Search results

Title: Writing memory : a study of memory tools in invention
Creator: Whittemore, Stewart Neal
Date: 2008
Collection: Electronic Theses & Dissertations

Title: Writing center theory and the idea of academic discourse
Creator: McCall, William W.
Date: 1996
Collection: Electronic Theses & Dissertations

Title: Writing as reconstitutive act : healing and self-expression in early Spanish women's writing
Creator: Goodin, Donna M.
Date: 2008
Collection: Electronic Theses & Dissertations

Title: Writing achievement : a cognitive developmental analysis
Creator: Wildfong, Susan C.
Date: 1981
Collection: Electronic Theses & Dissertations

Title: Writing Against the Frontier : Contested Memory and Indigenous Counternarratives in the Nineteenth Century
Creator: Luedtke, Aaron
Date: 2021
Collection: Electronic Theses & Dissertations
Description: This dissertation explores the effects of settler colonialism on Great Lakes Indigenous peoples throughout the nineteenth century. It argues that as settler societies dispossessed Indigenous peoples from their lands in order to gain access to natural resources, they engaged in a process of narrative erasure of those Indigenous peoples in order to justify the violence of dispossession. This narrative tool of settler colonists was also employed in assertions of what I call “frontier nationalism...
Show moreThis dissertation explores the effects of settler colonialism on Great Lakes Indigenous peoples throughout the nineteenth century. It argues that as settler societies dispossessed Indigenous peoples from their lands in order to gain access to natural resources, they engaged in a process of narrative erasure of those Indigenous peoples in order to justify the violence of dispossession. This narrative tool of settler colonists was also employed in assertions of what I call “frontier nationalism” to argue for the prominence of frontier societies in the public arena of print culture in an age when citizens of both the young United States and Canada were debating the characteristics of national identity. From territorial and colonial administrators like Lewis Cass and Sir Francis Bond Head to frontier novelists like Juliette Kinzie in Chicago and Major John Richardson in Upper Canada to antiquarian historians who wrote local and regional histories of the Great Lakes region, and ultimately to professional historians like Frederick Jackson Turner, Great Lakes authors constructed a narrative that celebrated the growth and progress of life on the frontier in a manner that mythologized the region’s Indigenous peoples out of existence. In the meantime, Great Lakes Indians evolved numerous strategies of resistance to both thwart dispossession and removal, and to disprove myths penned by settler society of Indigenous inferiority, incompatibility with progress and modernization, and the inevitability of Indian disappearance. Beginning with the Mohawk siblings, Molly and Joseph Brant, Great Lakes Indians developed understandings of various aspects of western culture that they adapted within their own cultural frameworks to battle the effects of settler colonialism throughout the nineteenth century. The Brants used their understanding of British legal tradition, private property rights, western plough agriculture, Christianity, literacy, and ultimately narrative construction and the public print culture to constantly prove to first British and later Americans that they were capable of adhering to western standards of “civilization.” Learning from the legacy passed on by the Brants, adopted Mohawk war chief John Norton, Mississauga chief Peter Jones, and Potawatomi chief Leopold Pokagon all used their own understandings of western expectations for Indigenous peoples to prove they were deserving of governmental exceptions to policies of Indian removal. Throughout the nineteenth century, Great Lakes Indians responded to the settler colonial violence of narrative construction and Indigenous erasure by turning to the world of print. John Norton wrote a history of the Haudenosaunee just after the War of 1812 that he intended for publication though it wound up on a shelf for over a century. Peter Jones also wrote a manuscript on the history of the Ojibwe people that he intended to publish, but because of his early death, it was later published by his wife. Leopold Pokagon’s son Simon earned the most acclaim in his lifetime, publishing numerous works including his novel, Queen of the Woods, and his Red Man’s Rebuke, which he printed on birchbark paper and distributed at the 1893 World’s Columbian Exposition in Chicago. This dissertation argues that these writings all serve as evidence of the survivance of Great Lakes Indians in the midst of a settler colonial impulse to eradicate Indigenous peoples from the landscape and historical memory.
Show less

Title: Writers written : John Barth's characters as writers
Creator: Nikkari, Matthew R.
Date: 1990
Collection: Electronic Theses & Dissertations

Title: Wound ethylene production by fruit pericarp tissue of rin mutant tomato (Lycopersicon esculentum Mill
Creator: Ketsa, Saichol
Date: 1980
Collection: Electronic Theses & Dissertations

Title: Would-be conquerors : Scottish historical approaches to Arthur, William I, and Edward I of England, 1380-1600
Creator: Purpus, Christine Ellen
Date: 1997
Collection: Electronic Theses & Dissertations

