Dissertations / Theses: 'Parent Workshops'

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Rindlisbaker, Sophie Visick. "Reducing the Impact of Disabilities in Developing Nations: Implications from a Parent Delivered Behavioral Intervention in Macedonia." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6937.

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Autism spectrum disorder (ASD) is recognized the world over as a major public health issue. Autism is highly prevalent, persists across the lifespan, and is characterized by behaviors that can profoundly impair typical functioning. Interventions based on behavioral strategies have proven effective, but there are significant barriers to care, including cost, intensity of treatment, and access to qualified practitioners. The impact of ASD and obstacles to appropriate care are magnified by systemic limitations in developing countries. Parent training holds promise as a method of disseminating therapy to underserved areas. This study investigated the effectiveness of a pyramidal parent training intervention in Macedonia. Fifteen parents of children with ASD were trained in three specific strategies for promoting prosocial skills: eye contact, compliance, reducing restricted repetitive behaviors (RRB). Parents reported daily ratings of these skills and their own confidence, action or engagement, and family distress. Participants were ethnic Macedonians from the capital of Skopje with at least one child with ASD between the ages of 2 and 13 years. This study utilized a single case research design. Data were collected per and post intervention using an interrupted time series design. Individual response was analyzed visually and Tau U effect sizes were calculated. Moderator and mediator effect was considered following the method initially established by Gaynor and Harris (2008). Effect sizes were small but significant for the group overall for all variables except restricted repetitive behaviors (RRB). The program was especially effective for younger children, those with comorbid hyperactivity, those with low to moderate symptomology, and those with no prior special education services.

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Trialonis, Christie Chryssoula. "A study to determine the effects of utilizing first language books on second language reading through the use of the Borrow-a-Book (BAB) program supported by monthly Parent Read Aloud Training (PRAT) workshops." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/MQ50376.pdf.

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Magarrell, Roberta. "Effects of a Parent/Teen Workshop." Diss., CLICK HERE for online access, 1989. http://patriot.lib.byu.edu/u?/MTGM,33225.

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Thesis (M.S.)--Brigham Young University. Dept. of Family Sciences.
Appendix A. includes materials on the Parent-Teen workshop in the Provo Utah Edgemont South Stake and advertising letters to be used for stake presidents, bishops, priesthood meetings, Relief Society meetings and Sunday announcement sheets. Bibliography: leaves 55-59.

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Anthony, Kristina C. "A Mathematics Workshop for Parents: Exploring Content Knowledge and Perceptions of Parental Involvement." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5840.

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This qualitative study explored a mathematics workshop for parents and the impact on a parent’s mathematical content knowledge in rational numbers, perceptions of current instructional practices, and parental beliefs in supporting their children in learning mathematics. A 6-week parent workshop on rational numbers was offered in a rural middle school. Data sources included interviews and workshop audio transcriptions. This study concluded that a mathematics workshop supports parents in developing a conceptual understanding of rational numbers and rational number operations. Furthermore, parents recognized the importance of discourse, representation, and justification for building conceptual understanding in mathematics. Parents, who participated in the workshops, were more open to the use of standards based instructional practices for developing conceptual understanding. Parental engagement in mathematics should include discourse at home to help students justify and explain their thinking. Questions related to the teaching of non-standard procedures without building a conceptual understanding hindered many parents from completely accepting new instructional practices.

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Call, Stephanie Priscilla. "Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3061.

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Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has shown that such families should take an active role in developing and implementing a behavior plan. However, families need support to promote effective changes in their child's behavior. This study investigated how a positive behavior support workshop that used the Family HOPE program affected behavior problems and parent/child relationships in families with children with developmental disabilities. Parents of eight children with disabilities and challenging behaviors participated in this research. A Project Director and Principal Investigator taught the six systematic steps to changing behavior. They were assisted by graduate students who provided behavioral education to families, helped families complete a Functional Behavioral Assessment, appropriate interventions, and analyze intervention data. The Parent-Child Relationship Inventory (PCRI) and Scales of Independent Behavior-Revised (SIB-R) were given to the families to study the effects of parent trainings on parents' perceptions of limit setting, parental support, and the frequency and severity of problem behaviors. Results showed a significant difference in the pre- and post-intervention data on limit setting and parental support. There were no significant differences in the frequency and severity of problem behaviors on the SIB-R. Implications for further research are suggested concerning teaching parents Positive Behavior Support principles in a workshop setting.

