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Reinhardt, Douglas J. "Factors that influence learning retention for industrial maintenance technicians." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007reinhardtd.pdf.
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Zhao, Wanting. "How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?" Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1595011064410022.
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Verma, Arun. "Intersecting identities in healthcare education : exploring the influence of gendered environments on healthcare students' workplace learning, retention and success." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/f65344e8-5be5-46c8-b9ee-ae904b399ab3.
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Equality and diversity legislation across the UK and Australia has stimulated the health profession sector to make workplace equality and diversity policies transparent to service users (Wadham et al.2010; RCN 2016; GMC 2016; WGEA 2012). However, research literature has identified inequalities within the healthcare workplace as reported by health professions students. Specifically, research has identified issues concerning identities (gender, age, sexuality etc.) adversely interplaying with students' workplace learning experiences (Rees & Monrouxe 2011; Illing et al. 2013;Monrouxe, Rees, et al. 2014). Such negative learning experiences (i.e.discrimination, abuse) have been found to affect students' retention and success (Northall et al. 2016). Despite research shedding light on these issues, studies have typically explored individual identities and demographics and neglected how students' intersecting identities shape their learning experiences, retention and success. Furthermore, research has only offered recommendations for enhancing retention and success of students, rather than exploring the issues affecting retention and success in health professions education. This thesis explicitly explores what and how multiple intersecting personal and professional identities shape healthcare students' learning, retention and success in the context of gendered environments and professions (i.e. male- and female-dominated contexts). Underpinned by social constructionist, narrative and feminist methodologies (Kitzinger 1995; Hunting 2014), I conducted a large secondary analysis on 2255 workplace learning experiences from across the UK and Australia as well as multiple health professions. To follow on from the secondary analysis, I led a multi-site longitudinal audio diary study across two sites in the UK, to explore health professional students' workplace learning experiences in the context of male- and female-dominated environments. Multiple cross-sectional and longitudinal qualitative approaches were employed to explore the data, including thematic, narrative, positioning, and case-study analytic methods. Novel findings from my thesis highlight how participants narrated their intersecting personal and professional identities within male- and female-dominated contexts. I found how recurrent tensions and power imbalances between intersecting identities, learning experiences and environments across time led to an adverse impact on healthcare participants' thoughts and reflections about their learning, retention and success in the health professions. Sensitising the participants to tensions concerning how they negotiate their intersecting personal and professional identities are valuable for understanding and influencing their retention and success. Furthermore, findings from my thesis provide critical recommendations to enhancing healthcare students' workplace learning, retention and success in the health professions, through incorporating intersectionality into healthcare education curricula. The recommendations made in this thesis contribute to helping understand and support a diversifying healthcare workforce and shed light on potential issues around healthcare workforce shortages, which can be addressed through enhancing health professions' educational policies and practice.
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Chivers, Emma. "What factors influence the retention and progression of Foundation Year students within Higher Education in Wales?" Thesis, University of South Wales, 2019. https://pure.southwales.ac.uk/en/studentthesis/what-factors-influence-the-retention-and-progression-of-foundation-year-students-within-higher-education-in-wales(ba96d50b-ba1a-4776-9642-2c7dc7896f9a).html.
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Cox, Stephanie Elizabeth. "Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?" BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5301.
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Schools face the problem of recruiting and retaining students in Science, Technology, Engineering, and Mathematics (STEM) degrees. One reason that students leave STEM fields is because their introductory classes are too hard or not engaging. These introductory classes are typically taught using a lecture-heavy, instructor-centered approach, contrary to current evidence based pedagogy. Many who call for teacher reform put the blame on the way teachers are educated, which is often not student-centered, citing that because ‘teachers teach the way they were taught,’ current education is also not student-centered. The idea that ‘teachers teach the way they were taught’ is commonly used to promote an agenda for improved teaching training and accepted as fact in the scientific literature. However, little empirical data has been collected to support this conclusion. We aimed first to determine empirically if teachers teach the way they were taught, and second to determine the influences behind teaching practices. We observed, surveyed, and interviewed a sample of 44 instructors at seven colleges and universities throughout the state of Utah who taught select STEM introductory courses. Instruments used included observational, survey, and interview protocols developed specifically for this study during preliminary trials, and inspired by the Reformed Teaching Observation Protocol (RTOP). A paired t-test was used to compare the professors’ teaching practices with their own educational experiences. Interview responses were then grouped into common categories and used to determine the influences behind teaching practices. We discovered that there is a significant difference between how teachers teach and how they were taught during their own educational experience. This finding does not support our hypothesis that teachers teach the way they were taught. Qualitative data from interviews introduces a new hypothesis that teachers teach the way they themselves preferred to be taught, or the way they think students learn best, demonstrating that teachers are taking a much more metacognitive approach to teaching than is suggested by that famous quote, ‘teachers teach the way they were taught.’ Our results suggest that reform classes and workshops develop a more metacognitive approach to exposing future teachers to current, evidence based pedagogy, allowing teachers to reflect on their own learning and experience for themselves the benefits of student-centered learning. These future teachers will then apply what they learn if they are convinced it is a better way to teach students. They will teach the way they were taught because they experienced a positive experience when leaning.
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Nachtigäller, Kerstin [Verfasser]. "Long-term word learning in 2-year-old children - How does narrative input about pictures and objects influence retention and generalization of newly acquired spatial prepositions? / Kerstin Nachtigäller." Bielefeld : Universitätsbibliothek Bielefeld, 2015. http://d-nb.info/1078112452/34.
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Banks, Johnetta P. "Student Retention at Online Learning Institutions." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7593.
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At a local community college in Texas, student retention remained a concern as enrollment was increasing while online student retention was decreasing. The purpose of this study was to examine student retention in online courses at the college. The conceptual framework that guided the project study was Tinto’s integration model, which provided insight as to why students choose to leave or continue their educational journey. The overarching question that guided the study queried the factors influencing students’ decisions to take online courses at the higher education level. A qualitative case study was used to capture information on 10 students regarding their perceptions of online learning and retention issues within the programs. Interviews were used to collect the data, along with research notes from each 40 minute interview. All information was transcribed and member checked, the data and research notes were uploaded in Nvivo 11. Once analyzed the following themes emerged, personal, academic, and institutional. The results also revealed that student participation and belonging are key indicators of student performance online and seem to be the most significant reason for failure or withdrawal from online courses. To address the reasons, a professional development plan was developed for the local community college to increase student, faculty, and staff awareness, interaction, and to assist in creating a welcoming, learning, and supportive environment. The implications for social change include presenting the professional development to the local community college to increase student retention and success rates for online courses by understanding the student population and their needs to be successful, resulting in an increase for graduation.
