To see the other types of publications on this topic, follow the link: Relationship and communication skills.
Dissertations / Theses on the topic 'Relationship and communication skills'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Relationship and communication skills.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.
Full textAbstract:
The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students.
Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills.
Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference.
The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
2
Moss, Rose. "Communication Skills of Novice Psychiatric Nurses with Aggressive Psychiatric Patients." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/326.
Full textAbstract:
Communication Skills of Novice Psychiatric Nurses with Aggressive Psychiatric Patients
by
Rose L. Moss
MS, University of Hartford, 1996
Project Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Nursing Practice
Walden University
March 2015
The transition from novice nurse to a competent psychiatric staff nurse is often associated with major communication challenges, primarily when caring for aggressive patients. Guided by Peplau's theory, this quantitative study assessed the communication skills of novice psychiatric nurses (N = 25) who worked 24 months or less in the state psychiatric hospital with aggressive psychiatric patients. Additionally, certain demographic data such as gender, age range, level of education, and length of time working were analyzed to determine their impact on communication skills. The survey consisted of 20 questions which assessed demographic data, communications skills, and hospital-based orientation. Based on ANOVA, novice nurses did not differ on hospital-based orientation based on gender, age, level of education, or length of time working. Novice nurses' communication skills did not differ by gender, age or level of education; however, novice psychiatric nurses who had worked 19-24 months had stronger communication skills than those working less time with aggressive patients (F = 6.9, p < 0.005). A communication skills class during hospital orientation to prepare novice nurses to communicate effectively with aggressive patient was recommended to nursing leadership and staff. A communication skills class held during hospital orientation could enhance the nurse-patient relationship, cultivate a safer and secure milieu, and improve patient outcomes. The findings have implications for positive social change for staff development to improve the hospital orientation for novice psychiatric nurses to become better equipped as effective communicators with aggressive psychiatric patients.
3
McComish, Cara Shirley Crais Elizabeth R. "The relationship of mealtime communication and oral-motor feeding skills to later language skills in premature infants." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1497.
Full textAbstract:
Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Speech and Hearing Sciences in the Department of Allied Health Sciences." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.
4
Vogt, Deborah Ann. "Effectiveness of "building a better me" after-school enrichment program for the enhancement of communication skills." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1165867093.
Full text
5
Hunter, Lisa Rae. "The relationship between interpersonal communication skills, teaching effectiveness, and conducting effectiveness of music education students." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/290005.
Full textAbstract:
The purpose of this study was (a) to determine if there was a significant relationship between the interpersonal communication skills of music education students and teaching effectiveness, (b) to determine if there was a significant relationship between the interpersonal communication skills of music education students and conducting/rehearsal technique, and (c) to determine if there is a significant difference between the conductor and ensemble perception of the conductor's interpersonal communication skills. Subjects were 30 music education students who had taken at least one semester of conducting instruction. Subjects completed three 10-minutes micro rehearsals with an ensemble. Each micro rehearsal was videotaped. Upon completion of the third micro rehearsal, members of the ensemble completed the Questionnaire on Teacher Interaction for each subject to determine the subject's perceived interpersonal communication style profile. Each subject completed the Questionnaire on Teacher Interaction using his/her ideal responses to determine an ideal interpersonal communication style profile. Three judges evaluated videotapes of the first and third micro rehearsal for each subject using the Survey on Teaching Effectiveness to determine teaching effectiveness and the Conductor Observation Form to determine conducting effectiveness. Data were analyzed using two Two-way Analysis of Variances with Repeated Measures to determine if significant differences existed between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A quotient of agreement was calculated to determine the degree of association between ideal interpersonal communication styles and perceived interpersonal communication styles. Eleven subjects were identified as having helpful/friendly interpersonal communication styles, 11 subjects were identified as having understanding interpersonal communication styles, and 8 subjects were identified as having strict communication styles. Significant (p ≤ .05) differences were found to exist between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A low (quotient of agreement = .10) degree of association was found between ideal interpersonal communication styles and perceived interpersonal communication styles.
6
Rippey, Gwendolyn. "The relationship between perceived communication skills and job performance evaluation ratings for supervisor-subordinate dyads /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681148544461.
Full text
7
Fine, Gregory M. "Improving parent/teenager relationships through the development of communication skills." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Full text
8
DuPont, Carrie Sue. "The Relationship Between Counselor Educator Technology Self-Efficacy and Distance Counseling Skills Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7632.
Full textAbstract:
Grounded in Bandura's theory of self-efficacy, the purpose of this study was to examine if one aspect of counselor training, counselor educator self-efficacy with technology (SE), was associated with counselor educator teaching distance counseling skills in their classroom (INC). For this correlation study, 176 counselor educators in the United States with experience teaching a skills-based class completed an anonymous online survey. Survey data were used to assess if self-efficacy with technology and demographic data were related to the inclusion of distance counseling skills in the classroom. Point-biserial correlation and logistic regression analysis were used to examine relationships between SE, demographic data, and INC. There was a positive correlation between the Intrapersonal technology integrations scale (ITIS) score, used to measure SE, and INC scoresn=176, rpb=.343, p< .001. A logistic regression was performed to determine the effects of prior experience (EXP), availability of technology (AV), and SE on teaching distance counseling skills. The model was statistically significant, χ2 (3) = 64.342, p <.000., explained 41.5 % (Nagelkerke R2) of the variance in teaching distance counseling, and correctly classified 79.3% of cases. The results of the logistic regression analysis indicated that SE, EXP, and AV were significant predictors of INC. The findings confirm prior research on technology integration in education. Specifically, availability of technology, although an important factor, is not the only variable impacting technology integration. The findings from this study can help guide counselor training programs to prepare students for the expanding use of technology in counseling increasing access to care.
9
Smith, Ashlyn L. "Examining the Role of Communication on Sibling Relationship Quality and Interaction for Sibling Pairs With and Without a Developmental Disability." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/81.