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Bohanan, Patricia Jean. "A parent workshop for motivating emergent literacy in English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2257.

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The goal of this project is to help teachers create a motivation-enhancing literacy environment that increases students' reading ability, improves the understanding of written material, fosters a love of reading, and develops life-long learners.

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Duckworth, Stuart John. "Solution focused workshops for parents : a case study of experiences and outcomes for parents and professionals." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/solution-focused-workshops-for-parentsa-case-study-of-experiences-and-outcomes-for-parents-and-professionals(a3ec03e7-e0b8-4545-97c3-2d5cd9bca308).html.

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Solution Focused Brief Therapy (SFBT) has been applied in various settings in different countries for several years. Recent research suggests that a factor that appeals to the professional user is the creative application of the approach, exemplified in the wide and varied use in Educational Psychology (EP) practice. Despite this growth in the variety of applications there are limited examples of the use of SFBT with groups of parents in a context where a number of more structuralist approaches to parenting work are currently being offered by Local Authority and EP services. Applying a social constructionist approach to parenting work through a workshop model based on SFBT was therefore thought to be a useful development for practitioners who favour working within this paradigm. Drawing from the constructivist paradigm the aim of this study was to understand the experiences of parents and professionals of attending workshops that had been developed based on the principles of Solution Focused Brief Therapy (SFBT). The research takes the form of case study in the sense that the ‘Case’ that is being studied is the workshops themselves and the process of their delivery to a group of parents. Data was gathered from co-deliverers of the workshops as well as the parents themselves through a series of semi-structured interviews and focus groups. This was analysed using thematic analysis. The findings indicated that a number of elements of the workshops were important, including: questions as to why people had been asked to attend and how they became engaged in the approach on initially attending; the importance of feeling comfortable and socially at ease; some specifics regarding the nature of the SFBT approach; the changes in thoughts and behaviour that had taken place between the start of the process up to the three month follow-up period. Each parent reported degrees of positive change and the story regarding these changes is explored, along with reflections by the researcher. The extent to which SFBT contributed to engagement and outcomes is discussed along with the future possibilities for this way of working with parents.

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Herrera, Cynthia Lopez. "Sex education workshops for Latino/a parents of adolescents| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523300.

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The purpose of the grant was to fund sex education workshops for the parents and or caregivers of adolescents who qualify for services at INMED Partnership for Children in Compton, California. The aim of the workshops was to educate Latino parents about basic sex education and go into detail about SID and pregnancy prevention. illtimately, the goal was to create a resource within the home to serve as the first buffer against Latino/a adolescent pregnancy and SIDs. The host agency, INMED Partnership for Children, was found through a search utilizing 2ll.org. The California Wellness Foundation was selected as the funder for this project. Actual submission and/or funding of this grant was not a requirement for the successful completion of this project.

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Izurieta, Maite. "Education workshops for Latino parents of children with autism spectrum disorder| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527958.

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The purpose of this project was to write a grant proposal to obtain funding for educational workshops. The workshops are about how to access community-based resources, navigate the service delivery systems and training on advocacy skills needed to access appropriate services. Targeted population will include 192 Latino parents and families of children with autism spectrum disorder or suspected developmental delays. The proposed program would be offered in the Family Resource Center at the Los Angeles Child Guidance Clinic.

The educational workshops aim to increase the utilization of services of Latino parents who are economically disadvantaged and underserved, through the distribution of information of community resources available for the specific needs of their children. The actual submission and/or funding of this grant were not a requirement for the successful completion of this project.

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Jones-Hamilton, Allison M. "An Evaluation of the Effects of an Abridged Parent Training Program on Parent-child Interactions in the Home." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9769/.

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This study examined the effects of a condensed parent training program on parent-child interactions in the home. Two parents participated in a positive parenting workshop that included explicit training of four skills and indirect training of two additional skills. To determine skill acquisition, both parents performed role plays and completed written exams pre- and post-training. Role play assessment results showed improvements in all skill areas for both participants. Written assessment results showed improvements for all skills directly taught except one. Multiple measures were examined in the home prior to and following the workshop to assess generalization. Results showed an increase in positive interactions and decrease in coercive interactions and undesirable child behavior for both participants.

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Boggs, Teresa, and C. Jakubowicz. "Taming Mealtime Tantrums: A Workshop for Parents of Children with Feeding Disorders." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1524.

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Lamb, Molly. "EVALUATION OF A TWO-SESSION ACT TRAINING FOR PARENTS OF ADOLESCENTS AND YOUNG ADULTS WITH AUTISM SPECTRUM DISORDER." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2285.

