Dissertationen zum Thema „Education, Adult and Continuing|Education, Educational Psychology|Recreation“
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Bennett, Michael. „An exploration of transformational learning in adults as a result of adventure travel experiences“. Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556870.
The purpose of this exploratory qualitative research study was to identify the elements of adventure travel experiences that contribute to the process of transformational learning in adults. A qualitative research design was employed for this study. The sources of data were twelve pre-existing and de-identified interview transcriptions. A textual analysis was performed on the data, using an a priori approach to coding and analysis. An analysis of the data identified seven key themes that were critical for transformational learning in adults: (a) A Call to Adventure; (b) Being Open to Experience; (c) Entering a Zone Unknown; (d) Extra-Ordinary & Challenging Experiences; (e) Meaningful Interactions with Others (f) Re-Connecting to Self; and (g) Taking Action. These themes suggested a process for transformational learning in adults. In addition, (a) the authentic nature of the experience and (b) trip length, were also found to be important factors in transformational learning for these interviewees. These findings also suggest that intentionally designing adventure travel programs around these themes and the emergent transformational learning process has the potential to increase the likelihood of participants experiencing transformational learning through adventure travel.
Mitchell-White, Kathleen. „Reflective thinking and emotional intelligence as predictive performance factors in problem-based learning situations“. ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/788.
Conaway, Wendy. „Andragogy: Does one size fit all? A study to determine the applicability of andragogical principles to adult learners of all ages“. ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/692.
Batiste, Mildred M. „The effect of emotional intelligence on program completion among adult basic education students“. Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583319.
Program completion among adult learners attending adult basic education programs has been found to be an area of struggle. Cognitive ability has always been the primary factor for determining an individual’s ability. However, non-cognitive ability has been proposed as a significant factor in academic success. Many attrition models have been developed in an effort to improve program completion and reduce attrition. The research study sample consisted of 68 adult learners attending the Appoquinimink Adult Education Program. The study focused on the effect that a course in emotional intelligence would have on program completion rates among adult learners attending adult basic education programs. The Mayor, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) was used to measure emotional intelligence. The main objective was to examine the effect of a course in emotional intelligence on adult learners’ non-cognitive ability to obtain program completion. The study used a quantitative Solomon four-group design to investigate the influence of the course on emotional intelligence. The idea that emotional intelligence is teachable and learnable has not been established as fact. However, the findings of the data analysis suggested support of the proposal that emotional intelligence can be taught and learned. In addition, the findings suggested that age, gender, and ethnicity were not predictors for emotional intelligence levels among adult learners attending adult basic education programs. The findings further suggested that adult learners with higher emotional intelligence levels had an increased chance for program completion. Hence, emotional intelligence was revealed to be a strong factor for reducing attrition and increasing program completion.
Mitchell, Marlon R. „Participation in adult education activities logistic regression analysis of baby boomers in the United States /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274281.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2763. Adviser: Thomas Schwen. Title from dissertation home page (viewed Apr. 9, 2008).
Larocque, Leon. „Learning as a process of becoming within communities of practice: A multiple case study of moose hunters in northern Ontario“. Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/29300.
Ngeow, Karen Yeok-Hwa. „"If I don't do, I lose" a grounded theory study of Chinese adult learners' writing motivation /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243794.
Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4456. Adviser: Sharon Pugh.
Hauer, Debra. „"That's how people learn It's through the connection": Collaborative learning in an Aboriginal adult Literacy Centre“. Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27590.
Haberlin, Alayna T. „A comparison of pyramidal staff training and direct staff training in community-based day programs“. Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2704.
Leverenz, Susan Elizabeth. „Persistence of new "non" traditional students: New definitions and policy implications“. Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278718.
Gravina, Maria Virginia. „Investigating leadership characteristics and attitudes toward creativity according to agency context for agriculture extension agents in Uruguay“. Thesis, Oklahoma State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614414.