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Henderson, Samantha Lou. "Factors that Influence Special Education Teacher Retention." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618670.
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<p> In this study, the factors that influence special education teachers to remain in their profession for at least five years were identified and analyzed. The study involved a mixed-methods design including a survey and interviews with experienced special educators. The survey items and their categorizations as relational support or organizational factors were based upon Billingsley's (2004) landmark research. The population consisted of special educators who remained in their current teaching positions for at least five years. The sample group for the survey included 35 veteran special educators from eight school districts in Missouri, and the stratified interview sample of five educators was gleaned from the survey participants. Survey and interview data were collected and analyzed. Quantitative findings indicated no significant difference existed at a 5% probability level between the response data modes for relational support factors and the response data modes for organizational factors. The four most influential retention factors included enjoyment gained from job, ability to make a difference in the lives of students, support of district-level special education administrators, and support of fellow special education teachers. Four themes emerged from the interview data gathered: making a difference was of utmost influence, relational support factors were more influential than organizational factors, and the actions of both building-level and special education administrators promoted an increase in special education teacher retention. The data collected in this study may assist administrators as they address influential teacher retention factors in order to increase the retention of experienced and qualified special education teachers.</p>
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Mazur, Danielle. "Optimizing Long-Term Retention of Abstract Learning." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000201.
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Ahmad, Rizal. "Customer retention management : influence of context on practice." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493955.
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This thesis reports a study that investigated customer retention practices in four business contexts: a bank; a sales company; a chemical processing company; atid an airport. The main objective of the study is to understand the 'contextualised' phenomena associated with customer retention management and in particular the influences of contextual factors on the firms' customer retention practices, in addition, the study examined the applicability of current theory to the four firms.
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D'ARCY, HERNÁNDEZ LIZA HELGA. "Intercultural communication in foreign language learning and retention in online learning." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/67692.
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[EN] Despite the vast research into motivation in traditional Foreign Language Learning (FLL) environments, there has been little done into retention for online FLL. There are many factors that influence retention in online FLL environments and this thesis' original contribution to knowledge was to study the most important aspects for that context. Thus the objectives of this study are to explore the co-existence and interconnectedness between peers, students' indications of autonomous behaviour and the significance of relevance for continuity within a distant / online learning environment and how these issues relate to motivation. This qualitative research study developed a 5-week Intercultural Communication course for students who were at a B1 and B2 (following the Common European Framework of reference for Languages) level of Spanish and English that was delivered entirely online. These students were placed into groups for tutorials and met twice a week on Google Hangouts to practise their target language with natives of that language and discuss the course concepts and their relevance to FLL and their personal lives. These linguistic exchanges were recorded. The dataset that was analysed to draw conclusions were these recordings, statistics from the Blackboard learning platform course site and the pre- and post-course questionnaires. Research into distance and online learning shows that isolation plays a key role in students' decisions to abandon their chosen course. Despite that, current and available technologies have not yet exploited online learning tools that foster and encourage networked learning connections. This thesis concluded that those results are also true for the online FLL context and that emphasis must be placed on giving students opportunities to work autonomously; create spaces that will foster peer interaction, resulting in peer support; and ensure students are continuously aware of the relevance of what they are learning in order to maintain motivation and retention and consequently knowledge acquisition.<br>[ES] A pesar de la amplia investigación en motivación en los entornos tradicionales del aprendizaje de una lengua extranjera (ALE), se ha trabajado poco la cuestión de la retención del conocimiento en el ALE en línea. Existen muchos factores que influyen en la retención en entornos de ALE y la contribución al conocimiento de esta tesis es el estudio de los aspectos más importantes en ese contexto. Por lo tanto los objetivos que se plantean en esta tesis doctoral son analizar la colaboración y comunicación entre pares, los indicadores del comportamiento autónomo de los estudiantes y la importancia de continuar en un medio de aprendizaje a distancia/en línea y cómo todo ello se relaciona con la motivación. Este estudio cualitativo ha partido del desarrollo de un curso en linea de comunicación intercultural para alumnos con niveles de conocimiento de lenguas B1 y B2 (según el Marco Común Europeo de Referencia para lenguas) de cinco semanas de duración. Durante la realización del curso, estudiantes ingleses y españoles fueron distribuidos en grupos para realizar tutorías, siendo citados dos veces por semana en Google Hangouts para practicar la lengua de destino con alumnos nativos de la lengua meta (español o inglés). Los alumnos comentaban los conceptos del curso y su relevancia respecto a la enseñanza de una lengua nativa así como temas personales. Esos intercambios lingüísticos fueron grabados y junto con las estadísticas extraidas desde la plataforma de aprendizaje Blackboard y los cuestionarios previos y posteriores al curso conformaron la metodología a seguir y los resultados. Los resultados extraidos del estudio mostraron que el aislamiento juega un papel clave en la decisión de los estudiantes de abandonar el curso escogido. A pesar de eso, hemos detectado que la tecnología actual no saca provecho de las herramientas en línea para el aprendizaje de lenguas. La conclusión de esta tesis es que esos resultados son también válidos para los contextos de aprendizaje de una lengua extranjera online y por ello se ha de poner énfasis en proporcionar a los estudiantes oportunidades para trabajar autónomamente, crear espacios que fomenten la interacción entre pares, dar lugar a un apoyo mutuo, asegurándose que los estudiantes son conscientes de la relevancia de lo que aprenden para mantener la motivación y la retentiva, adquiriendo de este modo conocimiento.<br>[CAT] Malgrat l'àmplia recerca en motivació en entorns tradicionals d'aprenentatge d'una llengua estrangera (ALE), s'ha treballat poc la qüestió de la retentiva per a ALE online. Hi ha molts factors que influeixen en la retentiva en entorns de ALE online i la contribució original al coneixement d'aquesta tesi ha sigut l'estudi dels aspectes més importants en aqueix context. Per això, els objectius d'aquesta tesis doctoral són analitzar la col.laboració i comunicació entre parells, els indicadors del comportament autònom dels estudiants i la importància de continuar en un mitjà d'aprentatge a distància/en linia i com tot això es relaciona amb la motivació. Aquest estudi de recerca qualitativa ha desenvolupat un curs de comunicació intercultural per a estudiants amb un nivell de llengua B1 i B2 (seguint el Mac Comú Europeu de Referència de llengues) de cinc setmanes de durada, que va ser realitzat enterament online. Estudiants anglesos i espanyols van ser distribuits en grups per a tutorials i citats dues vegades a la setmana en Google Hangouts per a practicar la llengua meta amb nadius en eixe idioma i comentar els conceptes del curs, la seua rellevància respecte al ALE i també questions personals. Aqueixos intercanvis lingüístics van ser gravats. Els resultats són el conjunt de dades recopilats en els enregistraments, les estadístiques des de Blackboard learning platform course site i els qüestionaris previs i posteriors al curs. La recerca sobre l'aprenentatge a distància i online va demostrar que l'aïllament juga un paper clau en la decisió dels estudiants d'abandonar el curs escollit. Malgrat açò, les tecnologies actuals disponibles no han aprofitat les eines online d'aprenentatge per a promoure les connexions en xarxa per a animar a aprendre en línea. La conclusió d'aquesta tesi és que aqueixos resultats són també vàlids per als contextos d'aprenentatge de FLL online i per açò l'èmfasi ha de ser posat a proporcionar als estudiants oportunitats per a treballar autònomament, crear espais que fomenten la interacció entre parells, donant lloc a un suport mutu i assegurar-se que els estudiants són conscients contínuament de la rellevància del que aprenen per a mantenir la motivació i la retentiva, adquirint d'aquesta manera coneixement.<br>D'arcy Hernández, LH. (2016). Intercultural communication in foreign language learning and retention in online learning [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/67692<br>TESIS
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Mattar, Andrew A. G. "On the retention of learned dynamics." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84060.