Full textAbstract:
Sibling relationships in families of children with disabilities are generally positive despite difficulties that may result from the child’s disability. Many developmental disabilities have associated communication impairments that could affect how siblings interact with each other and the closeness between them. Research has rarely addressed the role of communication skills and how potential deficits in communication may impact the sibling relationship. The purpose of this study is to examine the characteristics of sibling communication interaction patterns when one sibling has a developmental disability and the unique role that communication skills play in the quality of the sibling relationship using both self-report and observational measures. Participants were 30 mixed and same-sex sibling dyads that included one typically developing sibling and their brother or sister with an identified developmental disability. Using parent report, children with disabilities were placed into three communication status groups according to their communication skills: emerging communicators, context-dependent communicators and independent communicators. Results indicated that when children with disabilities were independent communicators, they exhibited interactions with their siblings that were similar in terms of lexical complexity but that regardless of communication status, typically developing siblings dominated the interaction. All three communication groups differed significantly on measures of relative status/power with siblings of children who were independent communicators reporting highest levels of relative status/power. Additionally, receptive vocabulary was a significant predictor of relative status/power and proportion of intelligible utterances was a significant predictor of rivalry. Finally, although typical siblings acknowledged that their relationship would be different if their sibling with a disability had different communication skills, it did not lessen the importance of that sibling in their life. As a whole, these results represent a first step in understanding the unique role of communication skills in the sibling relationship for families of children with disabilities. It established that when children are grouped together according to their communication abilities, findings regarding relative status/power are different than what would be expected based on literature. Communication and language skills are important variables to add to the literature to further elucidate the sibling experience in families of children with disabilities.
10
Oxford, Mary Cunningham. "SUCCES, Satisfying Unions through Couples Communication and Enhancement Skills a secondary prevention and enhancement program for married couples /." Texas A&M University, 2003. http://hdl.handle.net/1969/417.
Full text
11
Stadig, Anna. "I demokratins vagga : en essä om demokratins väg på förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14490.
Full textAbstract:
This essay is about how basic democratic values are formed in preschool. I have focused on children´s abilities to take on responsibility and also, on the importance of relationships in the development of democratic values in preschool. This essay starts in self-perceived dilemmas, based on my own feeling that the children should have more rights and that the preschool often has too many unreflected rules and routines. The dilemma has been reflected on and has been discussed in relation to other theories. I have also reflected on my own behavior as a teacher and to what extent this behavior has influence on the outcome. The relationship between the governing documents and the work in preschool has been reviewed with the conclusion that they are not synchronized with each other. The investigation shows several examples of the meaning of a good working relationship between teacher and child and that children´s own sense of responsibility should be taken seriously and be recognized as a resource. In the discussion with the theories a connection between democracy, relationships and children´s responsibility was detected. The meaning of a good working communication and the teacher’s significance for the development is central and is made visible and problematized. The concluding words show how the approach to democratic and fundamental values must come to a change in preschools, a change that the teacher partly is responsible for. The preschool itself must be changed to fit into the society of today.Denna essä granskar hur demokratiska värderingar tidigt grundläggs i förskolan, dels genom barns eget ansvarstagande men även genom att studera relationernas betydelse. Undersökningen startar i egenupplevda, vanligt förekommande dilemman på förskolan. Dessa dilemman grundar sig i en känsla av att barnen borde ha mer att säga till om, samt att förskolan som institution består av allt för många oreflekterade, icke ifrågasatta regler och rutiner. I undersökningen använder jag mig av mina egenupplevda dilemman och reflekterar kring dessa. För att få ett ytterligare djup låter jag mina reflektioner möta andra teoretiska perspektiv i en vetenskaplig diskussion. Relationen mellan den faktiska verksamheten och styrdokumentens riktlinjer granskas och påvisar problematiken med att dessa inte är synkroniserade med varandra. Även problematiken med institutionens oreflekterade regler och rutiner granskas. Undersökningen ger exempel på betydelsen av det som Jesper Juul och Helle Jensen kallar för relationskompetensens. Denna relationskompetens visar på hur demokratiska värderingar tillägnas samt hur barns eget ansvarstagande bör tas på allvar och ses som en tillgång. I mötet med flera teorier finner jag ett samband mellan relationer och demokrati samt en koppling till barns ansvarstagande. Även kommunikationens betydelse förs fram och pedagogens roll för utvecklingen av de demokratiska värderingarna i förskolan synliggörs och problematiseras. Slutordet behandlar hur en förändring med att aktivt arbeta med demokratiska värderingar och grundförutsättningar i dagens förskola kan komma till stånd genom ett förändrat förhållningssätt hos pedagogerna, men även genom att göra pedagogiska förändringar i verksamheten.
12
Hardy, Nathan Ray. "Strengthen yourself, strengthen your relationships – a self-development based marriage and relationship education program: development and initial pilot-testing." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20359.
Full textAbstract:
Doctor of PhilosophySchool of Family Studies and Human Services
Jared R. Anderson
Marriage and relationship education (MRE) is most commonly delivered in a skills-based format that traditionally centers on teaching couples communication skills. Critiques against the current skills-development approach lead to the development and pilot-testing of an alternative self-development curriculum entitled, “Strengthen Yourself, Strengthen Your Relationships.” Guided by Bowen’s (1978) theory of differentiation, the current study randomly assigned forty couples to the self-development (differentiation) curriculum condition or to a relationship assessment plus feedback condition. Repeated measures ANOVA’s, independent samples t-tests, and regressions were used to analyze the data from pre- to post-test (5 weeks), post-test to follow-up (4 weeks), and pre-test to follow-up (9 weeks). Statistical analyses indicate that women responded more favorably to the feedback condition in terms of differentiation, relationship self-regulation, and problem solving, whereas men responded more favorably to the curriculum condition in terms of relationship self-regulation. Feedback about the curriculum was gathered from participants and was received favorably. Implications from the study suggest that both approaches may have unique value for couples receiving relationship education. Future research should further develop and evaluate the self-development approach in MRE.
13
Jabareen, Jennifer. "Investigating culture through story /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,299.
Full text
14
Peterson, Rebecca Jo. "What Did You Say? Investigating the Relationship of Self-Perceived Communication Competence and Mindfulness in Communication on Levels of Organizational Trust in a Postsecondary Academic Library." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9111.