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Research consistently demonstrates parents of children diagnosed with autism spectrum disorder (ASD) experience more parental stress than parents with children in any other developmental category (Hayes & Watson, 2013). Previous research has begun investigating the use of ACT protocols as an intervention to increase psychological flexibility and reduce stress among this population (Hahs, Dixon, and Palilunas, 2018). Due to evidence provided in the literature demonstrating ACT as an effective intervention for parents of individuals with ASD, the current study conducted an evaluation of a brief ACT training in comparison with a traditional parent support group for this population. Participants of the study were twenty caregivers of an individual diagnosed with ASD. Each intervention consisted of two, two-hour sessions. Participants were provided with the Acceptance and Action Questionnaire-II and Parental Stress Scale pre and post intervention. Independent t-tests were ran in order to determine if mean change scores differed on the questionnaires across the ACT and TAU groups. Results of the independent t-test indicated that the difference in mean change scores of the AAQ-II across groups was statistically significant, however the difference in mean change scores of the PSS were not. Clinical implications are offered.

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Rinald, Katherine. "Effectiveness of a rapid toilet training workshop for parents of children with developmental disabilities." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38188.

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Individuals with developmental disabilities often experience challenges in learning toileting skills, which highlights a need for effective toilet training strategies that can be readily disseminated to caregivers. The purpose of this study was to evaluate the effects of parent attendance at a rapid toilet training-derived workshop on the toileting behaviours of their children with developmental disabilities. In the workshop, 6 parents were provided with instruction related to teaching urinary continence, which included increased fluid intake, positive reinforcement for correct toileting, scheduled toilet sittings, scheduled chair sittings to teach initiation, redirection for accidents, maintenance and generalization . Following the workshop, parents implemented the toilet training procedure they had learned at home with their children for approximately 5 days with telephone support from a researcher. A multiple baseline design was used to examine the effectiveness of the workshop. Results suggest that the toilet-training workshop resulted in increases in positive toileting behaviours in five of the six children. The results are discussed in relation to previous and future research and implications for practice.

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Rivera, Milagros. "Enhancing the Reading Strategies of Parents of English Language Learners Through Reading Strategies and Interventions(RSI) Workshops." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5463.

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The No Child Left Behind (NCLB) mandated that school districts and schools ensure that English Language Learners (ELLs) are provided with equitable opportunities and experiences that support student success academically. However, many ELL students have faced challenges at school, have not been academically successful, and struggle to read on grade level. NCLB has also mandated that elementary schools give parents the tools needed to support their children's learning in the home. Researchers have supported the importance of parental involvement in the academic success of children. The purpose of this study was to determine whether parents' knowledge of reading strategies and interventions increase after participating in a series of workshops specifically designed for the parents of English Language Learners. The professional development activities were delivered in a series of three workshops from March 26 to April 16 of 2011 for three hours each Saturday. Results indicated that pare
ID: 031001402; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Suzanne Martin.; Title from PDF title page (viewed June 10, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 132-137).
Ed.D.
Doctorate
Education and Human Performance
Education

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Fehrenbach, Catherine S. "A three part workshop to help teachers, aides, and parents create an environment for successful reading." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/328.

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Mooneyham, J. Steven. "A communication workshop for selected adolescents and their parents in the Coteau Baptist Church, Houma, Louisiana." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Yazzie, Christina Marie. "Evaluating the Effectiveness of a Workshop/Support Group for Parents Raising Children with Type 1 Diabetes." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3338.

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The purpose of this study was to evaluate the effectiveness of a workshop/support group for parents raising children with type 1 diabetes mellitus (T1DM). Diagnosis of a chronic disease in a child generally arouses acute anxiety and stress in parents. Parental stress when raising a child with type 1 diabetes is often centered on worry about their child's health and parents' ability to maintain the care activities needed by these children. Parents are the primary caregivers of children with Type 1 diabetes, and the effect of stress on parents can impact the health of both children and parents. The present study examined parents of children with type 1 diabetes who attended four separate two hour support groups/workshops. The Pediatric Inventory for Parents (Streisand, 2001) measured parenting stress. The parents completed the Pediatric Inventory for Parents, at the beginning of the first workshop and again at the end of all the workshops. Parents also completed an open ended questionnaire at the end of each workshop. Parents responded positively to the workshops. Parents stated that hearing how others worked through difficult situations while raising their child with type 1 diabetes was helpful. In quantitative analyses, parents had lower mean scores, post- vs. pre- test on measures of stress related to emotional functioning, communication, medical care, and role function. Research shows that support groups that involve the entire family are most beneficial (McBroom & Enriquez, 2009). Nurse practitioners should consider sponsoring or becoming involved in workshops for parents raising children with type 1 diabetes.