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When one learns a novel motor skill, retention of that skill requires consolidation of motor learning. Previous reports have shown that preceding sessions of motor learning can interfere with the acquisition of new tasks and that new motor learning can disrupt previously retained skills. A recent study by Caithness et al. (2004) shows that new learning, even after long delays, can totally disrupt prior retention. This finding is consistent with the idea that re-activated memories become labile and subject to displacement. However the result is difficult to reconcile with day-to-day experience in which skills improve with repetition and are not disrupted by unrelated activities. In this experiment, we show that when subjects learn new dynamics the influence of one task on another depends on the similarity of the force fields involved. We used a robotic manipulandum to define environments in which subjects learned to move. We used an AB design in which subjects learned field A on day one and B on day 2. We show that the effect of having learned environment A 24-hours prior to learning B varies along a continuum from facilitation when they are identical, through little effect when they are unrelated, to total interference when they are opposite. These findings thus indicate that the nervous system encodes information about dynamics in a fashion that is predictable on the basis of the similarity between the initial and final training environments. One month following their initial training, we tested subjects environment C, whose dynamics were opposite to B. Performance on this task suggests that the nervous system retained neither discrete instances of past training nor solely the most recent motor learning, but instead constructed a running average of learned dynamics to build an individual's motor repertoire.
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Sete, Lerato Virginia. "Staff retention at an institution of higher learning." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/6564.
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The purpose of this study was to investigate staff retention at an institution of higher learning. The University of South Africa (UNISA) was the institution under scrutiny in this study. The reason for conducting the study was that employees at UNISA, and especially those at the College of Science, Engineering and Technology (CSET) with scarce skills, were difficult to attract and retain in their positions. It is thought that this scenario could create an increased workload and lead to stress and job dissatisfaction among remaining staff members in the college. This could resultantly influence the quality of education rendered to students. It was therefore important to identify the reasons behind staff turnover and to consider possible retention strategies that could be employed to retain employees at UNISA. The theoretical study focused on two main facets: factors that influence an employee’s decision to either leave or stay in an organisation; and on retention strategies used by the institution. In addition, interviews were conducted with a senior executive in the Human Resource Department and a senior academic manager in CSET at UNISA, to gain their views on how scarce skills were defined, the reasons for staff turnover and the utilisation of retention strategies to retain employees. A qualitative analysis was applied to the interview responses. In addition, a survey consisting of a self-administered questionnaire was conducted amongst academic staff at CSET and 64 responses were received, which represented a response rate of 30%. The questionnaire focused mainly on turnover intention, factors influencing turnover and retention strategies. The information gathered from the questionnaire was statistically analysed and interpreted. The respondents provided mostly positive responses to personal, job and organisational factors which influence retention compared with market factors, indicating that these factors played a significant role in retention. The results revealed that factors such as: remuneration and packages; recognising academic staff for their contribution; providing a satisfying and stimulating work environment; valuing and engaging employees and empowering supervision could be used to retain employees with scarce skills. The respondents agreed that UNISA could be perceived as an employer of choice and was actively seeking ways to retain employees, but were uncertain of the extent to which a fair compensation system, an attractive value proposition and care for employees with scarce skills were evident. No significant differences were found in terms of length of service, gender or race.
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Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.
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Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
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Groom, Ileetha Brooks. "SOCIAL PROMOTION OR RETENTION? FACTORS THAT INFLUENCE COMMITTEE DECISIONS." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-12182009-095630/.
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The purpose of the research presented here is to identify which factors school level practitioners consider in deciding whether to retain or promote a student and to ascertain their knowledge of and training in retention research. This research illuminates the process of determining which students are promoted and which are retained, and the results will generate a theory that school administrators may use to establish policies and guidelines to assist promotionâretention committees in better serving students below grade level.
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Turrin, Carol Turrin. "The Influence of Nursing Academic Leadership on Faculty Retention." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3011.
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The critical nursing faculty shortage in the United States affects the ability of nursing schools to train an adequate number of nurses to meet increasing health care demands. Researchers have focused on the nursing faculty shortage; however, insufficient information exists on the relational influence leadership has on faculty retention. The research problem addressed in this study was the lack of information identifying how and in what ways leadership influences retention and intent to stay in academia. The purpose of this phenomenological study was to explore the perceptual views of current faculty, using the leader-member exchange theory. Focusing on baccalaureate nursing leaders in the state of Colorado, the research questions addressed how influential academic leaders were regarding faculty retention and intent to stay in academia. This qualitative approach included interviews with purposefully selected baccalaureate nursing faculty members. A semistructured, open-ended interview tool provided the instrument for data collection and research question alignment. Giorgi's data analysis procedure was applied to explore thematic patterns and NVivo 11 software was used to categorize and code data for interpretation. The study findings identified that leaders have significant influence on faculty retention within academia through establishment of quality relationship, open communication, and impartial work environments. Dissemination of these findings can be used to directly impact health care services by retaining faculty and improving the ability to meet the increasing health care demand. Positive social change implications include the potential to retain nursing faculty, maintain educational capacity, decrease health care costs, increase health care quality, and improve access to health services.