Title: Worldmindedness in voluntary world affairs organizations with implications for adult learning
Creator: Rentschler, Robert J.
Date: 1979
Collection: Electronic Theses & Dissertations

Title: Worldly teachers : cultural learning and pedagogy
Creator: Germain, Martha Hawkes
Date: 1997
Collection: Electronic Theses & Dissertations

Title: World sources of energy and new energy resource development in Iran
Creator: Ashraf, Hooshang, 1933-
Date: 1977
Collection: Electronic Theses & Dissertations

Title: World Wide Web site visitor studies techniques using server log file data
Creator: Russell, Randy Michael
Date: 1998
Collection: Electronic Theses & Dissertations

Title: Workplace social exchange : substitutes and neutralizers of LMX and TMX in team contexts
Creator: Wang, Chang
Date: 2014
Collection: Electronic Theses & Dissertations
Description: The purpose of this dissertation is to develop an integrated theoretical model of the simultaneous interplay of social exchange relationships with a supervisor (leader-member exchange: LMX) and fellow team members (team-member exchange: TMX) in organizational contexts. The model extend current theories related to LMX and TMX by integrating ideas from self-determination theory, identity-orientation theory, and a theory of team types to describe how these two relational variables combine to...
Show moreThe purpose of this dissertation is to develop an integrated theoretical model of the simultaneous interplay of social exchange relationships with a supervisor (leader-member exchange: LMX) and fellow team members (team-member exchange: TMX) in organizational contexts. The model extend current theories related to LMX and TMX by integrating ideas from self-determination theory, identity-orientation theory, and a theory of team types to describe how these two relational variables combine to influence work outcomes. In 3 field studies, using longitudinal, multisource data from 815 employees on 111 teams, results show that a substitute effect in which high TMX buffers the negative effects of low-quality LMX on job satisfaction and job performance. Moreover, both a low relational identity and low authority differentiation within the team demonstrate a neutralize effect on the otherwise positive effects of high LMX. In contrast, both a high collective identity and high skill differentiation within the team show a substitute effect on the otherwise negative effects of low TMX.
Show less

Title: Workplace disability management inventory : development of a screening instrument
Creator: VanTol, Brett Cornell
Date: 1998
Collection: Electronic Theses & Dissertations

Title: Working with : expanding and integrating the pragmatic method for a wicked world
Creator: Lake, Danielle
Date: 2014
Collection: Electronic Theses & Dissertations
Description: This dissertation argues the burgeoning scholarship on wicked problems is both highly compelling and applicable to many of the public problems we confront. It is compelling because it articulates strategies for realizing a more comprehensive understanding of many of the problems we face today as a public; it is highly applicable because it provides us with a fruitful means of addressing these problems. The scholarship - as it stands in 2014 however - needs to be broadened and deepened,...
Show moreThis dissertation argues the burgeoning scholarship on wicked problems is both highly compelling and applicable to many of the public problems we confront. It is compelling because it articulates strategies for realizing a more comprehensive understanding of many of the problems we face today as a public; it is highly applicable because it provides us with a fruitful means of addressing these problems. The scholarship - as it stands in 2014 however - needs to be broadened and deepened, especially given how many dangerous wicked problems we face. The wicked problems field can be deepened by reviewing and consolidating its recommendations and through this work delving more deeply into a methodology that best supports collaboratively meliorating such problems. For instance, the various processes most recommended for tackling these problems - processes like bottom-up participation, to trans-disciplinarity, to situational and experiential learning - not only descend from the Pragmatic Method, but could also currently prosper from a more systematic engagement with Pragmatism, especially as conceptualized through a feminist lens where problems of power are systematically addressed. In the end, I argue effective responses to wicked problems require context-sensitive, dialogue-driven, action-based engagement models. Through a series of case studies the value of the recommendations within becomes apparent, suggesting there is a need to reimagine both the role of expertise and the boundary spaces between our institutions (as well as the structure of our institutions themselves). The potential for our collective future is quite exciting: potential to prepare future world citizens for engaging one another across their differences as well as the potential to encourage the re-envisioning of our institutions (and the creation of new) so they are more intentionally aimed at bridging our current, isolating gaps and thus fostering collective creativity and ingenuity.
Show less

Title: Working relationships of county extension agents and teachers of vocational agriculture in Michigan
Creator: Omar, Ahmed Mohamed Mohamed, 1926-
Date: 1963
Collection: Electronic Theses & Dissertations

