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Gotowe bibliografie tematyczne / Student Engagement -Making / Rozprawy doktorskie

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Rozprawy doktorskie na temat „Student Engagement -Making”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Carey, Philip. "Student engagement in university decision-making : policies, processes and the student voice." Thesis, Lancaster University, 2013. http://eprints.lancs.ac.uk/67667/.

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This thesis explores student engagement in university decision-making. Universities are expected to involve their students in a range of governance activities. Yet, the conceptual base for this is under-formed and often draws from learning theories. As a result, the emphasis is on what students should do and how they can be motivated to engage. This thesis proposes an alternative view that examines the issue from a public participation perspective. To support this, it offers a model of engagement that refocuses the debate onto the processes and procedures of the university. These shape the nat

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Zhang, Qianhui. "THE ROLE OF DISPOSITIONAL MINDFULNESS ON OCCUPATIONAL ENGAGEMENT AND EMOTIONAL CAREER INDECISION AMONG COLLEGE STUDENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/614.

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Mindfulness, characterized with present-moment awareness, non-judgment, and non-reactivity, has demonstrated its potential in contemporary counseling psychology as a cultivatable coping mechanism for healing against negative emotions and symptomology. Researchers have identified health benefits for those who possess higher levels of this trait without practice. Limited research has explored the potential benefits of mindfulness in contributing to the cultivation of adaptive career decision-making. In particular, there is no study investigating the the role of mindfulness on college students' c

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Johnson, Rebecca Lynn. "Direct Voice: Including the student voice in academic governance in a large, research-intensive university." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19620.

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Since the end of the last century, universities have moved from regarding students as the passive subjects of education to a model where the student is more often included in governance and operates as a co-producer of their learning. In this same timeframe, organisational learning has emerged as a rich framework through which to study and understand complex organisational communication and knowledge processes. Despite the demonstrated usefulness of organisational learning in a range of organisations, there have been limited empirical applications of this framework to higher education. The em

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Tullier, Sophie M. "“It Was More About the Functional Area”: Pursuing and Persisting in Student Affairs Community Engagement Positions." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366296021.

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Ayers, Joseph J. "Exploring the Dual-natured Impact of Digital Technology on Student-classroom Engagement in a Texas Public High School." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822755/.

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The past decade has become rife with an eagerness to integrate new digital technology into teaching. While there have been decades of research done on the importance of curriculum and pedagogy on student engagement, findings of actual technology integration are scarce. Moreover, what does it take to engage students in classroom activities and lessons when technology is introduced? The purpose of this study was to explore how digital technology, when integrated into classroom teaching and activities, impacted the students-classroom engagement based on the interim-cognitive, meta-cognitive, moti

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House, Theresa L. "Making authentic connections between art and life an evolution of student engagement in the process of learning art in an elementary classroom /." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1213021116.

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Cortes, Kelly Periera. "The role of socio-demographics, personality characteristics, social support, and well-being in student's intention to drop out / Kelly Periera Cortes." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8442.

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Student intention to drop out is a concern for higher education institutions as well for their students. Students with the intention to drop out may eventually drop out and contribute towards the already high dropout rates, which are causing economic damage. Students leaving their institution have vast financial consequences for their institution, as institutions obtain grants from the government according to their success rates. Although previous research has been conducted on students’ intention to drop out, it is limited, especially when looking at possible predictors that are specific to t

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House, Theresa L. "Making Authentic Connections Between Art And Life: An Evolution Of Student Engagement In The Process Of Learning Art In An Elementary Classroom." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1213021116.

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Garcia, Castillo Erin. "Making short films in French class : the role of collaborative short films projects in social cohesion and student engagement in the Core French classroom." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43456.

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Based on the principles of social constructivism, multiliteracies and Freire’s (1970) critical pedagogy concept of dialogue, I observed and reflected upon my current practices as a teacher of additional languages. The main purpose for this study was to examine the role of creating collaborative short films in social cohesion and student engagement in the Core French classroom. The study included one grade 10 Core French class who explored course content (television and film genres) by creating their own collaborative short films. The short film unit, including an optional show casing in the sc

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Rutledge, Marsha L. "The Impact of a Culturally Responsive Intervention on Perceived Career Barriers, Ethnic Identity, Student Motivation and Engagement, and Career Decision Making Self-Efficacy of Middle School Minority Females." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5807.

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This study investigated the impact of a culturally responsive intervention on perceived career barriers, ethnic identity, student motivation and engagement, and career decision making self-efficacy of middle school minority females. The author analyzed data from the Female Leadership Academy for Minority Excellence (FLAME) program at a local rural middle school. Data was collected from 34 Black female middle school students who participated in the program. The study was a repeated measures quasi-experimental, quantitative single group pre-test, mid-test, and post-test design. According to resu

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Amiruzzaman, Stefanie. "A validity and reliability study of undergraduate students' engagement, self-efficacy, and course selection decision-making scales." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1593428981293444.

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Millen, Shanna M. "Making PAR : using effective instruction strategies to increase positive academic responding for students with low academic engagement and high rates of disruptive behavior /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147829.

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Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 130-136). Also available for download via the World Wide Web; free to University of Oregon users.

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(8697525), Michael P. Loeffelman. "College men, Community Engagement, and Masculinity: Ten Narrative of Men Making a Difference." Thesis, 2020.

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<p>The purpose of this study was to investigate the participation of cisgender collegiate men in community engagement activities. As a group, collegiate men disproportionately engage in unhealthy behaviors compared to their female counterparts. Additionally, they are less likely to participate in community engagement activities. Community engagement activities have a multitude of benefits for both male and female college students, yet national data shows that college men are more likely to play video games or sports when given the choice. This qualitative study used a narrative inquiry method

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"Making Learning Authentic: An Educational Case Study Describing Student Engagement and Motivation in a Project-Based Learning Environment." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38495.

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abstract: This educational case study looked at student engagement and motivation in a collaborative environment, one that provided students the freedom to be critical thinkers and problem solvers. In order to create this collaborative environment, students in a third-grade elementary classroom participated in a Project-Based Learning unit. The unit culminated in hands-on projects. Sociocultural theory and Self Determination theory were used to guide the development of the innovation and the formulation of the research design. The qualitative data collection tools that were used in this study

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Schewe, Audrey. "Making Student Engagement Visible: Using Self-Determination Theory to Examine How Two Social Studies Teachers Support Students’ Needs for Autonomy, Competence, and Relatedness." 2016. http://scholarworks.gsu.edu/mse_diss/28.

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Student engagement in academic work is critical for learning and scholastic achievement. Fortunately, an abundance of empirical evidence and engagement theories recommend what educational contexts are most likely to engage students in learning. Yet the epidemic of adolescent disengagement in schools suggests there is a gap, even a chasm, between student engagement research and practice. This study addresses this critical void in the literature; to understand how education theory can inform practice to improve the quality of student engagement in learning. I approached my research question, “Ho

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Cheek, Annesa LeShawn. "Employee perceptions of progress with implementing a student-centered model of institutional improvement : an achieving the dream case study." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-12-4613.

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Achieving the Dream is a national initiative focused on helping more community college students succeed, particularly students of color and low-income students. Achieving the Dream’s student-centered model of institutional improvement focuses on eliminating gaps and raising student achievement by helping institutions build a culture of evidence through institutional transformation. This interpretive case study employed a mixed methods approach and utilized a sequential explanatory strategy to gather detailed information related to the research questions. The study examined, from an inside

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