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Tigere, M. B. "Experiences of parents of children living with disabilities at Lehlaba Protective Workshop in Sekhukhune District of Limpopo Province." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/2005.

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Thesis (M. A. (Social Work)) --University of Limpopo, 2017.
This study investigates experiences of parents of children living with physical and intellectual disabilities in South Africa’s Limpopo province. The study utilized a sample of 14 participants drawn using purposive sampling. An interview schedule with a set of questions was used to collect data. The results suggest that both positive and negative experiences are encountered by parents of children living with disabilities. Problems which children encounter on a daily basis have got also similar implications on their parents or guardians. This study has revealed that parents face many challenges ranging from personal, social, economic and financial. The study found out that it is actually more expensive, mental draining for parents of children living with disabilities to look after them. It emerged in the study that community negative attitudes on children with disabilities hinders their progress and results in social exclusion. The study also revealed that the majority of the parents believe that witchcraft had a hand in disabling their children. It also emerged that most of the parents of children living with disabilities hoped for a cure of the disabilities medically, traditionally and spiritually. However the study confirms that parents of children living with disabilities go through a cycle of denial fear, guilty, depression and acceptance after discovering that their child is disabled.

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ROTH, SARA E. "A quasi-experimental investigation of the impact of the Nurtured Heart Approach onparenting confidence, use of appropriate verbal discipline and perceptions of child interpersonal strengths in a Caucasian population sample." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523231595379139.

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Jackson, Whittle Glenda. "Report of a counselling internship at Bishops College including research report on the effectiveness of a three-session workshop for parents to help them assist their teenagers with the career development process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62390.pdf.

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"Parent-Teacher Partnership: Workshops to Support Family Engagement in Student Reading Comprehension." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53469.

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abstract: During the winter semester of 2018, I conducted a series of four workshops to teach parents (n = 6) strategies that could be used from home with their fourth-grade struggling readers. This study was situated in an elementary school located in North Las Vegas, NV. I invited students that scored two or more years below grade level, as indicated by the STAR Reading Assessment (a grade equivalency assessment). The purpose of this study focused on how family engagement resulting from the implementation of four small group workshops delivered by the teacher (and researcher) could affect reading performance of students who were below grade level. This mixed-methods action research study was informed by Bourdieu’s Theory of Cultural Capital (1977), Bandura’s Theory of Self-efficacy (1986), and school, family, and community partnership models. Quantitative data included pre- and post-intervention parent surveys, post-intervention student surveys, and pre- and post-intervention student reading assessments. Qualitative data included field notes and post-intervention parent interviews. A repeated-measure t-test found the difference between student pre- and post-assessment to be statistically significant, t(9) = -3.38, p = 0.008. Findings also indicated that parents utilized the skills learned, increased their self-efficacy in regards to family involvement, and overcame obstacles.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019

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Mei-YangChang and 張美陽. "Action Research on EFL Parent-child Picture Book Reading: The Effects of a Parent Workshop and Home Reading Practices with Young Children." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/98995911684476380192.