Full textAbstract:
Successful educational systems are established, maintained, and cultivated on a foundation of trust. Effective communication among colleagues is widely accepted as a characteristic of groups who establish and maintain high levels of trust. Despite the importance of the relationships between interpersonal communication skills and levels of organizational trust in postsecondary educational settings, there is very little published on this topic. Further, no published research was located that examined relationships between measures of mindfulness in communication with levels of organizational trust in postsecondary educational settings. This study examined relationships between measures of competent and mindful communication with levels of organizational trust among coworkers, with supervisors, and with the organization in a postsecondary academic library. Study participants included 116 out of 150 non-student library employees of a postsecondary academic library on a large suburban private university campus. The research survey was comprised of four different instruments: the SocioCommunicative Orientation Scale (SCO; Richmond & McCroskey, 1990); the Cognitive Flexibility Scale (CFS; Martin & Rubin, 1995); the Mindfulness in Communication Scale (MCS; Arendt et al., 2019); and the Workplace Trust Survey (WTS; Ferres & Travaglione, 2003). The functioning of each instrument was examined by confirmatory factor analysis. Satisfactory model fit for each instrument was obtained. Structural equation modeling revealed that self-reported levels of communication responsiveness predicted levels of trust in coworkers (p = .02). Perceived levels of mindfulness in communication of coworkers predicted levels of trust in coworkers (p < .001), and perceived levels of mindfulness in communication of supervisors (p < .001) predicted levels of trust in supervisors. This research suggests that perceptions of mindfulness in communication among coworkers and with supervisors are associated with levels of organizational trust within postsecondary academic settings in important ways. Further research is necessary to increase understanding of the relationships between mindfulness in communication and organizational trust in educational environments.
15
Venkatesan, Sundeepkumar. "The Relationship between Speech Disfluencies Produced under Delayed Auditory Feedback and Auditory Processing Skills in Fluent Speakers." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1740.
Full textAbstract:
Delayed auditory feedback (DAF) is known to produce speech disruptions in fluent speakers. The present study examined the relationship between individuals' susceptibility to DAF and their auditory processing skills. Forty participants (20 males and 20 females) read and produced monologue at no delay and 3 different delay levels of 100, 200, and 400 ms. Auditory processing skills were evaluated using dichotic digits test (DDT) and staggered spondaic word (SSW) test. Males produced significantly more Stuttering-Like Disfluencies (SLDs) under DAF than females. Significantly more SLDs were observed during conversation compared to reading. Overall, there was significant correlation between the frequency of SLDs and auditory performance on SSW test. Females scored significantly better on both SSW test and DDT compared to males. Scores on attention regulation questionnaire were not significantly different between genders. Fewer SLDs observed in females under DAF could be attributed to their superior control of auditory processing resources compared to males.
16
Fowler, Debra Ann. "Proprioception of the mind : balancing science and spirit through emotional intelligence /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,296.
Full text
17
Araújo, Cristiane de Figueiredo. "Avaliação da empatia em médicos de diferentes níveis de atenção à saúde." Universidade do Estado do Rio de Janeiro, 2008. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5134.
Full textAbstract:
O desenvolvimento de habilidades de comunicação em médicos tem sido apontado como uma necessidade e uma competência fundamental para o exercício da medicina. A empatia é uma habilidade interpessoal que pode ser descrita como a capacidade de compreender o ponto de vista e os sentimentos de uma outra pessoa sem julgá-los e de comunicar esse entendimento de modo que a pessoa que fala se sinta verdadeiramente compreendida pela pessoa que ouve. Essa habilidade promove um senso de validação na pessoa que fala, especialmente em situações de conflito, reduzindo a probabilidade de rompimento e fortalecendo os vínculos interpessoais. A empatia dos médicos é atribuída à sua educação pessoal, sendo raro o desenvolvimento dessa competência social durante o curso de formação médica. O desconhecimento sobre essa habilidade e sua função no exercício profissional motivou a realização deste estudo sobre a empatia em médicos que atuam em diferentes contextos de atenção à saúde no município do Rio de Janeiro. Participaram desta pesquisa 75 profissionais, dos quais 25 atuavam no nível da Atenção Primária, composto por equipes de saúde da família e por centros municipais de saúde; 12 pertenciam a unidades mais especializadas que correspondem ao nível de Atenção Secundária e 38 trabalhavam nos ambulatórios de hospitais universitários da Atenção Terciária. Foi aplicado o Inventário de Empatia (I.E.), que avalia os quatro fatores que compõem a habilidade empática: 1) Tomada de Perspectiva: capacidade de compreender o ponto de vista e os sentimentos da outra pessoa; 2) Flexibilidade Interpessoal: capacidade de aceitar perspectivas muito diferentes das próprias; 3) Altruísmo: capacidade de suspender temporariamente as próprias necessidades em função do outro; 4) Sensibilidade Afetiva: sentimento de compaixão e de preocupação com o outro. Os resultados mostraram que o grupo avaliado obteve médias semelhantes às apresentadas nos dados normativos do I.E. nos fatores Tomada de Perspectiva e Flexibilidade Interpessoal, enquanto superou a média no fator Altruísmo e ficou abaixo da média no fator Sensibilidade Afetiva. Esses dados indicam que a amostra de médicos avaliada possui uma capacidade mais acentuada de sacrificar suas próprias necessidades para atender ao outro, ainda que não associada necessariamente a um sentimento de compaixão equivalente. Isto pode estar relacionado com a reduzida importância dada ao aspecto emocional na formação médica. Em relação à avaliação da empatia por contexto de atenção em saúde, não foi encontrada diferença significativa entre os grupos com exceção do fator Tomada de Perspectiva. Neste componente, os médicos do Programa Saúde da Família destacaram-se significativamente do grupo de Atenção Secundária, o que parece estar relacionado com a proximidade do profissional com o contexto de vida do paciente e com a educação continuada que recebem através de treinamentos e capacitações onde são valorizadas as habilidades de comunicação desses profissionais. A partir desses resultados propõe-se que o desenvolvimento da empatia seja incluído nos cursos de formação médica e no planejamento das condições de trabalho nos diversos níveis de atenção à saúde.The development of communication skills of physicians have been argued as a necessity and a fundamental competence for medical professional exercise. Empathy is an interpersonal ability that may be described as the capacity to comprehend another persons point of view and feelings without judging them and to communicate this comprehension in a way that the speaker feels truly understood by the listener. This ability promotes a validation sense on the speaker, especially in conflict situations, reducing the probability of breaking off and strengthening interpersonal ties. Physicians empathy is attributed to personal education, being rare the development of this social competence along the medicine graduation course. Unknowing about this ability and its function on professional exercise has motivated the realization of this study on empathy of physicians that work in different contexts of health care system in the city of Rio de Janeiro. The participants of this research were 75 physicians, who 25 worked at Primary Health Care level, composed by teams of Family Health Program and by physicians of ambulatory units; 12 belonged to more specialized units, which correspond to the Second Health Care level and 38 worked at universities hospitals of the Third Tier of Health Care. The Inventory of Empathy (I.E.) was applied, assessing the four factors that compose the empathic ability: 1) Perspective Taking: capacity of comprehending other persons point of view and feelings; 2) Interpersonal Flexibility: capacity of accepting perspectives very different from ones perspective; 3) Altruism: capacity of suspending temporary ones necessities for the other; 4) Emotional Sensibility: feeling of compassion and comprehension of the other. The results show that the assessed group has means similar to the ones presented in the normative data of the I.E. on the factors Perspective Taking and Interpersonal Flexibility while it has overtaken the mean of the factor Altruism and has undertaken the mean of the factor Emotional Sensibility. These data suggest that the physicians assessed have higher capacity of sacrificing their own necessities for attending the other, though it was not necessarily associated to an equivalent compassion feeling. This may be related to the reduced importance of emotional aspect in medical graduation. On the assessment of empathy by contexts of health attention, it was not found a significant difference between the groups, but the factor Perspective Taking. On this component, the physicians of Family Health Program have been significantly detached from the group of Second Health Care, what seems to be related to the physicians proximity of the patients life context and to the continuous education that they receive through trainings in which the communication skills of these professionals are highly valued. With these results, it is proposed that the development of empathy should be included in medical training and on the working conditions plans of all health attention levels.
