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Title: YOUTH PERSPECTIVES ON FULL-SERVICE COMMUNITY SCHOOLING
Creator: Castro, Kristofer Malulani
Date: 2021
Collection: Electronic Theses & Dissertations
Description: Despite the national standards for the implementation of full-service community schooling require the inclusion of youth participation in the decision-making and communication of these initiatives, few studies have solicited these key perspectives. The current study used focus groups to solicit youth perspectives on full-service community schooling initiatives being implemented in the schools they attended. Students were recruited from schools participating in the early years of a full...
Show moreDespite the national standards for the implementation of full-service community schooling require the inclusion of youth participation in the decision-making and communication of these initiatives, few studies have solicited these key perspectives. The current study used focus groups to solicit youth perspectives on full-service community schooling initiatives being implemented in the schools they attended. Students were recruited from schools participating in the early years of a full-service community schooling initiative. Students were separated into focus groups based on the school they were recruited from. The questions I sought to answer through this study were: 1.) what does full-service community schooling mean to students; 2.) what characteristics of full-service community schooling do youth enjoy (and not enjoy); 3.) how, if at all, has full-service community schooling changed the lives of youth; and 4.) what factors salient to youth does full-service community schooling fail to address? Analyzing the transcripts from the focus group using Marshall and Rossman’s (1995) interrater qualitative approach produced 35 themes grouped into ten analytical categories that were then further reduced into four higher order content groupings. I discuss the manner in which these findings elucidate how youth understand the scope, benefits, and issues with full-service community schooling. Furthermore, I discuss, the implications of these findings for the future practice of and research on youth voice in the planning and design of full-service community schooling.
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Title: Xenotransplantation of human prostate cell lines : models for studies on cancer treatment
Creator: Rivette, Amanda Sue
Date: 2005
Collection: Electronic Theses & Dissertations

Title: Xenogenous fertilization of squirrel monkey and golden hamster oocytes
Creator: DeMayo, Francesco John
Date: 1981
Collection: Electronic Theses & Dissertations

Title: Xenogenous fertilization of bovine and porcine oocytes
Creator: Hirst, Patricio Jorge
Date: 1980
Collection: Electronic Theses & Dissertations

Title: Xanthomonas pathovars identification through a neural network-based genomic fingerprint classification system
Creator: Tuang, Fei Ni
Date: 1998
Collection: Electronic Theses & Dissertations

Title: X-ray studies in Phaseolus vulgaris
Creator: Genter, Clarence Frederick
Date: 1939
Collection: Electronic Theses & Dissertations

Title: X-ray fluorescence spectroscopy of CdTe substrates
Creator: Hines, Daniel Ray
Date: 1985
Collection: Electronic Theses & Dissertations

Title: X-ray diffraction of common silica minerals
Creator: Pollack, Sidney Solomon
Date: 1953
Collection: Electronic Theses & Dissertations

Title: X-ray diffraction analysis of fabrication deformities in metals
Creator: Skinner, Martin Joseph
Date: 1948
Collection: Electronic Theses & Dissertations

Title: Writing conferences via synchronous computer-mediated communication : a case study of an ESL learner
Creator: Jun, Seung Won
Date: 2005
Collection: Electronic Theses & Dissertations

Title: Write before you speak : the impact of writing on L2 oral narratives
Creator: Bulow, Alyssa
Date: 2020
Collection: Electronic Theses & Dissertations
Description: Current literature suggests that writing may better facilitate language learning than speaking practice alone, but direct empirical research demonstrating this is limited. Evidence is also limited as to whether grammar and vocabulary learned while writing can transfer to speaking. This study investigates the prediction that written planning, even more so than oral planning, leads to improved oral narratives. Thirty-four Spanish-speaking learners of English were randomly assigned to one of two...
Show moreCurrent literature suggests that writing may better facilitate language learning than speaking practice alone, but direct empirical research demonstrating this is limited. Evidence is also limited as to whether grammar and vocabulary learned while writing can transfer to speaking. This study investigates the prediction that written planning, even more so than oral planning, leads to improved oral narratives. Thirty-four Spanish-speaking learners of English were randomly assigned to one of two groups: writing rehearsal or oral rehearsal; rehearsal being individual practice before the final task. The writing group composed a story ending in the written modality while the oral group rehearsed by narrating theirs out loud. Both groups recorded their oral story continuation task as the final product. In order to compare the impact of writing versus oral rehearsal on learners' subsequent oral performance, final narratives were examined using complexity, accuracy, and fluency measures. Results showed that the writing group produced more fluent and lexically diverse narratives than the speaking group but there was no effect on accuracy, and limited effects on grammatical complexity. The study concludes with pedagogical implications for using writing tasks to prepare students for oral tasks.Keywords: L2 writing, complexity, fluency, story continuation task (SCT), EFL, benefits of writing for speaking, pre-task planning, rehearsal.
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Title: Wounded
Creator: Thibeault, Raymond Joseph
Date: 1993
Collection: Electronic Theses & Dissertations

