The importance of aggressive behavior in preschool ages can be seen from the serious impact it has later in children's lives if a suitable change will not take place. the number of children with behavioral rpoblems in preschool are increasing with a great amount of teachers admitting that they are insufficiently prepared to manage it. The aim of this systematic literature review is to examine the evidence of teacher responsiveness affecting child engagement, with specific focus on children from two to six years old of age who display aggressive behavior in a preschool environenment. Ten articles were included and the results were that children with aggressive behavior are unable to exhibit appropriate behaviors and have poor peer interactions which lead to low engagement. The closeness to the teacher can help them increase their engagement in combination with providing social-emotional support, positive classroom management and focus on the interests of the child.

The rebuilding of Slussen is in this thesis used as a case study on citizens’ emotionally engagement. The purpose is to investigate why people get emotionally engaged and whether it has any effect on the planning process. The aim is to contribute to a discussion on planning where emotions play a larger role than today. Two questions are asked and answered: 1) Why do citizens get emotionally engaged in the Slussenproject? 2) In what way have the citizens’ emotions and engagement been considered and used in the Slussen project? Interviews with “ordinary” citizens and “professionals” are conducted along with a supporting analysis of written material connected to the case. Theories of emotions and protests seen from different angles are used in order to uncover citizens’ motives for engagement. Sherry Arnstein’s Ladder of citizen participation is used in order to make clear what the significance of citizens’ engagement in the Slussen case has. The result shows emotionally engagement based on protests against someone or something where the dismissal of the others’ knowledge of Slussen play a big role. Citizens’ emotions and engagement are seen as something positive and the planning process is affected but only within certain limits decided by the municipality.

The insufficient amout of research regarding social media use in municipalities was in part why this study was conducted. This study examined how Swedish municipalities interact with its followers through Facebook’s different post types to create engagement. Grunigs excellence theory stood as the base for the theoretical framework. The method used was a quantitative content analysis. Data was collected from 30 different municipalities’ Facebook pages. The study found that municipalities use Facebook to engage their citizens in some ways more than others and that municipalities, in some regards, do not use Facebook to its full potential. To reach the various ways of engagement, municipalities need to be aware of how to achieve that. Such as what format best suits the engagement that the municipalities wish to achieve. Posting a larger variation of formats should be implemented in order to take advantage of all the benefits that the different formats provide.

The purpose of this study is to explore teaching approaches used by a middle school dance teacher who promotes children’s engagement in dance and enhances their enjoyment of dancing. The study uses both ethnography and autoethnography research approaches. The goals of the research were; (a) to explore the connection between the dance teacher’s and my own joy of doing and learning dance from our personal narratives that chart our life trajectories into becoming dance teachers, and (b) to explore how a middle school dance teacher in a Canadian Middle School teaches dance as she tries to enable all the children in her classes to enjoy and want to engage in dance. The focus research question in this study was “How do dance teachers engage children and enable all children in school to enjoy dance?” This research drew on flow, process and happiness theories. As the researcher I observed two dance classes (grade 6 and 8), over a twelve week period, noting the teacher’s and her students' behaviors. In addition, I interviewed (1) the dance teacher prior and after the dance classes, and (2) two students from each class in relation to observed classes. The findings from the ethnography offered emerging themes on how to engage students in dance, that included, (1) purposeful pedagogy, (2) creating trust, (3) within and between groups for each other, (4) encouraging quality movements, and (5) addressing shy, nervous and resistant students. The autoethnography insights allowed themes to emerged from the teacher’s personal background, in particular in relation to her joy in performing dance at festivals and in her desire to encourage her own children (three young boys) to engage in dance. The key findings from interviewing the students was that they felt involved by creating their own dance, enjoyed working in groups which were mixed gender but where they could choose which group to be in, and where able to create a dance festival performance. Selecting a dance style, music and costume, all motivated the students for the final performance. / Graduate / 0273 / 0533 / 0727 / elenakunliu@gmail.com

The purpose of this study was to investigate what contributes to Hispanic student engagement and success. The research was twofold, and included 1) a review of highly-engaging and Hispanic-serving community colleges’ programs, practices, and services that contributed to Hispanic student success; and 2) an investigation of Hispanic students’ experiences and relationships that contributed to their success. This was a qualitative investigation to illuminate quantitative data on four colleges across the United States that scored above-average on three or more CCSSE Benchmarks in 2007. Eighteen Hispanic students who were near degree or certificate completion and transfer were interviewed. This research also included Recommendations for Research and Practice, all for the purposes of promoting Hispanic student engagement and success in community colleges. / text