18
Gursel, Gulistan. "The Relationship Between English Instructors." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611184/index.pdf.
Full textAbstract:
This study aimed at investigating the relationship between English instructors&rsquonegotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of &ldquo
Rahim Organizational Conflict Inventory II (ROCI II)&rdquo
and &ldquo
Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gathering instrument was implemented on 120 English instructors working at METU, TOBB ETU, Ç
ankaya University, Atilim University, and Trakya University. Data gathered from 30 English instructors from the same universities were used for the piloting of the study. The data gathered from 120 English instructors in English Preparatory Schools represented the results of the main study. In analyzing the data, descriptive statistics as frequency, percent, average, and standard deviation, and inferential statistics as ANOVA was used. As the second scale of the current study, semi-structured interviews were conducted with 16 English instructors employed at these universities. The results of the interviews were analyzed through content analysis. The results of the study revealed that there is a relationship between English instructors&rsquo
use of negotiation strategies and their gender, age, educational background, work experience and the personality traits of introversion-extroversion.
19
Ayinde, Olatubosun Taiwo. "Equipping a select group of married couples at Shepherdhill Baptist Church, Lagos, Nigeria, in communication skills to strengthen marriage relationships." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p053-0299.
Full text
20
Ozdemir, Esra. "An Investigation On The Relationship Between Empathy-related Constructs Of English Instructors At Atilim University Preparatory School Within The Framework Of Peace Education." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611420/index.pdf.
Full textAbstract:
This study aimed to examine the relationship between empathy-related constructs of English instructors at Atilim University Preparatory School and certain demographic features such as age, gender, educational background, and experience. The scale which consists of a demographic inventory, a questionnaire, and a semi-structured interview were developed by the researchers. The scale consists of "Interpersonel Reactivity Index (IRI)"
. The results of the questionnaire were analyzed through SPSS 15.0. This data gathering instrument was implemented on 90 English instructors working at Atilim University Preparatory School. The results of the interviews were analyzed tghrough content analysis. The result of the study revealed that there is a relationship between perspective-taking and empathic concern tendencies of English instructors and their age and experience.
21
Lapeña, Moñux Yolanda. "Estudio fenomenológico de las relaciones interpersonales laborales: la mirada del personal de enfermería de las diferentes unidades del Hospital General Santa Bárbara de Soria." Doctoral thesis, Universidad de Alicante, 2012. http://hdl.handle.net/10045/25772.
Full text
22
Domingues, Ana Cristina Garcia dos Remédios Vaz de Almeida Sobral. "O contributo das competências de comunicação dos médicos e enfermeiros para a literacia em saúde: O modelo ACP – Assertividade (A), Clareza (C) e Positividade (P) na relação terapêutica." Doctoral thesis, Instituto Superior de Ciências Sociais e Políticas, 2020. http://hdl.handle.net/10400.5/20901.
Full textAbstract:
Tese de Doutoramento em Ciências da ComunicaçãoEsta investigação responde à pergunta sobre como, na relação terapêutica, as competências de comunicação dos médicos e enfermeiros, concretamente a assertividade, a clareza da linguagem e a positividade, contribuem para a literacia em saúde do paciente relativamente à dimensão da compreensão. Os objetivos específicos visam conhecer a importância que os médicos e os enfermeiros atribuem às suas competências de comunicação, como estas são percecionadas e usadas na relação terapêutica e a importância dada ao modelo ACP (assertividade – clareza – positividade), usado de forma agregado e interdependente na melhoria da literacia em saúde do paciente. A investigação apoia-se, epistemologicamente, na corrente interpretativista e na funcionalista e, teoricamente, na teoria relacional, na teoria situacional dos públicos, na teoria da resolução de problemas, na abordagem da persuasão, no modelo codificaçãodescodificação e na teoria social cognitiva conjugada com a teoria do comportamento planeado.Utilizou-se o método misto, que incluiu as técnicas do focus Group, do inquérito por questionário (Q-COM-LIT), da entrevista e da análise de conteúdo qualitativa. As técnicas de recolha envolveram 484 profissionais de saúde. Os resultados evidenciaram que o uso das competências de comunicação – assertividade, clareza e positividade – facilita a relação terapêutica e as instruções em saúde, contribuindo, de forma relevante, para aumentar a compreensão do paciente e a adesão e que as competências de comunicação são condição indispensável para aumentar a qualidade dos cuidados de saúde e a literacia em saúde do paciente. A análise de componente principais combinada com clusters permitiu reduzir e agregar 39 indicadores A-C-P em sete dimensões. Destacou-se o valor do modelo ACP, na díade em saúde, como um modelo recomendado de comunicação em saúde e para a literacia em saúde.
This research answers the question of how, in the therapeutic relationship, the communication skills of doctors and nurses, namely assertiveness, clarity of language and positivity, contribute to patient health literacy in relation to the understanding dimension. The specific objectives are to understand how doctors and nurses value their communication skills, how they are perceived and used in the therapeutic relationship, and the importance given to the ACP model (assertiveness - clarity - positivity), used in an aggregate and interdependent manner to improve patient health literacy. The research is based, epistemologically, on the interpretativist and functionalist current and, theoretically, on relational theory, the situational theory of the public, the theory of problem solving, the persuasion approach, the codification-decoding model and the cognitive social theory combined with the theory of planned behaviour. The mixed method was used, which included the focus group, questionnaire survey (Q-COMLIT), interview and qualitative content analysis techniques. The collection techniques involved 484 health professionals. The results showed that the use of communication skills - assertiveness, clarity and positivity - facilitates the therapeutic relationship and health instructions, contributing significantly to increase patient understanding and compliance, and that communication skills are an indispensable condition to increase the quality of health care and patient health literacy. The analysis of main components combined with clusters has made it possible to reduce and aggregate 39 A-C-P indicators into seven dimensions. The value of the ACP model in the health dyad was highlighted as a recommended model for health communication and health literacy.