The purpose of this study was to investigate attitudes toward creativity and leadership characteristics according to the agency context for extension agents in Uruguay. Extension agents come from the three different agency contexts in Uruguay of the University, government, and private institutions. Leadership characteristics are those that combine to describe leadership approaches or styles. Attitudes towards creativity concerns the values one holds about using creativity in work situations. The link between these variables is important due to the diverse challenges that agriculture extension agents face in a small country like Uruguay whose economy depends on agriculture. There are three major conclusions based on the findings of this study. First, factor analysis performed in the scales related with leadership did not cluster as Bass and Avolio (2000) suggested. Rather, results show a different combination of the traits (Motivating demanding, Compliant, and Charismatic controller). The second conclusion is that attitudes and values to promote innovation likely expected to be one of the values of the university group were not shown in the results. One possible explanation could be the philosophy of the university, while the government and private institutions showed an attitude that tends to promote creativity and innovation which in their case is aligned with their jobs goals, which has to do with a model of extension that provides regulation and provision of inputs and also emphasize National production goals and productivity. Third there is a difference between working contexts for agricultural extension agents in Uruguay. The results of the study were able to discriminate between the university context and government and the private contexts which showed a similar behavior. Both the government and the private contexts showed a positive approach to creativity and a compliant leadership behavior.
Silverstein, Charles H. „Contemplative practices and orders of consciousness| A constructive-developmental approach“. California Institute of Integral Studies, 2013.
Holler, Joseph C. „A phenomenological case study of finding meaning through the developmental nature of a doctoral program in organization change“. Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700739.
This phenomenological case study of finding meaning explored the developmental nature of Pepperdine University’s Doctor of Education in Organization Change (EDOC) program through graduates, who as students, found deep, visceral, and life changing meaning. The primary request of participants, identified as co-inquirers, was to: describe in as much detail as possible how meaning was found through their participation in the EDOC program. Detailed storied descriptions from 10 graduates were gathered through interviews. Anecdotes were gathered by email from other graduates concerning the meaning found, relational experiences, and vivid program experiences. In my analysis of data, I explicated the structure (the relationship among the most invariant constituents of the phenomenon) and meaning (implications) from their lived experience. Though particulars differed, the interview data revealed a structure surrounding each of the ten co-inquirers as being (a) self-aware learners who joined the program with assumptions concerning the challenging nature of the learning experience; (b) a socially constructed environment that facilitates the formation of relational sets and community engagement; (c) deep and rich dialogic relationships among participants within the learning community; (d) co-constructed learning through collaboration with faculty and fellow students; (e) abundant free-space in learning enabling the transcendence of boundaries to personal growth; (f) an immensely helping and caring environment; (g) significant opportunities to challenge and broaden worldviews through program experiences; and (h) consistent validation of progress toward personal, educational and life goals. In coming to understand the phenomenon for finding meaning, I used descriptive phenomenology and given my presence as a student in the program being studied, I offered my own observations. I framed propositions from the study’s findings for progressive educators and organization development professions. Meaning found led to life changes such as improved personal and professional effectiveness, a deeper sense of self and self-worth, a clearer view of the world, and an ability to enact what had been taken from the experience; a significant educational outcome in addition to cognitive competencies, field knowledge and application. Those who have experienced the program came away with a deeper sense of purpose and far reaching capabilities to serve.
Wade, Anne Slaydon. „Community college instructors' perceptions of incivility in the classroom“. Thesis, Western Carolina University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619117.
