Browsing by Subject "engagement"
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Item Disruptive effects of contingent food on high-probability behavior(Wiley Online Library, 2012-03) Frank-Crawford, Michelle A.; Borrero, John C.; Nguyen, Linda; Leon-Enriquez, Yanerys; Carreau-Webster, Abbey B.; DeLeon, Iser G.The delivery of food contingent on 10 s of consecutive toy engagement resulted in a decrease in engagement and a corresponding increase in other responses that had been previously reinforced with food. Similar effects were not observed when tokens exchangeable for the same food were delivered, suggesting that engagement was disrupted by the contingent provision of the food, which may have functioned as a discriminative stimulus that occasioned competing responses.Item The Effect of Parent Engagement on Student Achievement(2021-05-01) Wallingford, Krista; Quinton, Janice; Miller, Natasha; Masters of EducationThe purpose of this case study was to examine whether increasing the frequency, quantity and quality of parent engagement would increase student performance on skills deemed essential through their Individualized Education Program (IEP). The measurement tool was a teacher-created activity that was sent home twice a week for three weeks to the parent with the intention of it being completed by the student with the parent’s support. Findings of this case study demonstrated that when the level of parent engagement increased during the course of the three weeks, the student’s performance and skill acquisition also increased. Given the importance of the findings of this study, increasing the frequency and/or length of time of the study in the future would yield more accurate and applicable results.Item The Effect of Self-Selected Inquiry Projects on the Perceptions of Students’ Literacy Engagement and Motivation(2017-07-13) Dunphy, Nanette; Masters of EducationThe purpose of this study was to examine students’ perceptions of literacy engagement and motivation before and after the introduction of self-selected inquiry projects. The participants in this study were twenty-five second grade students from one class in a public elementary school in Maryland. This descriptive research design used a researcher-designed pre-and post-survey. After participating in self-selected inquiry through Genius Time, pre-and post-intervention data were compared and changes to students’ perceptions were noted. The findings of this study indicate that there is a positive effect on literacy engagement and motivation when students participate in self-selected inquiry projects.Item Increasing Engagement in Fourth Graders’ Independent Reading(2021-05) Hunsinger, Sarah; Masters of EducationThe purpose of this study was to determine if the implementation of a self-monitoring reading checklist would improve active engagement when reading independently in a group of fourth graders with mixed reading abilities. This study used a pre- and post-survey regarding participants’ reading attitudes and levels of engagement before and after the intervention of the self-monitoring checklist was administered. The group was instructed on important components of engaged reading and asked to monitor their engagement levels during Silent Sustained Reading (SSR). The post-intervention mean score on the survey (24.33), on which higher ratings reflected more engagement than lower ratings, was slightly higher than the pre-intervention mean of 23.15. The results of the t-test indicated the mean pre- and post-scores for items 1-7 were significantly and positively correlated (r=.783, p<.000), however, the t value of 1.185 was not statistically significant (p<.158), therefore, the null hypothesis was retained. The study indicates that student choice can positively impact levels of engagement; however, more research needs to be done to determine instructional strategies to increase independent reading engagement.Item No Theater Left Behind: A Case for Digital Programming(2022-04-13) Breeden, Thomas; MA in Arts AdministrationThe COVID-19 pandemic presented nonprofit theaters an immediate and critical choice: shut down until the health concerns passed, or shift to some form of digital programming to continue to serve their audiences. Now, as theaters can once again reopen their physical spaces, a new, equally existential choice has emerged: leave COVID-era digital programming behind, or continue to incorporate digital programming into the core of the organization. This paper answers a timely question for the post-COVID era: Why invest in digital programming for the long haul? Through study of relevant literature, pandemic-era studies, news reporting, and personal interviews with theaters doing digital work, “No Theater Left Behind” presents a case for digital programming as an essential part of nonprofit theater companies’ artistic and audience development strategies moving forward. As seen in organizations over the last two years, digital programming extends a theater’s reach, improves access, and creates additional touchpoints into the organization for patrons. Further, commitment to digital programming will make for a more resilient and adaptable organization, one that will be ready to respond to the next moment of crisis. To capitalize on these benefits and not be left behind, organizations should seize this moment to invest in digital programming and ensure their place as the theater of tomorrow.