N/A
23
Cebula, Sharon. "Basic Life Skills: Essays and Profiles on Immigration in Akron, Ohio." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393403565.
Full text
24
Bird, Michael Larry. "Christian premarital counseling and the efficacy of group training versus conjoint training utilizing the Couple Communication program a project and study employing a premarital skills-based program and measuring its effects upon relationship satisfaction, confidence and adjustment with an evangelical population /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Full text
25
Light, Mark D. "Exploring the Adaptability of Ohio State University Extension County 4-H Professionals to an All-Digital Setting During the COVID-19 Remote Work Period Based on Selected Variables and Their Relationship to Change Style Preferences." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu161895890913408.
Full text
26
Kigin, Melissa Lee. "At-Risk Individuals' Awareness, Motivation, Roadblocks to Participation in Premarital Interventions, and Behaviors Following Completion of the RELATionship Evaluation (RELATE)." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1072.pdf.
Full text
27
Waldowski, Therese Francis. "Preaching and communication developing communication skills for ministry /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
Full text
28
Moorhead, Robert George. "Communication skills training for general practice." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mdm825.pdf.
Full textAbstract:
Bibliography: leaves 554-636. Examines aspects of teaching medical students communication skills at a time when they are entering their clinical years. Integrates reports of 12 data-gathering exercises centred on medical student communication skills with the international literature, and with the author's reflections as an experienced educator and G.P. Recommends that communication skills training in a general practice setting should be a crucial factor in all future training of medical students.
29
Dalen, Jan van. "Communication skills teaching, testing and learning /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 2001. http://arno.unimaas.nl/show.cgi?fid=7619.
Full text
30
Ilic, Angela. "Kindergarten children's referential communication skills and communication behaviour in play /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsi28.pdf.
Full text
31
Cox, Eriksson Christine. "Children's Vocabulary Development : The role of parental input, vocabulary composition and early communicative skills." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108079.
Full textAbstract:
The aim of this thesis is to examine the early vocabulary development of a sample of Swedish children in relation to parental input and early communicative skills. Three studies are situated in an overall description of early language development in children. The data analyzed in the thesis was collected within a larger project at Stockholm University (SPRINT- “Effects of enhanced parental input on young children’s vocabulary development and subsequent literacy development” [VR 2008-5094]). Data analysis was based on parental report via SECDI, the Swedish version of the MacArthur-Bates Communicative Development Inventories, and audio recordings. One study examined parental verbal interaction characteristics in three groups of children with varying vocabulary size at 18 months. The stability of vocabulary development at 18 and 24 months was investigated in a larger study, with focus on children’s vocabulary composition and grammatical abilities. The third study examined interrelations among early gestures, receptive and productive vocabulary, and grammar measured with M3L, i.e. three longest utterances, from 12 to 30 months. Overall results of the thesis highlight the importance of early language development. Variability in different characteristics in parental input is associated with variability in child vocabulary size. Children with large early vocabularies exhibit the most stability in vocabulary composition and the earliest grammatical development. Children’s vocabulary composition may reflect individual stylistic variation. Use of early gestures is associated differentially with receptive and productive vocabulary. Results of the thesis have implications for parents, child- and healthcare personnel, as well as researchers and educational practitioners. The results underscore the importance of high quality in adult-child interaction, with rich input fine-tuned to children’s developmental levels and age, together with high awareness of early language development.SPRINT project
32
Loy, Kevin John. "Effective teacher communication skills and teacher quality." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141847591.
Full text
33
Doherty-Sneddon, Gwyneth. "The development of conversational and communication skills." Thesis, Connect to e-thesis, 1995. http://theses.gla.ac.uk/1096/.
Full textAbstract:
Thesis (Ph.D.) -- University of Glasgow, 1995.Thesis submitted for the degree of Doctor of Philosophy in the Department of Psychology, Faculty of Social Science, University of Glasgow. Includes bibliographical references (p. 318-343). Print version also available.
34
de, Souza Almeida Lilian Maria. "Understanding Industry’s Expectations of Engineering Communication Skills." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7493.
Full textAbstract:
The importance of communication in the engineering profession is widely acknowledged by various stakeholders, including industry, academia, professional engineers, and engineering students. Even though alternative strategies to help students improve their ability to communicate professionally have been approached by many engineering programs across the country, research indicates a continued dissatisfaction of employers when it comes to the performance of engineers as communicators in the workplace. This perspective suggests efforts to improve students’ communication skills in universities may be inconsistent with workplace needs, revealing an apparent gap between what is taught and what is expected from engineering professionals. This gap provides an opportunity for additional research to identify the specific communication competencies required for engineers to succeed in the workplace. Particularly, the requirements of industry concerning engineers’ communication skills need to be understood more deeply, so that new educational interventions may be carefully tailored according to employers’ expectations and that both communication and engineering faculty can revisit their strategies to teach students to become better communicators. In order to obtain a deeper understanding of industry’s expectations concerning engineering communication skills, a qualitative research study was implemented to provide a detailed description of the communication skills practicing engineers need while working in industry. The exclusive focus on industry was pursued through the development of case studies. Four industrial segments (High-Tech, Automotive, Aerospace, and Manufacturing) that employ a significant percentage of engineers in the U.S. were selected. Engineers in leadership positions from each of the selected industrial segments participated in in-depth interviews and discussed about the expected engineering communication skills in industry. The results revealed that: 1) oral communication is prevalent in the engineering profession; 2) engineers need to tailor their messages to multiple audiences and to select the most appropriate type of communication medium; 3) written communication is expected to be clear, concise, and precise; 4) global communication is an increasingly demanded requirement in industry.
35
Fleetwood, Jane R. "Teaching Communication Skills through Video Tape Productions." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/690.