Title: Worry and working memory : a behavioral & ERP investigation across the menstrual cycle
Creator: Gloe, Lilianne Marie
Date: 2019
Collection: Electronic Theses & Dissertations
Description: "The current project examined the relationship between worry, a component of anxiety characterized by negative, future-oriented thought activity, and working memory in women. Further elucidation of this relationship occurred through use of multiple working memory measures; examining the P300, an event-related potential measured using electroencephalogram (EEG) thought to index resources available for cognitive processing; and considering the role of ovarian hormones. It was hypothesized that...
Show more"The current project examined the relationship between worry, a component of anxiety characterized by negative, future-oriented thought activity, and working memory in women. Further elucidation of this relationship occurred through use of multiple working memory measures; examining the P300, an event-related potential measured using electroencephalogram (EEG) thought to index resources available for cognitive processing; and considering the role of ovarian hormones. It was hypothesized that worry would be associated with poorer working memory function and reduced amplitude of the P300 at higher levels of task difficulty and estradiol. Participants were 65 naturally-cycling women who attended four visits across their menstrual cycles. On each visit day, data collection included a measure of daily worry (Penn State Worry Questionnaire), a saliva sample used to assay for estradiol, and completion of three working memory tasks (N-back task with EEG recording, Operation Span task and Reading Span task). Five multilevel models were constructed to examine the impact of within-subject fluctuation of Penn State Worry Questionnaire scores and estradiol values on N-back task accuracy, N-back task reaction time, N-back task P300 amplitude, Operation Span score, and Reading Span score. Task parameters of the N-back task (i.e. load and trial type) were included in the three models of the N-back task as indicators of task difficulty. Results indicated that within-subject fluctuations were not significantly related to working memory performance or the P300 amplitude. Potential reasons for null findings are explored and future directions are considered."--Page ii.
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Title: Worries among parents of early adolescents transitioning to or currently enrolled in middle school : a descriptive study
Creator: Lewis, Heather M.
Date: 2002
Collection: Electronic Theses & Dissertations

Title: Workplace demography and attitudinal outcomes : the role of power, status, and diversity climate within groups
Creator: Ali, Abdifatah Ahmed
Date: 2015
Collection: Electronic Theses & Dissertations
Description: The study explored to what extent various environmental features can explain away the asymmetrical effects found in the relational demography literature. We used two theoretical paradigms stemming from different scientific disciplines: status and power dynamics from sociology and inclusion and diversity climate from management. We posited the composition of group members as well as those occupying managerial positions would serve as status and power signals for out-group employees (women,...
Show moreThe study explored to what extent various environmental features can explain away the asymmetrical effects found in the relational demography literature. We used two theoretical paradigms stemming from different scientific disciplines: status and power dynamics from sociology and inclusion and diversity climate from management. We posited the composition of group members as well as those occupying managerial positions would serve as status and power signals for out-group employees (women, minorities). These signals would in turn have implications for the type of attitudes (i.e., job satisfaction, organizational commitment, turnover intentions) women and minority employees endorse. Further, we posited that an inclusive climate would inhibit social categorization processes for both in-group and out-group employees therefore leading to better attitudinal outcomes. Across two samples, we found that the status and power perspective did not account for the asymmetrical effects, whereas the diversity climate perspective did in most of our hypotheses. We highlight the implications for research utilizing both theoretical perspectives and make recommendations to companies regarding ways to address composition and diversity climate issues within workgroups.
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