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Muniz, Andrew Everardo. "The retention of tacit knowledge in higher learning administration." Thesis, Baker College (Michigan), 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568224.
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<p> Higher education institutions (HEIs) could be among organizations without effective programs for preserving tacit knowledge (TK) when knowledge workers retire, quit, take a leave of absence, or are terminated. The theoretical underpinnings of this study were neuroscience related to brain learning physiology, transformational leadership theory, succession planning theory, and knowledge management theory. Research questions addressed (a) what is the level of awareness of the role of tacit knowledge in the administration of higher education, (b) what methods exist for capturing, sharing, and creating tacit knowledge that can be effectively integrated in succession planning, and (c) what unique elements exist in the administration of higher-education that either support or prevent tacit knowledge preservation, sharing, and creation through succession planning initiatives. Data collection involved interviews and document review at a Midwestern college. Findings included the need for trust and open communication and leader behavior to support optimal TK transfer. Participants were aware of TK and its importance and recognized a connection between TK and succession planning. Participants suggested high level activities; emphasized debriefing for verifying TK transfer, transfer of roles and responsibilities over time, continued access to mentors, and allocation of adequate time to deploy these steps in succession planning. The researcher developed a nine-step process model for integrating TK in institutions with a formal succession planning program. This process model includes organization-wide education and communication focused on the concepts of TK and involves steps for capture, measurement, and sustained retention of all forms of TK as part of institutional culture. </p>
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Lepcha, Samson Den. "Analyzing Learning Acquisition and Retention in a WebVR Environment." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609130/.
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The primary purpose of this study was to determine if WebVR enhances the knowledge retention regarding mechanical components of high-risk moving machinery, specifically elevators. There were 23 participants divided into a treatment group and comparison group. The treatment group used WebVR to take a virtual elevator machine room tour while the comparison group studied printed images of the same elevator machine room. These alternative activities were conducted prior to a field trip to a real elevator machine room. Gains in knowledge pre to post were measured and compared between the treatment and comparison groups. The research findings showed an overall gain in knowledge for the participants in the elevator bootcamp. More in depth analysis showed the treatment group exhibited significant gains for six of the ten knowledge areas while the comparison group exhibited significant gains in three of the ten targeted knowledge areas. The treatment group gained more knowledge on components higher than eye-level while the comparison group scored better on components that were below eye-level or on the floor. Both groups were seen actively engaged in the field trips. The treatment group members exposed to the virtual reality elevator machine room frequently referred to what they saw in the WebVR while the comparison group did not refer to their printed images while on an actual tour of the elevator machine room. Virtual reality training of this type has the potential to improve basic knowledge and safety trainings. Added, it provides trainings to large numbers of people across the globe who would otherwise not receive such training. This type of training has the potential to save the lives of workers in high risk electro-mechanical spaces and similar settings in different industries.
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Tierno, Scott A. "College Union Facilities and Their Perceived Influence on Institutional Retention." Thesis, Franklin Pierce University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567824.
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<p> The College Union is a campus facility that is part of the campus ecology. It provides a place where all can feel a sense of inclusion, safety, involvement, and community. Through a comparative research approach I will present how both students and professional staff perceive the College Union, the programs that are part of the facility, and how it impacts the retention of students. This investigation draws upon psychology, behavioral sciences and the liberal arts disciplines as they relate to learning spaces, campus ecology, and the building of community through involvement. </p><p> This study is a two phased mixed method research design with the primary data collection conducted electronically using web-based survey tools for both professional staff (N=562) with a response of 113 individuals, and 50 student respondents (N=1,971). Follow-up interviews were conducted with two participants at schools that were randomly selected from the survey participants who completed a construction or renovation project in their College Union in the past five years (N=21). </p><p> There is a synergy that became evident between Boyer's 6 Principles of Community (1990), the ACUI Core Competencies (2005), and common themes that came out of my literature review, survey results, and the interviews conducted as a follow-up to the surveys. Through the application of a grounded theory approach, this study presents the Six Principles of College Union Efficacy that support retention on college campuses. Tierno's 6 Principles of College Union Efficacy The College Union: 1. Supports the academic mission of the institution 2. Enhances communication of community values 3. Is a diverse space on campus 4. Is a Community Center 5. Is a Welcoming Place 6. Celebrates Traditions (Tierno, 2013)</p>
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Sorensen, Kathryn Hassell. "The influence of curriculum structure on retention of science majors /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008449.
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Machesky, Amanda Lee. "The Transition Phase Influence on Nursing Career Satisfaction and Retention." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4461.
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Qualified registered nurses are needed to provide bedside care to patients, yet there is a known registered nurse shortage in the United States, which has a global impact on the healthcare industry. Contributing to the nursing shortage is turnover, which is partly due to the inadequacies of preparation for role transition of newly qualified registered nurses. The purpose of this quantitative descriptive study was to determine if there was a relationship between retention and nursing career satisfaction of registered nurses who experience a transition to practice program and those who did not. Duchscher's transition shock theory served as the theoretical basis of this study. The Mariani Nursing Career Satisfaction Scale and the Turnover Intention Scale were completed by 271 registered nurses with 24 months or less of bedside clinical practice. Data collected were analyzed by performing a one-way multivariate analysis of variance. Results revealed there was no statistically significant difference between those who did and those who did not have a transition to practice program on the combined dependent variables of nursing career satisfaction and retention. A positive linear relationship was found between nursing career satisfaction and retention. Retaining satisfied nurses and easing the burden associated with transitioning into practice can impact positive social change. The positive social change can also impact other healthcare professionals, businesses, and consumers who are associated with the newly qualified registered nurse who is transitioning into practice. Results from this study can inspire future researchers to continue to focus on seeking effective methods that will increase nursing career satisfaction and retention of newly qualified registered nurses transitioning into practice.
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Ellis, Audrene Janell. "Influence of Collectivistic and Individualistic Values on Probation Officers' Retention." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7969.