Full textAbstract:
Motivating students to learn and practice effective communication skills has always been a dilemma for teachers of all grade levels. Video cameras and camcorders are now being used as teaching tools in many schools to not only motivate students to use and practice a variety of skills, but to stimulate their creativity, as well. Loretto Elementary School in
Jacksonville, Florida, is developing a program which incorporates student-written video productions into its existing curriculum. Loretta's innovative program is a direct result of a 10-rninute informational video tape production done by graduate student Jane Fleetwood and Continental Cablevision, a local cable television company. This paper describes the step-by-step procedures involved in that production, the business education partnership which exists between the school and the cable company, and the school's plans for making video productions as integral part of its curriculum.
36
Bales, Lynn. "The Concept of "Communication Skills" in the Discipline of Speech Communication." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4221.
Full textAbstract:
This investigation explored the dialectic of communication competence from an historical prospective and successfully identified seven common threads in competence theory. Communication skills and skills classifications were linked to competency issues. A content analysis of the 452 page leading national skills level communication text identified 185 skills behaviors along with their associated communication competencies. Skills were described in twelve categories; however, no consistent definition or treatment of communication skills was in evidence. Implications of the findings were discussed.
37
Lumma-Sellenthin, Antje. "Learning professional skills and attitudes : Medical students' attitudes towards communication skills andgroup learning." Doctoral thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91722.
Full textAbstract:
Medical education aims at forming students’ professional identity. This includes skills and attitudes such as communication and teamwork skills. One of the thesis’ aims is to identify students’ typical difficulties with learning communication skills, and to understand how these affect their identity development. Group discussions of student-patient interviews were video-taped, and selected discussions were transcribed and analyzed. Students had difficulties in establishing trustful relationships with their patients, asking about sensitive topics, responding empathetically, and with applying formal structures to the consultation. Students’ professional identity was supported by peer students’ and teachers’ comments, which created a common language and fostered selfmonitoring abilities. Another aim was to study the relationship between students* attitude towards communication training, group learning, and their self-regulatory skills. In a survey study, established instruments were combined with a new questionnaire. Four medical schools participated – two with traditional and two with problem-based curricula – in Sweden and Germany. Statistical analyses revealed that female students were more positive towards learning communication skills than male students were. Good self-regulatory skills were related to a positive attitude towards group learning and clinical experience before academic studies. It was concluded that early clinical experience benefits students’ selfregulated learning, and promotes a positive attitude towards communication training. Awareness of typical difficulties can facilitate the acquisition of coping strategies.Medicinsk undervisning syftar till att forma studenternas professionella identitet. Den omfattar färdigheter och inställningar, t.ex. kommunikationsfärdigheter och förmågan att arbeta i grupp. Ett av avhandlingens syften är att identifiera studenternas typiska svårigheter med att lära sig färdighet i läkar-patient kommunikation samt att förstå hur den påverkar identitetsutvecklingen. Gruppdiskussioner av student-patient intervjuer videofilmades, utvalda diskussioner transkriberades och analyserades. Studenterna berättade om svårigheter med att etablera förtroliga relationer med patienterna, att prata om känsliga ämnen, att visa empati och att använda intervjumallen. Den professionella identiten stöttas av studenternas och lärarnas kommentarer, vilka bidrar till ett gemensamt språk och förmågan till själviakttagelse. Andra syftet är att undersöka sambandet mellan studenternas inställningar till kommunikationsfärdigheter och grupparbete, samt deras förmåga till självreglerat lärande. I en enkätundersökning kombinerades befintliga instrument med ett nytt frågeformulär. Fyra medicinska fakulteter deltog: två med traditionella och två med problembaserade undervisningsmetoder, en av varje i Sverige och i Tyskland. Statistiska analyser visade att kvinnliga studenter är, jämfört med manliga, mer positiva till att träna upp kommunikativa färdigheter. Förmågan till självreglerat lärande var relaterad till en positiv inställning till gruppinlärande och till klinisk erfarenhet innan studierna påbörjas. Slutsatsen är att tidig klinisk erfarenhet fostrar självstyrt lärande och en positiv inställning till kommunikationsträning. Medvetenhet om typiska svårigheter kan underlätta för studenter att anamma strategier att hantera dessa.
38
Stewart, Stephen E. "Soft Skill Communication in The Pursuit of Partnerships:." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank161856076164989.
Full text
39
Costello, Joseph. "Relationship Between Noncognitive Skills and Mathematics Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6781.
Full textAbstract:
Despite ongoing efforts to improve curriculum and instruction, students at an urban high school in New Jersey score low on the mathematics achievement components of the Partnership for Assessment of Readiness for College and Careers (PARCC) exam. Guided by Bandura's social cognitive theory, the purpose of this quantitative study was to investigate the relationship between students' noncognitive skills and their mathematics achievement. Students who were enrolled in the local high school in the 2017-18 school year and had completed the geometry component of the PARCC exam in 2016-17 were invited to participate in this study. In this cross-sectional survey design, 97 students completed 3 self-report noncognitive skills surveys measuring their mindset, grit, and self-control. Each noncognitive skill score was correlated with the students' mathematics achievement as measured by their 2016-17 geometry PARCC exam score. Pearson correlation analysis indicated no significant correlations between each of the 3 noncognitive skills and mathematics achievement. While some prior research suggested that developing noncognitive skills can be a basis for effective interventions, these results do not support that approach. Given that there was no significant relationship between noncognitive skills and mathematics achievement in this sample, a prudent next step seemed to be recommending an individualized instructional approach to working with students as a means for addressing mathematics skills. Thus, a policy recommendation was developed to promote a comprehensive and evaluative approach to instructional decision-making that can be individualized for each student. By adopting instructional practices that individualize decision-making for each student's needs, positive social change is likely to occur as students' mathematics achievement may increase over time.
40
Cosby, Dana. "Core Communication Skills Requirements Manufacturing Plants in Kentucky." TopSCHOLAR®, 1994. http://digitalcommons.wku.edu/theses/938.
Full textAbstract:
The purpose of this reseach project is to answer the question "What are the core communication skills needed for pre-hire training programs in Kentucky." To answer the question the researcher first examined the literature relative to the existing labor pool and then conducted a focus group with unemployed persons. The next phase of the research involved extensive field work, job analysis, and content analysis to determine what core communication skills were common in various Kentucky manufacturing companies. The researcher found strong evidence to establish a core set of competencies that pre-hire programs should address in developing the skills of unemployed persons. Additionally, the study includes a sample curriculum for pre-hire training programs.
41
Wong, Chun-wai, and 王鎮偉. "Evaluating the quality of communication skills in classroommanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957511.