The purpose of this quantitative research project was to add to the body of knowledge of incivility in the class by examining the perceptions of community college instructors in the State of North Carolina. Instructors were asked to identify behaviors they believed to be disruptive or uncivil in their classroom, indicate how frequent these issues occurred, indicate how they handled the disruptions, and whether or not they believed their practices to be effective. Each of the 58 community colleges in North Carolina was invited to participate of that 58, 13 chose to accept the invitation. The sample included 793 instructors who received the email at the 13 colleges and the respond rate was 162 or 20 percent. The instructors in the community college have a variety of students. Instructors have students in the age range of 14 to over 65 that reflect the community in which the college is located. The survey was adapted from Indiana University which ran an incivility survey in 2000. Instructors taking the quantitative survey also had text boxes in which to add their comments. Behaviors such as chewing gum in class or not being prepared where not considered as disruptive to the instructors as cussing the instructor or making threatening comments during class. Findings included no significant between an instructors race and their perceptive of classroom incivility. There was no significance between the instructors' years of teaching and the size of the classroom and their perceptions of incivility. The findings at the community college level mirror the literature and findings at universities and K-12 schools.
DeAngelis, Kristin. „Academic self-efficacy among students enrolled in developmental education| The role of social modeling“. Thesis, The University of North Carolina at Charlotte, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636105.
Students in developmental education face three types of barriers: institutional, situational, and affective. Current interventions focus on addressing institutional barriers; however, continuing low success and retention rates indicate a need for additional measures. Bandura's theory of academic self-efficacy provides a way to address the affective barriers faced by this student population. This study examines the impact of a series of three five-minute student success videos, based on the social modeling aspect of self-efficacy theory and developed using the Dick and Carey instructional design model, on the academic self-efficacy, retention, and success of developmental education students. A quasi-experimental research design was used to examine the effectiveness of the social modeling intervention.
Results from this study indicate that an intervention designed using academic self-efficacy as an underlying theory and the Dick and Carey model of instructional design as a creation and implementation guide did not have a significant impact on the academic self-efficacy of students enrolled in developmental education courses. Moreover, the intervention did not have an impact on success and retention rates. Additional analysis indicates that academic self-efficacy was not a significant predictor of either student success or retention. Further research regarding the link between academic self-efficacy and student success and retention at the developmental level is necessary.
Eason, DiAnna Lynn Loy 1951. „The stress-producing life events experienced by students at a private four-year college“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282775.
Gierka, Robert Eugene. „A Case Study of Veterinary Technology Students' Experience of Continuing Human-Animal Bonds“. Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690208.
Thomas, Antonio Lamar. „The Effect of Textbook Format on Mental Effort and Time on Task“. Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635935.
The relatively little amount of time that some college students spend reading their textbooks outside of lectures presents a significant threat to their academic success. One possible solution to this problem is the use of digital games as an alternative to outside-of-class textbook reading, but a review of previous research did not reveal much information on their efficacy when compared to traditional textbooks. Using Astin's theory of student engagement as a framework, the purpose of this quantitative causal-comparative study was to determine whether a significant difference in engagement, as indicated by mental effort and time on task, existed for college students who used a digital game-based textbook versus students who used a traditional print-based textbook. The 54 undergraduate college students in this convenience sample were randomly assigned to one of the two textbook types and completed an activity session at an individual workstation. Time on task was measured with a stopwatch and mental effort with the Mental Effort Scale. The results showed a statistically significant difference in engagement between participants in the digital game-based and traditional print-based textbook groups, Hotelling's T2(2, 52) = 25.11, p < .001, D 2=1.86. In the post hoc analyses, the digital game-based group had significantly higher time on task scores than the traditional print-based textbook group (t = 34.61, p < .001). The mental effort difference was not significant, although the mean mental effort score was higher for the digital game-based group. These results provide evidence of a digital game-based textbook's utility, and may inform college educators in their efforts to support a more diverse group of learners.
Reid, Adrianne. „Implementing special educational needs and disability policy reform in further education settings : an exploratory case study of named person perceptions“. Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7057/.
Ward, Shirli Levinson 1968. „Glasser's parent training model: Effects on child and parent functioning“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282387.
Lloyd, Sara H. „An exploratory study of the relationship between in-training examination percentiles of anesthesiology residents and the vermunt inventory of learning styles“. Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/443.
Scherzer, Carrie Beth. „Training athletic trainers in the delivery of sport psychology rehabilitation interventions“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280648.
