptions in existing research, and 3) a consistent lack of concern for the hierarchical structure of educational data. This dissertation seeks to resolve these limitations through an application of one of the most prominent theories of adjustment: communication accommodation theory (CAT; Giles, 1973; Giles, Willemyns, Gallois, & Anderson, 2007a). The research specifically extends the CAT framework to an instructional setting by investigating how student perceptions of instructor nonaccommodation across several modes of communication (i.e., nonverbal, linguistic/verbal, content, support) influence information processing ability, relationships with instructors, and beliefs about instructors. Data were collected from 573 undergraduate students across 38 sections of a basic communication course (BCC). Students completed an online questionnaire assessing perceptions of the appropriateness of their instructor’s behavior (i.e., nonaccommodation), extraneous load, communication satisfaction, instructor-student rapport, instructor credibility, and instructor communication competence. The results first forward a nuanced measure for assessing nonaccommodation in a manner consistent with the theoretical propositions of CAT. Second, a series of analyses using hierarchical linear modeling (HLM; Raudenbush & Bryk, 2002) showed significant associations between perceptions of nonaccommodation across modes and students’ reported classroom outcomes. Interestingly, several of the individual, direct relationships disappeared when multiple modes of nonaccommodation were considered simultaneously, introducing the possibility that individuals may prioritize the appropriateness of certain behaviors within context. The data hierarchy (i.e., students enrolled in course sections) did exert some influence on the relationships between variables, yet the majority of variance accounted for across models occurred at the student level. Implications of the results related to both theory and practice within the basic communication course are presented in the discussion.

This study used the TIMSS 2011 International Database to investigate predictors of 8th-grade mathematics achievement across three countries that represent a wide range of cultures and levels of mathematics achievement: Chinese Taipei, Ghana, and the United States. A review of literature on predictors of mathematics achievement yielded variables in four major contexts of learning—a student’s home, beliefs, school, and classroom. The variables of home that were investigated are home possessions for learning, parent education, and parents’ expectations and involvement in their children’s education. The variables of student beliefs were self-confidence in mathematics and the value of mathematics. The variables of school were school climate, school resources, administrator leadership, and school socioeconomic status. Finally, the variables of the classroom are access and equity, curriculum, tools and technology, assessment, and teacher professionalism. A 2-level hierarchical linear model was used to investigate relationships between the predictors for learning mathematics and 8th-grade mathematics achievement. Level 1 represented the relationships among the student-level variables, and Level 2 represented the school-level variables. In Chinese Taipei, statistically significant predictors of mathematics achievement in the final model included variables from the domains of home resources, student beliefs, school climate, and school socioeconomic status. In Ghana, both student-beliefs variables had statistically significant relationships with mathematics achievement, and one school climate and one school socioeconomic status variable each was found statistically significant. The U.S. had statistically significant predictors in the domains of home resources, student beliefs, school socioeconomic status, classroom-level access and equity, classroom assessment, and teacher professionalism. This study extends previous research in several ways. It includes a review of classic and recent literature regarding predictors of mathematics achievement; 17 scales using the Rasch partial credit model were developed to measure predictors of mathematics achievement; and the results of this study may be used to examine the relationships between the independent variables of this study and middle-grades mathematics achievement in countries similar to the 3 in this study to reinforce and support variables that contribute to student achievement.

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