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碩士
國立成功大學
外國語文學系碩博士班
98
Abstract Parents, who lead their children to experience the world around them, are literally the first teachers of their children (Golinkoff ＆ Hirsh-pasek, 1999). Most parents never learn how to teach their children the mother tongue, but somehow children manage to acquire L1 with apparent ease. The researcher hypothesized that if L2 acquisition began at home, it might be natural and perhaps successful, too, with the additional help of a parent picture book workshop device focused on getting acquainted with picture books and interactive skills with young children in L2. The purpose of this study was to examine the effectiveness of the L2 parent picture book workshop and their home practices with their children to facilitate the L2 learning of both the parents and their children. This study was both quantitative and qualitative which included a large-scale survey on parent-child picture book reading for parents of kindergarteners in the Tainan City (N = 807) and an L2 picture book workshop with five parents and their home reading practices with their respective eight children. The survey was to identify parents’ opinions on the influence of reading L1 and L2 picture books to children and their real practices in promoting reading environment for their children. The parent workshop included a two-month pilot study and a four-month main study on two groups of people which both included five parents and their eight children respectively, in which target English picture books were introduced and modeled how to read to the parents, followed by reading practice in pairs with additional interactive skills they could use with their children. After the training session, the parents did parent-child book reading at home at least once or twice a week. After a week, the workshop training session continued with parents’ feedback on their home reading practices and more learning and practice. Pre-questionnaires and post-questionnaires on a four-point scale, session logs and parent logs, and open-ended questionnaires, children’s vocabulary pretest and posttest results were collected and analyzed to examine the changes of parents and children throughout the study. The findings of this study are summarized as follows: 1. Most caretakers of kindergarteners in the survey were between the ages of 31 to 40, and most caretakers held college/university degrees. Most parents held positive attitudes about L1 and L2 parent-child reading, which would enhance children’s language ability and parent-child relationship. However, negative responses on the efficacy of L2 parent-child reading on children’s English ability and parent-child relationship were also found. 2. It was found that parents in the workshop encountered difficulties concerning choice of books and reading skills. As for the effectiveness of the workshop and parent-child reading at home, results showed a large decrease in difficultly among parents concerning parent-child L2 reading after the workshop. 3. The workshop had a positive impact on parental attitudes towards English learning and personal growth. Parents assessed themselves with improvement in English and in personal growth in terms of three aspects: the workshop offered them chances to learn and practice English; they learned from each other in educating children and English learning; and they showed willingness to propose questions and attempts to find solutions. In addition, all parents reported they gained abilities in doing L2 parent-child reading such as useful skills in interacting with their children in English and methods concerning English learning. Moreover, the results of parent logs and Post-QAO demonstrated improvement in parent-child relationship. 4. The effectiveness of the workshop and parent-child reading on children can be interpreted in two dimensions, i.e., children’s interest and motivation in L2 learning and improvement in English. It was found that children seemed more interested and motivated in L2 learning with their parent’s participation in the workshop and home practices of parent-child book reading. Parents reported the children in the older group improved most in speaking in L2 with some gains in listening and reading, whereas the children in the younger group lengthened their attention span in looking at picture books. In addition, they could also follow instructions and point to pictures named by the parents. Moreover, it was found that most children made significant progress in the target vocabulary listening and speaking tests, which meant L2 parent-child reading facilitated children’s L2 vocabulary acquisition. The results showed that the difficulties parents encountered concerning books and reading skills in L2 parent-child reading could be overcome by the L2 parent picture book reading workshop and parent-child book reading at home. The workshop had a positive impact on parental attitudes towards English learning, personal growth, and their skills for doing L2 parent-child reading. Evidence of improvement in parent-child relationship was also found in parent logs. As for children, their L2 learning motivation, learning outcome and vocabulary increased. The implication of this study is to promote more workshops in L2 parent-child reading for assisting parents and children in the path of L2 learning.

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Antonucci, Marilyn L. "Bringing reading strategies home from a family literacy workshop: Two case studies of parents and their children reading together." 2005. https://scholarworks.umass.edu/dissertations/AAI3173103.

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In recent years there has been increasing attention to the field of family literacy. A number of qualitative and ethnographic studies (Taylor, 1982; Taylor & Dorsey-Gaines, 1988, Paratore, 1999, 2001 Auerbach E. R., 1989, 1995; Rogers, 2002) have documented the importance of the family in the acquisition of literacy within the context of the home. These two case studies of Denise and Shrieffe address the question of whether and how parents who are introduced to reading strategies in a family literacy program use these strategies in their own home when they read with their children. The use of a qualitative paradigm (Teale, 1986) enabled me, as a family literacy teacher-researcher, to document the home teaching by these two parents and to generate broad questions that would help describe these reading interactions. This study suggests several conclusions. First, a reading intervention designed by a family literacy teacher for parents who are enrolled in a family literacy program needs to take into consideration a parent's personal literacy needs as well as any fabricated literacy support strategies a parent displays when interacting with his/her children while reading. Second, parents not only adopted the reading strategies to use as they read with children at home, but also adapted the strategies, changing them to better meet their own child's literacy needs and stage of literacy development. Third, parents transformed themselves from silent observers of their children's literacy learning to active participants in it, reading with their children and offering them reading support. Fourth, school-based literacy instruction transferred from the school to the homes of the families by the family literacy teacher-researcher, added new understandings to the home literacy environments of both families. Lastly, the role of teacher-researcher required me to attempt to understand complex questions about the intersections of reading and families' lives by using rich qualitative methods of analysis. This study contributes to a further understanding of family literacy reading as a way to help shape parent/child literacy interactions and ultimately, the parent and child's literacy learning. This study also has implications for curriculum design in family literacy programs in the United States. That is, to advocate for a family literacy teacher expanding her role to include responsibilities of modeling literacy strategies and skills in the homes of the parents and children as well as introducing children's literature and other learning materials.