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Probation officers are departing their employment before retirement at a high rate depending on the agency, location, and type of position, which impacts society. The cost associated with training a new officer could consume a large portion of an agency's yearly budget, leaving many inexperienced officers to supervise dangerous offenders and defendants. Thus, it is important to examine factors influencing retention such as whether individualistic and collectivist values predict a relationship between retention intent of probation officers. The purpose of this quantitative research study, guided by Hofstede's cultural theory, was to determine whether family embeddedness influences retention intent of probation officers. Linear regression was used to examine the relationship between the variables. The Sobel test was used to determine if family embeddedness mediated retention-intent. Federal probation and pretrial services officers (n=85) from 5 regions completed online survey questionnaires (Individualistic values scale, Employee Retention scale, Global Measure of Job Embeddedness, and Auckland Individualism and Collectivistic Scale). The results showed that family embeddedness is not a mediator for probation officers that possessed individualistic or collectivistic values. The social change implication of this study includes a recommendation for the development of an employee screening instrument that identifies employees' values to increase retention of probation officers, which can be used to select and train staff.
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Maksimovic, Stefan. "Long-term Retention of Proprioceptive Recalibration." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36573.
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Proprioception is recalibrated following reaches with misaligned visual feedback of the hand, such that one’s sense of felt hand position is shifted in the direction of the visual feedback provided (Cressman & Henriques 2009). In the current experiment, we examined the ability of proprioceptive recalibration to be retained over an extended period of time (i.e. 4 days), and the benefits of additional training on retention in the form of recall and savings (i.e. faster re-learning on subsequent testing days). Twenty-four participants trained to reach to a target while seeing a cursor that was rotated 30° clockwise relative to their hand on an initial day of testing. Half of the participants then completed additional reach training trials on 4 subsequent testing days (Training group), whereas the second half of participants did not complete additional training (Non-Training group). Participants provided estimates of their felt hand position on all 5 testing days to establish retention of proprioceptive recalibration. Results revealed that proprioceptive recalibration was recalled 24 hours after initial training and that there was no benefit of additional training. Retention in the form of savings was observed on all days for the Training group and on Day 5 in the Non-Training group. These results reveal that proprioceptive recalibration does not benefit from additional training but is retained in the form of recall and savings. Taken together, results from the two groups of participants showed that the sensory system’s ability to change over time appeared to saturate early on, within two days of training. Moreover, the different time scales (i.e. 1 day for recall versus 4 days for savings), suggested that distinct processes may underlie recall and savings of proprioceptive recalibration.
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Oliver, Winona Lane. "The influence of principals on teacher retention an examination of the relationship between principal behavior and teacher retention /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1212047043.
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Thesis (Dr. of Education)--University of Cincinnati, 2008.<br>Advisor: Lanthan Camblin. Title from electronic thesis title page (viewed Sep. 4, 2008). Includes abstract. Keywords: principal behavior; principal; teacher retention; teacher behavior; teacher motivation; school administration; effective principal; urban teachers; urban principals; successful urban principals; teacher retention in urban schools; urban schools; principa. Includes bibliographical references.
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Oliver, Winona L. "The Influence of Principals on Teacher Retention: An Examination of the Relationship Between Principal Behavior and Teacher Retention." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212047043.
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Sewell, David K. "Restructuring partitioned knowledge : evidence of strategy retention in category learning." University of Western Australia. Faculty of Life and Physical Sciences, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0008.
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A recurring theme in the cognitive development literature is the notion that people restructure their task knowledge as they develop increasingly sophisticated strategies. A large body of empirical literature spanning several domains suggests that in some cases, the process of knowledge restructuring is best characterized by a process of sequentially replacing old strategies with newer ones. In other cases, restructuring appears to be better characterized as a process involving changes in the way partial knowledge elements are selectively applied to a task. Critically, the former, but not the latter position, suggests that it may be quite difficult for people to revert to using an old strategy after restructuring has already occurred. The three experiments reported herein suggest that knowledge restructuring observed in experimental settings is aptly characterized by a process of strategy retention. Specifically, people are shown to readily revert to using an old categorization strategy even after demonstrably having restructured their knowledge, suggesting that knowledge is best conceptualized as having a heterogeneous structure. Formal modeling further supports this interpretation of the empirical results, and highlights the important role of selective attention in determining the manifest response strategy. The implications of these findings are discussed in terms of an overarching mixture-of-experts framework of knowledge representation.
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Proxmire, Paul R. "The influence of aluminum salts on the retention of titanium dioxide when using cationic polyelectrolyte as a retention aid." Diss., Georgia Institute of Technology, 1988. http://hdl.handle.net/1853/5533.
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Hartley, David C. "Factors that influence 4-H club membership retention in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4175.
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Tolliver, Armando. "Influence of Socioeconomic Status on College Retention in Metro North Philadelphia." Thesis, Jones International University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562110.
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<p>The purpose of this mixed methods study was to explore salient nonacademic factors related to social, economic, and cultural aspects together with traditional academic factors that influenced college retention. The study design employed a mixed-methods sequential explanatory method design, collecting quantitative data for correlation and regression analyses with qualitative data for content analysis. The sample included students with various SES backgrounds who graduated from North Philadelphia secondary schools since 2009. A predictor equation explained 60% of the variance college retention using 13 predictors: household income, college preparatory curriculum, competency based instruction, academic self-confidence and commitment, academic skills, academic integration, social integration, parents’ educational attainment, parents’ occupation, high school GPA, undergraduate GPA, and SAT scores. The predictors were found to be independently associated with college retention and interrelated with low SES variables, which may reduce the chances of earning a college degree. The qualitative findings indicated lack of skills, levels of academic engagement, and time allocation as major themes. Future research should explore underlying psychological processes driving the college retention relationship, using a cohort research method. A recommendation for practice was to identify students with skill deficiencies at the ninth and tenth grade levels to provide remediation of requisite skills to ensure college readiness and retention. Despite limitations, this study offered reasons low SES variables may influence college retention. </p>
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Baker, Dwight L. "Exploring and describing the factors that influence emergency department nurse retention." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252978.