Full text
42
Ekron, Christelle. "Learning to teach : communication skills in teacher education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96988.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges the premise of conventional wisdom that classroom communication behaviours will develop through regular exposure to situated learning experiences. Whilst acknowledging that learning to teach is a long and challenging process of which the precise nature is seldom clear-cut and distinct, this study claims to make a humble contribution to teacher education curriculum development. Classroom communication from the perspective of this study involves communication at two levels: firstly, interpersonal communication behaviours, which are influenced by nonverbal immediacy, communication apprehension, willingness to communicate and self-perceived communication skills; and secondly, instructional communication behaviours, more specifically clarity and immediacy behaviours. There seems to be a general perception that effective classroom communication will develop naturally by exposure to situated learning experiences, such as teaching practice sessions. Although the relative importance of these specific classroom communication behaviours for quality teaching and learning is acknowledged, whether and how these develop is seldom explicitly monitored. This was the intention of this study. It utilised a longitudinal mixed methods approach to follow Foundation Phase students over the four years of the degree programme in order to answer the following research question: To what extent do perceptions related to the classroom communication behaviours of Foundation Phase student teachers change over the course of a B Ed degree programme? The quantitative phase collected data using various self-report surveys in order to investigate possible changes in the self-perceptions of Foundation Phase student teachers regarding their communication behaviours over the four-year period. The purpose of the qualitative phase was to investigate possible changes in the perceptions of external evaluators regarding the instructional communication behaviours of student teachers over the degree programme. The qualitative data was obtained from the evaluation reports written by external evaluators on various aspects of the observed lessons. Although some changes occurred during the course of the B Ed degree programme, they were not as substantial as anticipated. From an interpersonal communication perspective, there was one particularly noticeable change: the self-perceived communication competence of the Foundation Phase student teachers improved between the first and second years of the programme, however, thereafter no further changes occurred. From an instructional communication perspective, more noticeable changes occurred: Foundation Phase student teachers improved in some aspects related to clarity, however other aspects still remained challenging. However, there was positive development related to immediacy: the fourth year Foundation Phase student teachers displayed higher levels of immediacy behaviours at the end of the four-year degree programme. Bearing in mind that neither interpersonal nor instructional communication theory was explicitly included in this particular B Ed degree programme; these findings are particularly noteworthy. This study advances the argument that if teacher education intends to address the quality of the teacher graduates entering the profession, classroom communication needs to be included in teacher education curricula.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die ontwikkeling van die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase aan 'n Suid-Afrikaanse universiteit oor die verloop van 'n B Ed-graadprogram. Dit daag die konvensionele opvatting uit dat klaskamer-kommunikasiegedrag sal ontwikkel met gereelde blootstelling aan leerervarings in die praktyk. Alhoewel aanvaar word dat om te leer om te onderrig 'n lang en uitdagende proses is waarvan die presiese aard selde duidelik en onderskeibaar is, word daar met hierdie studie gepoog om 'n beskeie bydrae te lewer tot die ontwikkeling van onderwysersopleidingskurrikulums. Klaskamerkommunikasie behels vanuit die perspektief van hierdie studie twee vlakke: eerstens, interpersoonlike kommunikasiegedrag, wat beïnvloed word deur nie-verbale onmiddellikheid, kommunikasie-angstigheid, gewilligheid om te kommunikeer en self-persepsie van kommunikasievaardighede; en tweedens, onderrigkommunikasie-gedrag, meer spesifiek duidelikheid en onmiddellikheid. Die algemene persepsie bestaan dat doeltreffende klaskamerkommunikasie spontaan sal ontwikkel deur blootstelling aan praktiese ervaring in die klaskamer. Alhoewel die relatiewe belangrikheid van hierdie spesifieke klaskamer-kommunikasiegedrag algemeen erken word, word die ontwikkeling hiervan selde eksplesiet gemoniteer. Juis dít was die doel van hierdie studie. Longitudinale gemengde-metode navorsingsmetodologie is gebruik om Grondslagfase studente se kommunikasie-ontwikkeling oor die verloop van hul graadprogram te volg, met die doel om die volgende navorsingsvraag te beantwoord: Tot watter mate verander persepsies oor die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase oor die verloop van die B Ed-graadprogram? Tydens die kwantitatiewe fase van die studie is data ingesamel deur die gebruik van 'n aantal self-rapporterende opnames ten einde moontlike veranderinge in die Grondslagfase studentonderwysers se selfpersepsie van hulle kommunikasiegedrag oor die tydperk van vier jaar te ondersoek. Die doel van die kwalitatiewe fase was om ondersoek in te stel na moontlike veranderinge in die persepsies van eksterne evalueerders wat betref die onderrig-kommunikasiegedrag van die studetonderwysers oor die verloop van die vier jaar van die kursus. Die kwalitatiewe data is verkry uit evalueringsverslae wat geskryf is deur eksterne evalueerders oor verskillende aspekte van die lesse wat geëvalueer is. Alhoewel daar sommige veranderinge plaasgevind het oor die verloop van die vier jaar van die B Ed-kursus, was hierdie veranderinge nie so substansieel as wat verwag is nie. Vanuit die oogpunt van interpersoonlike kommunikasie was daar slegs een merkbare verandering: die Grondslagfase-studente se selfpersepsie van hulle kommunikasievaardigheid het van die eerste na die tweede jaar verbeter, maar daarna het geen verdere veranderinge plaasgevind nie. Vanuit die oogpunt van onderrigkommunikasie het meer merkbare veranderinge egter plaasgevind: die Grondslagfase-studentonderwysers het verbeter ten opsigte van sommige aspekte wat betref duidelikheid, maar ander aspekte het steeds 'n uitdaging gebly. Daar was egter positiewe ontwikkeling wat betref onmiddellikheid: die Grondslagfase- studentonderwysers het in hulle vierde jaar hoër vlakke van onmiddellikheid getoon as aan die begin van hulle studies. Hierdie veranderings is veral opmerklik as is ag geneem word dat nie interpersoonlike kommunikasie of onderrigkommunkasie eksplesiet onderrig is in die spesifieke kursus nie. Hierdie studie voer aan dat as onderwysersopleiding 'n verskil wil maak aan die kwaliteit van onderwysgraduandi wat die beroep betree, moet onderrigkommunkasie ingesluit word by onderwysersopleiding-kurrikulums.
43
Viršulienė, Kristina. "Student-teachers' instructional communication skills and their development." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141222_133054-46024.
