Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (M.A.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 41-42).

Theses (Ed.S.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 31 p. Bibliography: p. 18-20.

Thesis (Ph. D.)--Ohio State University, 1948. / Available online via OhioLINK's ETD Center.

<p> The focus of this study was school transformation to accommodate &ldquo;new literacies, skills, and dispositions that students need to flourish in a networked world&rdquo; (Richardson, 2016, p. ix). Many schools operate within a traditional model developed during the Industrial Revolution to fit the need for efficiency and compliance (Robinson &amp; Aronica, 2015). However, according to Robinson and Aronica (2015), &ldquo;These systems are inherently unsuited to the wholly different circumstances of the twenty-first century&rdquo; (p. xxiii). The purpose of this study was to determine if student choice of where to sit or type of seating positively impact student engagement. Observations were conducted in classrooms to identify whether students had a choice in where they sat; the types of seating available; and whether each student was engaged, compliant, or off-task as defined by a scoring guide. It was determined there is a positive significant difference in the engagement level of students who have a choice in where they sit as compared to students who are assigned to seats. It was also determined there is a positive significant difference in the engagement level of students who were offered flexible seating options compared to students who were seated in traditional desks or at tables with chairs. There are many opportunities to learn from this study and to change educational practices based on the theoretical framework about student engagement and the decline in student engagement according to Gallup polls (Gallup, 2016). The findings of this study bring additional awareness to student engagement and what factors impact learning in the classroom.</p><p>

<p> School leaders at an urban public high school implemented the Check and Connect (C&amp;C) program to improve student engagement outcomes for at-risk students in 2010&ndash;2011. No formal program evaluation of C&amp;C had been conducted in the 2012&ndash;2013, 2013&ndash;2014, and 2014&ndash;2015 school years to show whether the program was effective. The purpose of this study was to investigate the relationship between successful school completion and participation in the C&amp;C program. A quantitative, quasi-experimental program evaluation was conducted to determine whether C&amp;C&rsquo;s student-related variables including cohort, gender, ethnicity, socioeconomic status, and truancy predicted students&rsquo; successful school completion. Archival data of students eligible for graduation (<i>N</i> = 668) were analyzed using chi square tests and logistic regression. Results showed that the model, including C&amp;C participation and all student-related variables, was significant in explaining the variance for successful school completion. Follow-up analyses revealed that C&amp;C participation for the 2013 graduation cohort only, females, and low truancy students were significantly more likely to complete school, suggesting a need for further investigation of the program&rsquo;s implementation strategy. An evaluation report was developed with recommendations to evaluate C&amp;C for implementation fidelity and to consider the use of observable indicators to recruit students for C&amp;C participation who may require targeted or intensive interventions for successful school completion. This endeavor may contribute to positive social change by informing stakeholders of C&amp;C&rsquo;s effectiveness, helping leaders make future decisions about how to approach program implementation and evaluation, and increasing successful school completion. </p>

Previous research concerned with self-other expectations has suggested that an individual's expectations can be based on two types of information. In a task-oriented group, information about prior performance behavior can lead to self-other expectations as can information regarding status differences. Within the conditions of the theory, these information types are defined as specific and diffuse characteristics respectively. It has been demonstrated that when an individual's expectations are contradicted there is a tendency for him to resist changing his expectations. In this paper it is proposed that expectations based on diffuse characteristics are more resistant to change than expectations based on specific characteristics. An experiment is conducted to examine what happens when each expectation type is contradicted. The results are not supportive, they indicate that expectations based on specific characteristics take longer to change than expectations based on diffuse characteristics. Suggestions are then made for a redevelopment of the theoretical structure. / Arts, Faculty of / Sociology, Department of / Graduate

M.Sc. (Psychology) / Please refer to full text to view abstract