The Anglo-American trade agreement : a study of British and American commercial policies, 1934-1939

Kreider, Carl Princeton University Press H. Milford, Oxford Univ 해외박사

Achievement in physical science using cooperative mastery learning

Kreider, Paula Sue Florida Institute of Technology 1992 국내박사

'The height of its womanhood': Women and gender in Welsh nationalism, 1847--1945

Kreider, Jodie Alysa The University of Arizona 2004 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation places gender at the center of multiple articulations of power that constituted the imperial relationship between Wales and England, as well as the self-fashioning development of Welsh nationalism between 1847 and 1945. Research in both Welsh and English language sources and the materials of Plaid Cymru: the Nationalist Party of Wales reveals that Welsh women, as both ideological symbols and actors, played crucial roles in the formation of Welsh nationalism. This dissertation challenges the notion of a homogenous 'British' identity during the nineteenth century, placing Welsh nationalism firmly within a larger comparative framework of imperial and post-colonial movements, particularly using gender to constituting power relationships between various groups of men. Yet Welsh nationalism differed from other movements in that no major articulation of feminist agendas occurred within the nationalist movement between 1880--1945, particularly within Plaid Cymru. The conservative gender roles disseminated by nationalist groups based itself instead on hegemonic Victorian English gender roles of the early nineteenth century as outlined in the periodical Y Gymraes, syncretically combined with an emphasis on Welsh women as primary communicators and representatives of Welsh culture via their weaving and wearing of flannel and the pointed Welsh hat. Both practices sprang from nationalist fervor of Lady Llanover, often dismissed as a dilettante. These themes dominated nationalist publications and party doctrine until 1945, despite women's contributions of labor and financial support that kept Plaid Cymru viable during its formative decades.

Using a Professional Learning Community to Design Professional Development

Kreider, John W University of Pittsburgh ProQuest Dissertations & 2017 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

There has been an increase in accessibility to computers in K-12 education across the United Sates (Molnar, 2015). In addition, technology has become more sophisticated and is having a substantial impact on the manner in which instruction is delivered to students in the classroom and the manner in which students are assessed (Zhang, Zhao, Zhou, & Nunamaker, 2004). Subsequently school districts are responding by providing teachers with professional development activities that build their capacity to effectively use technology in the classroom. Quality professional development activities must collaboratively engage teachers in sustained and reflective exercises that are connected with each other and deeply established in inquiry (Darling-Hammond & McLaughlin, 1995). To create this environment, school leaders must engage their staff in job embedded activities that develop strategies relevant to the profession. Traditional forms of professional development, however, are often criticized for presenting isolated topics to large groups of teachers with little to no follow through or continued support (Kohler, Crilley, Shearer, & Good, 1997). In addition, these forms of professional development rarely solicit the input from teachers and occur infrequently throughout the school year. Due to the lack of coherence, many professional development sessions fail to impact the manner in which curricula are delivered to students in the classroom (Showers & Joyce, 1996) and generally have no impact on improving the quality of instruction (Harris & Sass, 2011). This study provides professional development through the incorporation of a Professional Learning Community (PLC) with a small purposeful sample of high school teachers who have been identified as high-level technology users. PLCs have emerged as a reliable means of building the capacity of teachers and can have a positive impact on student achievement in the classroom (Louis, Marks, & Kruse, 1994). This study builds upon the current research related to PLCs and examines how a PLC can be used for learning and planning. Specifically, due to the proliferation of technology, the PLC reflected upon their current practice and designed professional development activities for their colleagues.

To love all that pleases: Autobiography, dialectic, and the Women's International League for Peace and Freedom, 1919--1939

Kreider, Angela Emory University 2004 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation explores concepts of individuality articulated in autobiographical texts written by women who were members of the Women's International League for Peace and Freedom (WILPF) during the years between the two world wars. It argues that these texts demonstrate a diaiecticism that characterized the philosophy and practice of the WILPF, that provided the basis for that organization's activism during the interwar years, and that resonated with the philosophy of the Frankfurt School. Chapter One draws on the records of the WILPF's international congresses to show that the organization shared the Frankfurt School's commitment to dialectical thinking, to emancipatory social change, and to the integration of theory and practice. The chapter argues further that WILPF members developed a concept of resilient and autonomous selfhood that allowed them, in contrast to the Frankfurt School philosophers, to maintain a dialectic between theory and practice, and thus to take political action. Chapter Two traces patterns of dialectical thinking through sixteen WILPF autobiographies, focusing on their authors' interrogations of the categories of gender, class, and religious affiliation. WILPF autobiographers blurred but did not completely abandon the distinctions-male/female, bourgeoisie/proletariat, religion/reason-on which these categories were founded. Rather, they incorporated elements of each into their lives, striving to avoid the tragedy of choosing one good over another, to love all that pleased them even when doing so appeared illogical. The following three chapters are case studies of autobiographies written by WILPF members Emmeline Pethick-Lawrence, Lida Gustava Heymann and Anita Augspurg (a joint autobiography), and Mary Church Terrell. Supplementing close readings of these texts with analysis of relevant archival material and of the cultural paradigms within which their authors lived and worked, the three case study chapters explore in depth these women's pursuit of dialectical approaches to the tensions that structure their texts, paying particular attention to the ways in which their concepts of selfhood influenced that pursuit and, specifically, their relationships with the WILPF. These three narratives, like other WILPF autobiographies, amply illustrate the difficulty of the project that WILPF members pursued, and the magnitude of their achievement in persisting nevertheless.