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Viana, Joana Celeste do Amaral Cunha. "Relatório da prática profissional e projeto de intervenção pedagógica : envolvimento parental no processo de ensino e aprendizagem como estratégia de melhoria do estudo de violino : workshops de violino e formação musical para pais." Master's thesis, 2018. http://hdl.handle.net/10400.14/31785.

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Este relatório é apresentado à Universidade Católica Portuguesa (UCP) para a obtenção do grau de Mestre em Ensino de Música. A planificação do trabalho foi feita em colaboração com a professora Adélia Certo (orientadora pedagógica cooperante) e sob a supervisão da Professora Doutora Luísa Orvalho (orientadora científica da UCP), tendo como base o programa e o plano curricular da Academia de Música de Viana do Castelo, e como finalidade a promoção da qualidade do sucesso e do processo de ensino aprendizagem do instrumento violino. Para responder às necessidades individuais de cada aluno, respeitar os seus interesses e ritmos de aprendizagem, foi necessário uma reflexão, atualização e aperfeiçoamento da minha prática pedagógica anterior. O presente relatório está estruturado de acordo com as normas facultadas pela Coordenação Científica do Mestrado em Ensino de Música, dividindo-se em duas partes: na Parte I – Relatório da Prática Profissional é feita a descrição detalhada do estágio profissional realizado no ano letivo 2017/18 na Academia de Música de Viana do Castelo (AMVC), objetivos propostos, estratégias delineadas, bem como a reflexão sobre a evolução da aprendizagem da prática profissional; a Parte II – Relatório do Projeto de Intervenção Pedagógica apresenta e descreve, em formato de artigo científico, todo o processo inerente à planificação, objetivos, expectativas, conceção, implementação, avaliação e resultados obtidos com a realização do projeto de intervenção intitulado “Envolvimento parental no processo de ensino e aprendizagem como estratégia de melhoria do estudo de violino – Workshops de Violino e Formação Musical para Pais” implementado na AMVC durante o ano.
This report is presented do the Portuguese Catholic University of Porto (UCP) to obtain a Master’s Degree in Music Teaching. The planning of the work was designed with Professor Adélia Certo (cooperative pedagogical advisor), under the supervision of PhD Luísa Orvalho (scientific advisor), based on the program of Viana do Castelo Music Academy, as well as the promotion of violin’s quality and success of its learning process. It was also important to rethink, update and improve my previous pedagogical technics to answer the individual needs of each student, to respect their interests and learning rhythms. This document is structured in accordance with the standards provided by Scientific Coordination of the Masters in Music Teaching, dividing into two parts: in Part I – Professional Practice Report has the detailed description of the professional internship accomplished in 2017/18 in Music Academy of Viana do Castelo (AMVC), objectives, strategies as well as the reflection about professional practice learning development; Part II – Pedagogical Intervention Project Report presents and describes, in scientific article format, the whole process from planning, to objectives, expectations, designed, implementation, evaluation and obtained results with the implementation of the intervention project entitled “Parental involvement in the teaching and learning process as a strategy to improve violin study – Violin and Music Training Workshops for parents” implemented during the year.

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Sigler, Haley W. "Parents and their children as writers : the processes and products they experienced in a summer writing workshop and their perceptions of those experiences /." 2008. http://wwwlib.umi.com/dissertations/fullcit/3302224.

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"Proceedings of the DIN 2005, First International ACM Workshop on Dynamic Interconnection of Networks : in conjunction with ACM MobiCom 2005, Sept 2nd, 2005, Cologne, Germany /." New York, NY : ACM Press, 2005. http://portal.acm.org/toc.cfm?id=1080776&coll=portal&dl=ACM&type=proceeding&idx=SERIES395&part=Proceedings&WantType=Proceedings&title=International%20Conference%20on%20Mobile%20Computing%20and%20Networking.

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Beaulieu-Gagnon, Sabrina. "Implantation et faisabilité d’ateliers d’éducation nutritionnelle et culinaire en oncologie pédiatrique." Thèse, 2019. http://hdl.handle.net/1866/22797.

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