Full textAbstract:
The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students’ professional self-development. Instructional communication is defined as a complex integral phenomenon, the most significant part of teacher’s activity, joining together all other activities into the whole and having an impact on pupil’s and teacher’s interaction, success of the self-developmental process. Teacher’s informative-communicative, perceptive, interactive skills of instructional communication perform a multifunctional role in pupils’ self-developmental process, while designing their world of values, motivating them to learn all life long, embed the attitudes of humanism, democracy, etc.
Scientific literature data and legal documents‘ analysis substantiate theoretically the development of student-teachers’ instructional communication topical and points out the problem of its insufficient research. The aim of the research is to reveal peculiarities and dynamics of student‘s and teachers‘ instructional communication in the study process.
The data of the empirical research revealed and substantiated prerequisites for student-teachers’ self-development of instructional communication skills: one’s self-determination to become a teacher, interpersonal relationship in a study group, carrying out practical tasks under the guidance of competent supervisors in particular. The integration of theoretical knowledge on... [to full text]Lietuvos ir užsienio mokslininkų darbai pagrindžia, kad pedagoginis bendravimas – aktualus siekinys būsimųjų mokytojų profesiniame ugdyme(si). Pedagoginis bendravimas apibrėžiamas kaip sudėtingas integruotas reiškinys, svarbiausia mokytojo veiklos dalis, jungianti į visumą visas kitas veiklas bei lemianti mokinio ir mokytojo sąveiką, ugdymo(si) proceso sėkmingumą. Mokytojo pedagoginio bendravimo informaciniai-komunikaciniai, percepciniai, interakciniai gebėjimai atlieka polifunkcinį vaidmenį mokinių ugdymo(si) procese, kuriant vertybinį pasaulį, motyvuojant mokymąsi visą gyvenimą, įtvirtina humaniškumo, demokratiškumo nuostatas ir kt. Darbe mokslinės literatūros analize aktualizuota būsimųjų mokytojų pedagoginio bendravimo ugdymo(si) aukštojoje mokykloje nepakankamo mokslinio ištyrimo problema, todėl išsikeltas tyrimo tikslas – atskleisti būsimųjų mokytojų pedagoginio bendravimo ypatumus ir dinamiką studijų procese. Remiantis empirinio tyrimo rezultatais atskleistos ir pagrįstos būsimųjų mokytojų pedagoginio bendravimo gebėjimų ugdymo(si) prielaidos: pasiryžimas dirbti mokytoju, tarpasmeniniai santykiai studijų grupėje, savarankiškos praktinės užduotys konsultuojant kompetentingiems vadovams. Taip pat pagrįstas integruoto pedagoginio bendravimo ugdymo pozityvus poveikis studentams: jų profesiniam (stiprėjantis apsisprendimas būti mokytoju), dalykiniam (sąmoningas siekis gilesnio dalykinio išprusimo) apsisprendimui, tarpasmeninių santykių grupėje dinamikai ir kt.
44
Gordon, Ellen Derby. "Enhancing communication skills through family and consumer sciences." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2049.
Full text
45
Johnson, Kiana, Sarah Mapel-Lentz, Barbara McMorris, and P. Scal. "Improving Self-management Skills through Youth Centered Communication." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7009.
Full textAbstract:
Purpose: We tested relationships between patient-centered communication (PCC), relatedness to health care providers, and autonomy around health care management among youth with and without mobility limitations (MLs) and examined whether the relationship between PCC and autonomy was mediated by how connected youth feel to their health care providers.
Methods: Stratified multiple regression models were used to examine predicted associations for youth with and without MLs.
Results: PCC was significantly associated with relatedness to health care providers and autonomy for managing health care among youth with and without MLs. After controlling for covariates, evidence of mediation was observed among youth without MLs but not for youth with MLs.
Conclusions: For youth without MLs, mediation suggests that youth's connection to their health care provider contributes to higher levels of health-related autonomy. For youth with MLs, independent of feeling connected to health care providers, more frequent PCC resulted in higher levels of health-related autonomy.
46
Staubach, Jessica L. "Identifying and Implementing Traits of Actionable Racial Allyship in the Workplace at Miami University." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619122995812556.
Full text
47
Foreman, Kimberly Annette. "Beyond good writing: The multidisiplinary skills of the communications professional." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/838.
Full text
48
Boulanger, Charlotte, and Laura Pazzaglia. "Leading Cultural Diversity: Strategies & Skills." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26278.
Full textAbstract:
Today’s business world is facing a continual increase of globalization that opened the borders of nations. Organizations see in multicultural teams and cultural diversity a way to respond to this phenomenon. Cultural diversity in multicultural teams is a new challenge for leaders. Indeed, they need to develop new strategies and skills to include individuals coming from different cultures in order to ensure the proper functioning of the team and achieve effectiveness. The purpose of our thesis – labeled “Leading Cultural Diversity: Strategies and Skills” – is to find out, through interviews and conversations with actual leaders, which strategies and skills are necessary in global organizations. The findings might be applied in other fields where cultural diversity plays an important role.
49
Yelesen, Derem. "An Evaluation Of The Eng 311, Advanced Communication Skills." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607959/index.pdf.
Full textAbstract:
The purpose of this study was to evaluate the course Eng 311, Advanced Communication Skills, offered by the Department of Modern Languages at Middle East Technical University. To fulfill this aim two questionnaires were designed to be administered to 198 out of 923 students taking this course, one at the beginning of the term and the other at the end of the term. What is more, another questionnaire was designed to be e-mailed to 114 graduate students who took this course before they graduated. In addition, a different version of the questionnaires was designed to be administered to 22 instructors teaching this course. Later, five of these instructors were also interviewed by the researcher. In this way, all these participants&rsquoopinions about the objectives, materials and the assessment in Eng 311 were identified. The quantitative data gathered from the questionnaires were analysed by conducting t-tests, ANOVA tests and chi-square tests. The qualitative data gathered fro the open-ended questions in the questionnaires and the interviews were analysed by content analysis by the researcher. The results of the study revealed that the participants were satisfied with the course. Most of the objectives of the course were considered as important by most for the participants. As regard the materials, although there were some complaints about some parts of the textbook, it was considered as effective as a whole. The type of materials that were rated the lowest were CDs and videos. As for the assessment, it was revealed by the results that there were some problems regarding standardization in the department, and the breakdown of points. In addition to these, some instructors also complained that the time allotted to the components of this lesson was not sufficient.
50
Cheng, Wan-yee Vennie. "Early social and communication skills of children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791613.
Full text