UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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Now showing 1 - 4 of 4
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    Strong Internship Programs in the Newsroom: A Survey of Practices in the Field and Analysis of Tools for Improvement
    (2016) Hille, Karl B.; Steiner, Linda; Journalism; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Accredited journalism schools acknowledge the need for strong internships, and provide basic guidance for newsrooms on administering internship programs. However, most newsroom intern supervisors begin with few other resources to build or improve a program. A survey of newsroom intern supervisors was undertaken to explore a range of internship environments, identify common practices and gauge interest in tools for improvement. In addition, a review of published literature pertinent to building, improving and running such a program was sought in order to provide a coaching framework to assist the newsroom supervisor. Most surveyed said they invented their program along the way and expressed an interest in other tools for improvement, but other production duties don’t leave much time for research. These modest survey results offer a peek through a doorway into a new field of internship research that offers much promise for future investigation.
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    COACHES, CLIMATES, “FIELD” GOALS, AND EFFICACY: A “DE-CONSTRUCTION” OF THE MASTERY-APPROACH TO COACHING AND EXAMINATION OF RELATIONSHIPS TO PSYCHOSOCIAL OUTCOMES IN A YOUTH FOOTBALL PLAYER DEVELOPMENT PROGRAM.
    (2015) Goldstein, Jay; Iso-Ahola, Seppo E.; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In support of the achievement goal theory (AGT), empirical research has demonstrated psychosocial benefits of the mastery-oriented learning climate. In this study, we examined the effects of perceived coaching behaviors on various indicators of psychosocial well-being (competitive anxiety, self-esteem, perceived competence, enjoyment, and future intentions for participation), as mediated by perceptions of the coach-initiated motivational climate, achievement goal orientations and perceptions of sport-specific skills efficacy. Using a pre-post test design, 1,464 boys, ages 10-15 (M = 12.84 years, SD = 1.44), who participated in a series of 12 football skills clinics were surveyed from various locations across the United States. Using structural equation modeling (SEM) path analysis and hierarchical regression analysis, the cumulative direct and indirect effects of the perceived coaching behaviors on the psychosocial variables at post-test were parsed out to determine what types of coaching behaviors are more conducive to the positive psychosocial development of youth athletes. The study demonstrated that how coaching behaviors are perceived impacts the athletes’ perceptions of the motivational climate and achievement goal orientations, as well as self-efficacy beliefs. These effects in turn affect the athletes’ self-esteem, general competence, sport-specific competence, competitive anxiety, enjoyment, and intentions to remain involved in the sport. The findings also clarify how young boys internalize and interpret coaches’ messages through modification of achievement goal orientations and sport-specific efficacy beliefs.
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    Executive Coaching as a Developmental Experience: A Framework and Measure of Coaching Dimensions
    (2008-09-10) Gettman, Hilary J; Stevens, Cynthia; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The widespread and rapidly growing practice of executive coaching (Berglas, 2002) has evolved as a practice outside of the context of any academic discipline. While the literature on executive coaching is voluminous, there has been no attempt to systematically outline and operationalize the important dimensions of coaching practice. This lack of empirical foundation has made it difficult assess coaching in any meaningful way, for example, to determine what aspects of coaching are critical to effectiveness, or if it is even effective at all. In order to begin to fill this gap in the research, I sought to understand the important dimensions of executive coaching. To this end I reviewed the literature on coaching, and relevant research literatures, to get a better understanding of what coaches likely do to promote development, to develop a more grounded conceptualization of the dimensions of executive coaching, and to begin exploring the theoretical bases for these dimensions. I proposed six dimensions of coaching activities: assessment, challenge, emotional support, tactical support, motivational reinforcement and promoting a learning orientation. Second, I operationalized these dimensions by creating items based on the literatures reviewed, as well as input from subject matter experts, and based upon my own expertise. Finally, I administered the scales to 188 coaches and 32 executives, and evaluated the scales for their structure, reliability and validity. In the resulting factor structure, four of the dimensions were found as proposed, but challenge split into three factors and tactical support into two factors, resulting in nine dimensions of coaching activities, with reliabilities ranging from .75 to .91, averaging .84. Finally, some analyses of convergent, divergent and criterion-related validity of the dimensions were conducted, resulting in some preliminary indications of the construct validity of three of the scales, and providing information of where future validation work should be done. Interestingly, levels of engagement in seven of the dimensions varied meaningfully and predictably amongst coaches according to their education and training, which could have widespread implications for coaching selection and training. The resulting dimensions and measures open the door to further study of coaching, advancing both research and practice.
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    Use of private supplementary instruction (private tutoring) by U.S. high school students: Its use and academic consequences
    (2007-04-25) Nishio, Masako; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study is to examine a rapidly growing educational phenomenon in the United States: private supplementary instruction (private tutoring). This instruction is offered out-of-school time, focused on academic subjects, and provided mostly for a fee. Its primary goal is to help students prepare for college entrance examinations (advancement), or address difficulties in academic subjects (remedial). Using the concept of human capital as the primary theoretical framework, the study examines possible reasons for the use of private supplementary instruction and possible benefits that accrue to individuals from its use. The study examines if families with higher levels of educational aspirations or less academic satisfaction with their schools are more likely to use private supplementary instruction. It also considers whether students who use supplementary instruction have higher gains in mathematics achievement or higher likelihood of college acceptance. Data for this study come from the National Education Longitudinal Study and includes approximately 7,600 students who attended high school between 1990 and 1992. Students and parents were asked about the use of private supplementary instruction when students were 12th graders. Follow-up surveys in 1994 indicated students' post-secondary enrollment status two years later. Analyses of the use and effects of private supplementary instruction are calculated using OLS and logistic regressions. The research findings indicate that families with higher levels of educational aspirations are more likely to use advancement supplementary instruction, and doing so improves students' chance of college acceptance. Advancement instruction may also improve the academic performance of students, particularly students from high-income families. Use of remedial instruction, however, does not seem to improve academic performance or the likelihood of college acceptance for most students, though Asian Americans and African Americans may be exceptions. Family income also appears to play a role in both the use and effects of private supplementary instruction. Although human capital theory helps to explain specific aspects of private supplementary instruction, especially aspects associated with the use of advancement instruction, the study also demonstrates that issues related to use and effects of private supplementary instruction require additional theories to account for social and cultural factors.