Title: Working on Coherence Wherever the Twain Shall Meet How Teachers Contribute to Policy Coherence Through Adaptive Responses To Related Demands of Evaluation and Professional Learning Community
Creator: Zuschlag, Dirk Frederick
Date: 2021
Collection: Electronic Theses & Dissertations
Description: Teacher quality is a perennially fertile field for education reformers. Among teacher quality policies, two of the more highly touted and widely adopted are state-mandated systems of teacher evaluation and formalized models of teacher collaborative teams, often known generally as professional learning communities (PLCs). Indeed, despite a substantial divergence in policy design and implementation process, many districts and schools have by now routinized the annual re-enactment of evaluation...
Show moreTeacher quality is a perennially fertile field for education reformers. Among teacher quality policies, two of the more highly touted and widely adopted are state-mandated systems of teacher evaluation and formalized models of teacher collaborative teams, often known generally as professional learning communities (PLCs). Indeed, despite a substantial divergence in policy design and implementation process, many districts and schools have by now routinized the annual re-enactment of evaluation and PLCs policies, thereby engendering a recurring challenge of “crafting coherence” (Honig and Hatch, 2004). Teachers in particular, both individually and in PLCs, must fashion responses to disparate demands, which interact to affect but not determine those responses. How teachers respond holds important implications, not only for the iterative implementation and effects of potentially incoherent policies such as PLC and evaluation, but also for larger teacher and school improvement efforts and outcomes.This explanatory multiple case study in two public high schools investigates teacher agentic responses to dual teacher quality demands within distinct but related PLC/evaluation structures applying a structure-agency perspective (Coburn, 2016). It addresses the following research questions: (1) How, if at all, do teachers adapt their agentic responses to performance evaluation and professional learning community demands as they respond to the structures of both; and (2) how, if at all, does the relationship between structures of performance evaluation and professional learning community shape teachers’ adaptive responses?Results show that teachers generally compartmentalize their respective responses to PLC and evaluation demands. Importantly, however, periods of compartmentalization are punctuated at points in the evaluation process. Punctuation occurs when structural opportunities open for teachers to advantageously adapt their response to one demand to serve their response to the other demand. Although teachers vary in the timing and form of punctuation, four identifiable types of adaptive responses emerge from teacher agentic action within the related structures administrators implement. A typology of these strategies is proposed based on the placement of each along two intersecting dimensions. When teachers employ the strategies, they can reduce the cost of evaluation engagement, while increasing the value of PLC participation. At the same time, teachers were in effect able to enhance the coherence of their responses.Further results show that related PLC/evaluation structures are characterized by a design orientation--primarily commitment or control (Rowan, 1990)—and a goal orientation--primarily external or internal relative to the PLC/evaluation structures. One case high school implemented related structures with control-external orientations, the other commitment-internal. It is these paired orientations as implemented that can significantly influence when and how teachers may use certain adaptive response strategies.The implications of these findings are discussed, including those that involve the application of structure-agency theory in education policy research, the understanding of how coherence may be crafted in routine, multiple policy implementation at the “street level,” and for the work of policy makers, practitioners, and researchers.
Show less

Title: Working memory, presentation formats, and attention : an eye-tracking study on learning l2 chinese characters in a computer-assisted self-study environment
Creator: He, Xuehong
Date: 2020
Collection: Electronic Theses & Dissertations
Description: Drawing on the recent framework of internal and external attention in cognitive science (Chun et al., 2011), the current study explored how learner internal and external factors, namely, working memory capacities and presentation formats affected learner attention and learning outcome. Sixty-nine English native speakers studied 30 two-character Chinese words in three different presentation formats, namely, horizontal, vertical, and adjacent, within a computer-assisted self-study context....
Show moreDrawing on the recent framework of internal and external attention in cognitive science (Chun et al., 2011), the current study explored how learner internal and external factors, namely, working memory capacities and presentation formats affected learner attention and learning outcome. Sixty-nine English native speakers studied 30 two-character Chinese words in three different presentation formats, namely, horizontal, vertical, and adjacent, within a computer-assisted self-study context. Their learning gains were measured with a bilingual vocabulary test that adopted recognition and recall tasks to assess different mappings between form and meaning. Learners' eye movements when viewing the characters, pinyin, and English meaning of the Chinese words were recorded during the learning process. Two attention indices were employed: fixation durations and fixation counts. Working memory capacities were assessed with a storage, an inhibition, a shifting, and an updating tasks based on Miyake et al.'s (2000) framework. Mixed effects modeling and repeated-measures ANOVA, as well as descriptive statistics and bivariate correlations were conducted for data analysis. Results showed that compared with the horizontal and vertical formats, the adjacent format generally led to better learning outcome and promoted attention to the characters, when factors including vocabulary test formats and L2 Chinese proficiency were taken into consideration. Working memory capacities were also generally found as a significant predictor of learner attention and learning outcome. In addition, learning outcome was predicted by learner attention. These results were discussed in terms of theoretical and pedagogical implications.
Show less