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<p> Transformational leadership style is widely believed to be the most effective leadership style. Using this style tends to bring about positive outcomes, increased job satisfaction, and decreased staff turnover. Intent to turnover of staff may not be solely dependent on leadership styles as other factors may also influence one’s decision to leave a job or workplace. A significant concern of companies despite their locality, number of employees or type of business is turnover intention. High nursing turnover is a continuous and an increasing problem in the Emergency Department (ED). The purpose of the quantitative non-experimental study is to explore and describe the factors that influence ED nurse retention and their intention to leave (ITL). Therefore, it is important to identify key factors that influence ED nurse retention and ITL. The sample consisted of 100 Emergency Department Registered Nurses. Results of the T-test for research question one indicated no statistical significance between transformational leadership and turnover intention scores; Nurse Managers who exhibit characteristics of a strong transformational leader retain more ED Nurses than those Nurse Managers who do not exhibit characteristics of a transformational leader. Results of the T-test for research question two indicated no statistical difference in Nurse Managers who practice nursing engagement strategies (nursing management, professional practice, physician collaboration, staffing resources, and shift work) with ED Nurses would have equal or similar Turnover intention scores than those who do not practice nursing engagement strategies. Overall, the findings of this study suggested that nursing engagement strategies are key factors in retaining nurses in the ED. Therefore, in developing strategies for retention, it is critically important for nurse managers to focus on the influencing factors of engagement: nursing management, professional practice, collaboration with physicians, staffing resources and shift work.</p>
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Osbourn, Jerold C. "Factors that Influence K-8 Educators in Regard to Teacher Retention." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425867.
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<p> The purpose of this study was to contribute to the understanding of teacher retention by researching factors that influence veteran teachers to remain in Missouri’s K-8 school districts. School districts all across the nation face the daunting task of improving student achievement in the face of teacher shortages, especially in rural areas and in hard-to-staff content fields such as math and science (Carver-Thomas & Darling-Hammond, 2017; Harrington, 2017). Utilizing a mixed-methods approach, the researcher sought to articulate the core perceptions of superintendents and veteran teachers that lead to longevity and retention in the K-8 school environment and to identify the factors that influence retention of teachers in Missouri K-8 districts. Research participants included Missouri K-8 superintendents and veteran teachers. Through interviews and surveys, perceptions regarding factors that influence teacher retention in K-8 districts were identified and analyzed for statistical differences. Interviews were conducted, responses summarized and categorized using open and axial coding, and similarities and commonalities identified. Survey data were analyzed using descriptive and inferential statistics to provide summaries to test the null hypothesis and report comparative data. The survey data analysis included use of the Mann-Whitney U test to determine whether two uncorrelated groups differed significantly. Survey data findings indicated no significant differences between K-8 superintendent and veteran teacher perceptions regarding retention factors. Interview and survey data conclusions revealed common retention factors such as culture/climate; administrative and community support and recognition; salary; working conditions (small class sizes/autonomy); and making a difference, or the work itself. </p><p>
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Taylor, Kelli M. "The effects of overlearning on long-term retention." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000321.
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Kielty, Lori S. "Feedback In Distance Learning: Do Student Perceptions Of Corrective Feedback Affect Retention In Distance Learning?" [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000255.
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Cohen, Benjamin Alexander. "Enhancing the learning profession improving new teacher retention with teacher induction /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2335.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Duzan, Kemal Cem. "The Effects Of Cooperative Learning Activities On The Retention Of Vocabulary." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607056/index.pdf.
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The purpose of this study was to investigate the effects of cooperative learning activities and the STAD technique on students&rsquo<br>vocabulary retention. The relationship between students&rsquo<br>course achievement and type of vocabulary learning activities they engage in with respect to their retention levels were also investigated.
The study was conducted with one elementary level group at BaSkent University. 22 students took part in the study. The participants were taught a total of 40 words, through 4 reading lesson plans, two of which implemented cooperative learning activities while the other two implemented group work activities. A pre-test on the target words was administered before each lesson, and a post-test was given two weeks after each lesson to see if there was any difference in students&rsquo<br>retention levels in favor of either technique.
The data gathered were analysed through the t-test procedure and the regression analysis test. According to the results of these tests, cooperative learning activities produced better retention results than group work activities. The study also found that there is no relation between the students&rsquo<br>course achievement grades and their vocabulary retention scores.
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MacKendrick, Alex. "Interleaved Effects in Inductive Category Learning: The Role of Memory Retention." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5846.
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Interleaved effects are widely documented. Research demonstrates that interleaved presentation orders, as opposed to blocked orders typically benefit inductive category learning. What drives interleaved effects is less straightforward. Interleaved presentations provide both the opportunity to compare and contrast between different types of category exemplars, which are temporally juxtaposed, and the opportunity to space study of the same type of category exemplars, which are temporally separated within the presentation span. Accordingly, interleaved effects might be driven by enhanced discrimination, enhanced memory retention, or both in some measure. Though recent studies have largely endorsed enhanced discrimination as the critical mechanism driving interleaved effects, there is no strong evidence to controvert the contribution of enhanced memory retention for interleaved effects. I further examined the role of memory retention by manipulating both presentation order and category structure. Across two experiments I found that memory retention may drive interleaved effects in categorization tasks.
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Ramsey, Theresa D. "The Effects of Multimedia Interface Design on Original Learning and Retention." Thesis, Virginia Tech, 1996. http://hdl.handle.net/10919/36639.
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The goal of this research was to compare the learning outcomes of three methods of instruction: a text-based instructional system and two multimedia systems. The two multimedia systems used different interface designs. The first multimedia system used a topic-oriented interface which is somewhat standard in multimedia design. The second multimedia system presented a problem solving context and simulated an industrial setting where the user played the role of an industrial engineer. All three methods presented analogous information about Time Study Analysis, a work measurement technique used by industrial engineers.
A between subjects experimental design with two independent measures examined two domains of learning: verbal information and intellectual skills. This design was used for two sessions to examine original learning and retention components of learning. Original learning was measured immediately following the instructional treatment. Retention was measured two weeks after treatment. Thirty subjects of similar backgrounds (undergraduates in Industrial and Systems Engineering) participated in the experiment’s two sessions. Post-tests were used to measure verbal information and intellectual skills domains of learning during each session. A combined score for both domains was calculated. The scores were analyzed using ANOVA (analysis of variance). No significant differences were found between the three instructional methods for the two domains or the combined score during either the original learning session or the retention session of the experiment.<br>Master of Science
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Hough, Gerald E. "Learning, forgetting, and remembering : retention of song in the adult songbird /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148820355277807.
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Boyd, James L. "Interactive simulations| Improving learning retention in knowledge-based online training courses." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261889.