Development of Non-Precious Metal Catalysts for the Oxygen Reduction Reaction

Kreider, Melissa Ellen ProQuest Dissertations & Theses Stanford Universit 2021 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Student talk during the writing process from sixth graders' perspectives

Yoder, Karen Kreider University of San Francisco 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Sociocultural-learning experts call for students to talk with each other in various curricular areas as a way to promote their learning, but few studies consider student perspectives on talk during the writing process. This study explored the perspectives of sixth graders on student talk during the writing process by examining the social context of peer conversations about writing, students' reflections on viewing their peer talk, and changes in the writing products after peer talk. This 12-week qualitative study was situated in one sixth-grade classroom in a racially-mixed middle school in a middle-class neighborhood in the San Francisco East Bay. As encouraged by the teacher, the students talked to each other during all stages of the writing process. The researcher videotaped and transcribed the students' conversations about their written pieces and then played back the video clips to the participants. The student participants discussed their perception of what was occurring during the peer talk and described the changes made to their writing as a result of the peer talk. Initial and final interviews were conducted, and student writing samples were collected and examined throughout the study. The results of the study indicate four main themes: (a) the classroom context enables students to communicate clearly with peers about their writing, especially when taught explicit writing minilessons; (b) students benefited from peer talk through exposure to alternate ideas, enacting complementary roles, an immediate relationship between writer and audience, enacting exploratory talk, and applying writing knowledge to their own writing; (c) gender, writing level, and writing genre have limited influence on the dynamics of peer talk; and (d) a safe classroom context influenced students to write about tough personal issues of interest to young adolescents. The study indicates a need to expand Vygotsky's role of the more capable peer to include students of all writing abilities, especially those with keen insights about life situations. Classroom implications include the importance of the classroom teacher in influencing peer talk, the benefit of explicit writing instruction, the positive influence of students telling about important events in their lives, the importance of teacher modeling peer revision strategies, and the benefit of students choosing their writing partner.

Variation in organizational resources and nurse & patient outcomes at hospitals serving economically disadvantaged patients

Viscardi, Mary Kreider University of Pennsylvania 2014 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Health disparities are exacerbated by low quality care at hospitals serving economically disadvantaged patients. The organizational resources available to nurses, including appropriate levels of nurse staffing and a positive practice environment, are strongly associated with care quality, as well as nurse and patient outcomes. However, little is known about the influence of differences in organizational resources for nurses as an explanatory factor for the disparities in quality of care observed between hospitals that disproportionately serve economically disadvantaged and those that do not. To address this gap, we conducted a secondary analysis linked data from payers, hospitals, neighborhoods, nurses and patients to evaluate whether differences in nurse work environments and nurse staffing levels accounted for the hospital-level quality of care disparities based on the level of economic disadvantage of the population served by the hospital. Using a national sample of 3,782 hospitals, commonly-utilized hospital classification measures were compared, to determine which measure best represented the economic disadvantage of hospital patient populations. Using a measure reflecting the proportion of patients from high-poverty ZIP codes, nursing resources and nurse and patient outcomes were examined at a subset of hospitals in 4 states. Lower levels of nursing resources in hospitals serving the economically disadvantaged were associated with poorer outcomes for patients, including lower levels of quality, safety and satisfaction, as well as poorer outcomes for nurses, including higher levels of job dissatisfaction, burnout and intention to leave. Compared to low-poverty hospitals, nurses at high-poverty hospitals reported less favorable nurse work environments (mean score: 2.62 vs. 2.77, p<0.000) and staffing levels (patients per nurse: 5.34 vs. 4.92, p=0.002) and were more likely to report dissatisfaction (28.2% vs. 24.4% respondents, p=0.033), intention to leave (19.8% vs. 14.7% respondents, p=0.001) and emotional exhaustion (35.8% vs. 31.7% respondents, p=0.027). In models adjusted for hospital characteristics, the percentage of nurses reporting "excellent" quality care and "grade A" safety decreased by 6% and 4.4% respectively for every 10% increase in the proportion of patients in poverty. The percentage of patients rating the hospital "9" or "10" and "definitely recommend[ing]" the hospital decreased by 1.7% and 3.1% respectively. In linear regression models adjusting for differences in nurse staffing, education and work environment, the magnitude of these effects decreased by 40-100%. This study confirms that hospitals serving a high proportion of economically disadvantaged patients have including higher levels of job dissatisfaction, burnout and intention to leave for nurses and lower levels of quality, safety and satisfaction for patients. With an explicit focus on organizational resources and the utilization of a unique dataset, this study offers an actionable solution--investment in improvement of the nurse work environment and hiring of additional nurses--which may improve hospital-based health disparities.