Gilis, Jeffrey T. „Nutrition Knowledge and Interest of Collegiate Athletes at a Division I University“. Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1342374208.
Burke, Lewis H. Jr. „EXAMINING AN ADULT EDUCATION PARTNERSHIP THROUGH A POSITIVE ORGANIZATIONAL LENS“. UKnowledge, 2013. http://uknowledge.uky.edu/epe_etds/11.
Traylor, Jessica. „Middle School Teachers' Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3010.
Handon, Erica Ann. „An Examination of the Differential Impact of University/College Research Emphasis on Levels of Counselors' Resilience“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1698.
Strydom, Verena Zita. „The support needs of life orientation teachers in the Further Education and Training Band“. Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6837.
ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.
Crenshaw, Michael Ryan. „Services for College Students with Traumatic Brain Injuries“. University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1461276699.
Bruno, Amy J. „Do Mathematics and Test Anxiety Influence the Decision to Drop Out?“ Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438168030.
Fowler, John P. „Report of an educational psychology internship at Cabot College of Applied Arts, Technology and Continuing Education : including a research report on the effectiveness of the Canadian Adult Achievement Test in predicting college grade point average for mature students /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23135.pdf.
Tongchai, Nilubon. „Enhancing learning through opening the group model in a synchronous computer-based environment“. Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/195/.
Ph.D. thesis submitted to the Faculty of Education, Centre for the Support for Learning, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
Love, Jill Annette. „Communication Apprehension in the Classroom: A Study of Nontraditional Graduate Students at Ohio University“. Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363877519.
Cox, Lisa N. „Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268.
Heddleson, Lucia. „TINKERING WITH EMERGING ADULTHOOD: BONDING FACULTY BEHAVIORS CULTIVATING LIFE PROJECTS FOR AT-RISK EMERGING ADULT STUDENTS“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1559751731605712.
Vosler, Matthew S. „Cracking the Creativity Crunch: Understanding Creativity for Outdoor Leaders in Adventure Programming“. Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1557421932155276.
Davis, Phyllis A. „Quality of Life of People with Disabilities: Stories of Successful Adults“. Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241386072.
Osborne, Raine. „Educating for Engagement: The Influence of Physical Therapist Education on Lifelong Learning and Professional Engagement“. UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/907.
Gammon, Hannah Lee. „The Student Perspective: An Exploration of the Experiences and Needs of University Students with Mental Illness“. Wright State University Professional Psychology Program / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1374611249.
Atkinson, Megan E. „Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2510.
Dalpiaz, Anthony. „Social Media Use, Media Literacy, and Anxiety in First-Year College Students“. University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597137716516134.
Duncan, Robin A. „Students' Perceived Value of the Community College Experience: A Mixed Methods Study“. Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337.
White, Marisa Lynn. „The Process of Becoming an Advocate for the Counseling Profession: A Qualitative Analysis of Counselors’ Development toward Advocacy“. University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258153249.
Barreca, Rebecca J. „Lived Experiences of Nurses: Nurse Characteristics by Clinical Specialty“. Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303941706.
Locust, Jonathan E. Jr. „An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment“. University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.
Byrd, Anna. „A Study of State College Faculty Trust in Immediate Supervisors“. UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/849.
Olsen, Lynn William. „Edge Leadership: Using Senior Leadership Perceptions to Explore Organizational Turnarounds“. Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1284085292.
Van, Winkle Kristina A. „Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project“. Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.
Falcone, Jaclyn Nicole. „For Pets' Sake| Is There a Need for Dog Safety Community Education?“ Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610473.
The history of the human-canine relationship and the human-canine bond is longstanding and has grown and developed throughout the years. Today, dogs are considered part of the family and are beneficial in impacting people across the United States. Introducing the community to dog safety education may strengthen the awareness and confidence of dog lovers across the state of Florida and hopefully reduce the number of preventable dog emergencies.
This research suggested the reasons for dog ownership and the importance of protecting our beloved canines by presenting a literature review covering the evolution of the human-canine relationship, human-canine bond, positive effects of canines on humans, history of humane education to demonstrate the importance of dogs in the lives of American citizens and an overview of community education and the importance dog safety community education.