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<p> The purpose of this quasi-experimental quantitative study was to investigate whether online interactive simulations would provide a positive improvement in learners’ ability to apply critical thinking skills in a dangerous work environment. The course in which an improvement in critical thinking skills was the target outcome was a course which addressed electrical safety-related work practices for electrical apprentices in dangerous work environments. The interactive simulation identified for this study provided different levels of high-fidelity simulations in a dangerous electrical environment, in which the learner was subjected to scenarios where that learner could face simulated injury or death. Critical thinking was measured by a post-Test instrument developed using a DELPHI process and designed to evaluate critical thinking skills in electrical scenarios presented in the simulation. An Independent Samples t-Test was conducted to determine if there was a significant difference, as determined by the post-Test, between a comparison group that did not use the simulation and an experimental group who did use the simulation. In this study, there was no significant difference between the comparison group and the experimental group on the post-Test. The theoretical framework examined in this study included constructivism, self-guided study, cognitive overload, and motivation; and the effect of each was discussed in the study. This research study identifies the need for additional research into the best use of interactive simulations in online course development.</p>
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Gouws, Nadia. "Identifying factors that influence customer retention in a South African retail bank." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9032.
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Customer retention plays a pivotal role in contributing to the profitability of retail banks. Within this extremely competitive market it necessitates retails banks to follow a structured, data-driven approach to identify “at risk” customers and to launch proactive retention campaigns based on identified drivers of customer attrition.
The following main drivers of customer attrition were identified in the retail bank:
Attrition decrease as Vertical Sales Index increase.
Attrition is lower where customers receive their salary in a BANKXX account.
Attrition decreases as duration increases.
Black and Coloured have a higher attrition rate than White and Asian.
A literature review was conducted to identify the possible independent variables of customer retention and the concept of the profitable customer was addressed throughout proposed conceptual model was developed, signifying the best fit to identify drivers of customer retention in the retail bank.
The analytical tool, SAS was used for data collection and statistical analyses of the data. This high-performance analytics assisted in providing the retail bank with valuable insight into how to successfully manage risk, retain profitable customers, improve operational efficiency and differentiate them in the marketplace for competitive advantage.<br>Thesis (MBA)--North-West University, Potchefstroom Campus, 2013.
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Zhou, Qinfan. "Influence of the Freezing Process on Quality Retention of Frozen Tomato Slices." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469148143.
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Mkhondo, Sello Samuel. "The influence of leadership and management on teacher retention in Mpumalanga schools." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60960.
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Managing teacher retention is important for ensuring that quality teaching and learning take place in schools. Principals play an enormous role in creating conditions that are conducive to educative teaching and learning in the school. If principals can ensure that conditions in the schools are conducive for job satisfaction, then most teachers would not leave the school. Teacher satisfaction ultimately leads to commitment in school work. The main aim of this study was to investigate the influence of leadership and management on teacher retention in the Tweefontein South Circuit schools in the Mpumalanga Province. The assumption was that if teachers are satisfied in their jobs, then they will be retained in the school. Teacher attrition is, in most instances, ascribed to poor working conditions such as work overload, poor interpersonal relations, poor salaries and lack of support from the school management team. Although educators employed in schools acquired the best training at universities or training colleges, they still struggle financially and have a lot of debts. To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. Purposive sampling was used to select participants with defining characteristics that make them the holders of the data needed for the study. Data was collected from principals, deputy principals, departmental heads and post level one teachers. The collected data was analysed and a thematic analysis was carried out to generate themes that addressed the study's problem. The responses from participants revealed that the school leadership comprising of the principals, deputy principals and HoDs encounter serious challenges in retaining teachers in schools. Findings revealed that SMTs should support teachers by involving them in decisions that enable teachers to experience job satisfaction. Although all school leaders try to motivate and support teachers not to resign through leadership, the motivation has yielded meagre results. There is absolutely nothing or little that school leadership can do to retain a teacher who resigns in order to access his or her pension fund after experiencing financial difficulties. Recommendations were that the school leadership should involve teachers in making decisions that will ensure teacher job satisfaction and that the department of education should also establish mechanisms in which teachers would be allowed to access part of their pension fund should they experience financial difficulties before reaching the retirement age.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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Brown, Carl. "Exploring Leadership Strategy Influence on Nursing Personnel Retention Within Safety-net Hospitals." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3142.
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Frequent turnover among a hospital's nursing staff can profoundly impact organizational operating costs. With a national turnover rate of 17% in 2015, understanding the impact of management approaches on nurse attrition is vital to business success. Guided by Homan's social exchange theory, the purpose of this single case study was to explore leadership strategies used by safety-net hospital leaders to increase nursing personnel retention. Data collection consisted of semistructured interviews from a purposive snowball sampling of 8 senior directors working at a safety-net hospital in southern Maryland. Additional information collected involved documents and artifacts related to human resources management policies and guidelines. Constant comparative method enabled the analysis and identification of latent patterns in words used by respondents. Through methodological triangulation, several themes emerged. These themes included engagement and management support, education and career development, teamwork and work atmosphere, recognition, relationship building and communication, and health reform and innovation. According to the study results, increasing employee engagement, offering training and career development, performing technological upgrades, and developing sustainable relationships are appropriate approaches for gaining nursing personnel commitment. The findings of this study are important to senior leaders and middle managers in healthcare and other industries as they seek to attract talented staff members to sustain their organizations. The conclusions in this study may contribute to positive social change through improved nursing staff retention, leading to better patient experiences, healthier communities, and more satisfied customers.
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Manser, Michael P. "Effects of relative frequency of concurrent visual feedback on serial skill acquisition and retention." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834627.
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The purpose of the investigation was to determine the effect of variations in relative frequency of concurrent visual feedback (CVF) on the acquisition and retention of a serial skill. Subjects (n=24) were college-aged females with no gymnastics experience. Subjects viewed a demonstration tape of a skilled gymnast performing a series of seven gymnastics dance skills consisting of simple and complex movements. Following this, subjects performed the dance sequence in front of a floor to ceiling mirror for concurrent visual feedback on a certain percentage of acquisition trials. The percentage of trials a subject received CVF depended on the group to which a subject was assigned: 100% relative frequency of CVF, 50% CVF (given on alternating trials), 50% faded CVF, or a control group that received no CVF. All subjects participated in three, 12trial acquisition sessions on different days. A two-trialshort-term no-CVF retention test was administered after each acquisition session with one long-term retention test administered 72 hours after the last acquisition session.The results of this study indicated no significant differences in form rating scores between groups. Thus, variations in the relative frequency of CVF during acquisition did not seem to enhance or detract from acquisition or retention performance. In addition, the ability to reproduce the correct sequence was not dependent upon the variation in the frequency of CVF employed throughout acquisition trials.The presence of a significant session effect in both acquisition and retention form rating indicated that learning did occur regardless of the presence or absence of CVF.<br>School of Physical Education
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Pellett, Tracy Lee. "Visual pretraining effects on coincident timing skill acquisition and retention." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722150.