The purpose of this study was to explore the engagement levels among entering and returning Hispanic community college students. This study provides needed data focused specifically on Hispanic student engagement. Limited data exist on the persistence of community college students in general, and Hispanic students in particular. The data were collected using the Survey of Entering Student Engagement (SENSE). SENSE was administered as a pilot test to students at volunteer community colleges during the fourth and fifth weeks of the fall 2007 semester. These 22 colleges are located in eight states. This study consisted of two research questions: Are there significant differences in the engagement levels of entering and returning Hispanic community college students? Are there significant differences in engagement levels of entering Hispanic students when analyzed in terms of the following breakout variables: enrollment status (full-time and part-time); age (traditional and nontraditional; 18-19 years old and 20 years old and older); first-generation and non-first-generation status; developmental education status (enrollment in developmental writing course; developmental reading course; developmental math course); sex (male and female); academic goal aspiration (degree seeking and non-degree seeking). The results show that when there are significant differences in levels of engagement between entering and returning Hispanic students, returning students are consistently more engaged. This study also identifies the importance of collaborative learning in Hispanic student engagement. Full-time students reported higher engagement levels than part-time students. Nontraditional age students reported higher engagement levels than traditional age students. Students 20 years and older reported higher engagement levels than students 18-19 years old. First-generation students reported higher engagement levels than non-first-generation. Students enrolled in developmental reading reported higher engagement levels than students not enrolled in developmental reading. Students enrolled in developmental writing reported higher engagement levels than students not enrolled in developmental writing. Students enrolled in developmental math reported higher engagement levels than students not enrolled in developmental math in regards to use of skill labs. Females were more likely to report that they would prepare at least one draft of an assignment before turning it in. Degree-seeking students reported higher engagement levels than non-degree seeking students. / text

Researchers have studied the effects of modifying the physical environment in classrooms with high levels of disruptive behaviors in the general education setting. This study incorporates modifications used by previous researchers yet in a residential school with students who have a hearing loss. The results of the study show a functional relationship between the physical environment and levels of disruptive behavior and academic engagement. The present study confirmed that by modifying the classroom environment to minimize visual and auditory distractions, disruptive behaviors decreased and academic engagement increased with students who have a hearing loss. A multiple baseline across settings design was used to examine the efficacy of the intervention in three classrooms. Social validity ratings by the teachers indicated high acceptability of the intervention. Limitations and implications for future research are discussed.

This study assessed the relationship between leadership trust and work engagement with the ultimate goal of developing a model that would specify which dimension of leadership trust would best predict work engagement. A cross-sectional survey was conducted on a convenience sample (N = 244) representing a response rate of 48.8% from a sample of 500 university employees. The results indicated only reliance-based trust to be a significant predictor of work engagement, but it was not possible to suggest a model for prediction of work engagement from leadership trust. Study limitations were, however, identified and recommendations for institution-specific and future research were made regarding these constructs. / MBA, North-West University, Potchefstroom Campus, 2014

Due to globalisation and resulting work mobility, organisations are forced to compete for talented people. As a result organisations are starting to realise the importance of their human capital, human capital is viewed as the greatest contributor to organisational success. This is evident through the war for talent throughout the world. All organisations are fighting to have the best people as it is believed that talented people add value to the bottom line of the business and give the business a competitive edge. In an attempt to retain talented people, the needs and expectations of these people must be taken seriously. The main research objective of the study was to investigate leadership expectations (what employees expect from their leaders), to what extent their expectations are met and the impact of these leadership expectations on work engagement and intention to leave. In the study, both qualitative and quantitative research methods were utilised to achieve the objectives. Focus groups in each department of the factory were utilised to gather information on what employees expect from their leaders. Employees were interviewed and open ended questions were utilised to give employees an opportunity to express themselves. The information gathered from the focus groups was utilised to design a new leadership expectations checklist. The aim of this checklist is to measure leadership expectations and the extent to which those expectations are met. A total sample of 156 (n =156) employees took part in the research. The result of the study indicated that employees consider the following expectations as important: Relationship with supervisor (ranked as first); Appreciation of good work and Regular feedback (both ranked second); Support from supervisor (ranked third); 2 Communication (ranked fourth) ; Studying further (ranked fifth) ; Independence (ranked sixth); and Coaching (ranked seventh). Results further indicate that leadership expectation met does predict engagement, the more the leadership expectations are met the more the engaged the employees become. Regarding turnover there was a negative relationship between leadership expectation and turnover. Recommendation to the organisation and for future research were made. / MA, Industrial Psychology, North-West University, Vaal Triangle Campus, 2011

La thèse « Motivations d’engagement politique des femmes parlementaires rwandaises » a pour objectif principal d’apporter un éclairage sur le parcours politique des femmes parlementaires au Rwanda, notamment en identifiant leurs motivations à la base de leur engagement. Pour y parvenir, des entrevues de type semi-directif ont été effectuées entre octobre et novembre 2011 auprès de 11 députées et sénatrices. Les résultats de recherche démontrent que les femmes s’engagent en politique selon les trois principes de justice de Nancy Fraser: la reconnaissance, la redistribution et la représentation. Deux autres motivations se rajoutent, soit les mesures institutionnelles et la reconstruction du pays. Plus précisément, les parlementaires désirent pallier les injustices sociales, économiques et politiques liées au genre et à l’ethnie. Cette thèse est une contribution à la capacité de la science politique d’analyser les rôles des femmes au sein des parlements des pays non occidentaux et autoritaires.