The purpose of this mixed methods study was to understand the current state of dog safety community education in Florida and to introduce the need for policies and procedures for dog safety training for adults, if needed based on the research. This topic was analyzed through a needs assessment administered through a Parks & Recreation department in south Florida and online through social media. Ten key informants were selected to interview for an in-depth understanding of their perspective on this topic. Document analysis was conducted to see if results of the needs assessment were addressed in brochures and other media locally. The participants were community members of Florida who were also dog owners. Participants were adults over the age of 18. The participants’ anonymity was protected, as no names were collected from the survey.
After carefully examining data collected from 10 interviews, document analysis, and surveys of 150 participants who are dog owners in Florida, the researcher of this study revealed factors that show substantial value that dog owners place on their dogs and interest in educational opportunities to protect their safety. The significance of this study presented additional research dispelling a misconception that dog safety education as easily accessible and available in Florida based communities. This study was also significant because it contributes to the literature by identifying the value dog owners place on their dogs, as demonstrated in both survey and document analysis.
Yamada, Naoko. „Understanding interpretive audiences for effective adult learning a case study of a Japanese National Park /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274250.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2765. Adviser: Douglas H. Knapp. Title from dissertation home page (viewed Mar. 28, 2008).
Schmittel, Megan. „The Children First Foundation Parenting Education Program| A Study on the Effectiveness of a Divorce Parenting Education Program“. Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1551669.
Since the 1990s the rate of divorce has consistently stayed at a high level within the United States. Almost 50% of all marriages will end in divorce (Coontz, 2006; Strow & Strow, 2006). This continued high rate of divorce has led to an increase in caseloads within the family court system. As a result, more of the court’s time and resources are being used. Courts are unable to handle the influx of cases, meaning families typically have to wait long periods of time before decisions are made about custody or visitation agreements. Therefore, families find themselves stuck in transition of divorce or separation. As a result, families find it difficult to cope with and adjust to the divorce or separation (Deutsch, 2008).
In order to alleviate some of the pressure from the court system, divorce parenting education programs have been created to inform parents about different circumstances experienced during a divorce or separation (Coates, Deutsch, Starnes, Sullivan, & Sydlik, 2004). Many of these programs aim to ease the transition for both children and adults, as well as decrease the amount of relitigation occurring within the court system. Parenting education programs are quickly becoming mandated by certain states and counties in order for final judgment to pass on a divorce or separation (Deutsch, 2008; Geasler & Blaisure, 1998).
Because courts are now mandating parenting education programs and using resources to provide such programs, it is important to ensure effectiveness of parenting education programs. Fortunately, recent program developers have started to research the effectiveness of specific programs. Additionally, new literature assesses different aspects of parenting programs to determine what pieces are necessary for an effective divorce parenting education program. Important aspects of parenting education programs to consider include content, method of delivery, and theoretical foundation. Specific content presented in parenting education programs have been found to be more effective on parenting and rate of relitigation. Additionally, certain methods for presenting the content have been found to be more effective in changing parental behaviors following divorce (Geasler & Blaisure, 1998; Kamniski, Valle, Filene, & Boyle, 2008). With the growing body of literature, courts, hopefully, will be able to determine what divorce parenting education programs are most effective to ensure resources are being spent wisely.
The current study will explore whether a newly revised parenting education program (Children First Parenting Education Program, January 2011 edition) effectively improves parental attitudes, knowledge, and likelihood. Further, the current study will explore whether the Children First Parenting Education Program January 2011 edition has a larger effect on attitudes, knowledge, and likelihood compared to the Children First Parenting Education Program, May 2006 edition. Additionally, the current study will explore whether the newly revised Children First Parenting Education Program, January 2011 edition has a larger effect on the rates of relitigation among parents who attended the program compared to participants who attended the Children First Parenting Education Program, May 2006 edition.