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The purpose of this study was to determine the effects of visual pretraining on coincident-timing skill acquisition and retention. Two groups received varied visual pretraining experiences by viewing three different stimulus velocities on a Bassin Anticipation Timer runway before being transferred to active timing performances (acquisition, and retention phases) with the same stimulus velocities (12.8, 17.6, 22.4 k/h). A third group served as a control (NP group) and received no pretraining experiences. The blocked pretraining group (BP) received visual pretraining experiences at all stimulus velocities before being transferred to the active condition. The paired pretraining-acquisition group (PPA) also received pretraining experiences at the same three stimulus velocities. However, active performance trials immediately followed pretraining at each stimulus velocityThe results demonstrated that the PPA group performed with less absolute timing error and was less variable in traversing the second half of the movement during the acquisition phase. However, these results were not apparent during the retention phase. Overall, it was concluded that a trend existed for visual pretraining to be effective in fostering coincident-timing skill acquisition.<br>School of Physical Education
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Ingle, Faye K. "Student Retention and Completion Rates in a Postsecondary Online Distance Learning Environment." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/601.
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Responding to demands from legislatures, financial aid providers, accreditation organizations, and other entities, colleges and universities are strongly committed to retaining students and assuring their consistent progress toward degree attainment. Student retention is a strong indicator of institutional performance. It mirrors the extent to which students are successfully integrated into the institutional culture, reflects students' level of satisfaction with their continuing educational experience, and signals the likelihood of student graduation.
While the theoretical literature that attempts to describe the variables that effect improvements in online student retention is abundant, published empirical research designed to verify those theoretical constructs is scarce. Two distinct but complementary processes were implemented to gain a more complete understanding of online student retention. First, overall rates for online student retention, course completion, and student success were estimated using student counts obtained from a random sample of postsecondary online distance learning programs. These rate estimates, presented as weighted averages, provide a point of reference for comparing and improving student retention, course completion, and student success in other programs. Second, this dissertation presents a meta-analysis of published and unpublished empirical research, performed between 1994 and 2004, that quantified the relationship of a number of independent variables to online student retention. In addition, online survey responses of research, instructional, and administrative online distance learning practitioners are juxtaposed to these results for emphasis or contrast.
The results of this dissertation suggest that online distance learning programs should strongly integrate specific attributes and activities in their courses to improve student satisfaction, learning, and retention, which will require a strong faculty commitment to critically assess their teaching practices and to implement instructional improvements. The benefits should include an enhanced student commitment to persist.
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Zanatta, Laraine Theresa. "The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2770/.
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This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade participants were taught the lower-case letters of the Greek alphabet. Twelve letters were taught in the hearsee/say channel and twelve letters taught in the hearsee/write channel for equal amounts of time. The see/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the see/write channel. However, the see/write channel showed higher accuracy and retention than the see/say channel. The see/write channel also showed greater generalization across learning channels including the see/say, think/say, think/write and see-name/draw-symbol.
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Brown, Kim Freidah. "Development of long-term memory retention processes among learning disabled and nondisabled children." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184566.
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This study investigated the development of acquisition and long term retention processes in Learning Disabled (LD) and Non-Learning Disabled children aged 7-12. One hundred six subjects were randomly assigned to memorize either a list of unrelated words (with free recall), or a list of taxonomically related words (with recall cued by category). Each subject had a 16 word list presented in visual and auditory modes. The repeated recall paradigm alternated study and test trials, with a buffer activity between trials. The acquisition phase ended when the subject reached 100% criterion. After an interval of two weeks, each subject was given 5 additional recall tests. Acquisition results indicated significant main effects for age, group (LD, Non-LD) and list type (unrelated, categorized) on measures of trial-of-last-error and total-errors. Overall, the groups which acquired the lists most quickly were the older and Non-LD subjects, with the categorized list. There was a List x Group interaction on the trial-of-last-error. With the categorized list, only age was significant, and conversely, with the unrelated list, only group was significant. On the retention measures, there were main effects for list and group, with a List x Group interaction. The only significant age effect was with total-words on the categorized list. Over the five trials (repeated measures), there was a significant effect for trials. A consistent hypermnesia effect (increase in net recall) was predominant. Further model-based analyses (Brainerd, Kingma, Howe, & Reyna, 1988) revealed storage failure, rather than retrieval failure to be the major action in children's forgetting. Learning Disabled children had significantly more storage failure than the Non-LD children. Both groups had more storage failure on the unrelated lists. There was retrieval relearning with all groups. Results are discussed within the framework of the disintegration/redintegration theory, which pertains to the gradual weakening and redintegration of bonds that unite features to form a trace.
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Jackson, Karen M. "Assessing the impact of teacher and principal influence on teacher satisfaction and retention." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3264323.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1746. Adviser: Rob Toutkoushian. "Title from dissertation home page (viewed Jan. 12, 2008)."
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lewis-grace, dorothy. "An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/82.
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In 2007, the National Center for Education Statistics (NCES) reported in their 2004-2005 Teacher Follow-up Survey that nearly 20% of U.S. teachers leave the profession after their first year of teaching and almost 30% leave after the fourth year of teaching. These percentages are even greater for mathematics teachers.
Using symbolic interactionism, adult learning, and partnership as a theoretical framework, this ethnographic case study investigated and examined the factors that influenced second-career mathematics teachers to remain in the teaching profession and their experiences with instructional coaching. The following guiding research question and sub-questions were pursued in the study: Why have four second-career mathematics teachers remained in their role for 5 or more years? What are the teachers’ experiences with instructional coaching? How would they describe coaching? Which aspects of coaching do the teachers find least and most beneficial? How would you improve the coaching program?
A purposeful sampling was used in the selection of participants. The four participants were African-American mathematics teachers; three women and one man. The participants are second-career teachers, and they all have been coached. The research is based on data collected from teacher narratives, participant observation, photo elicitation, and focus groups. Data were analyzed and categorized as follows: making a difference in a student’s life, teacher resiliency, job satisfaction, and support. Data analysis showed evidence of all four factors of retention for one or more of the participants, although the factors have varying degrees of influence.