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1
Noble, Karen. "Early childhood education and care : parent conceptions of ECEC services and choice of services." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16112/1/Karen_Noble_Thesis.pdf.
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This study details a phenomenographic and grounded theory investigation aimed at generating new knowledge of an under-researched area, namely that of parental choice of early childhood education and care services. Given the complexity and range of choice of early childhood services, and the diversity of family situations, research eliciting parent conceptions of their choices of early childhood services is both necessary and timely. Findings from this study may be used to inform early childhood professionals by expanding their awareness of the variation that exists in the way that parents conceptualise early childhood services and make choices for young children. This study addresses both the dilemmas of individual parents in conceptualising and choosing services for their children and the implications of their individual decisions in aggregate.
Single in-depth, semi-structured interviews were conducted with 23 parents from the local area of Boyne Island, Central Queensland, Australia. The sample of parents comprised mothers only, although mothers and fathers were invited initially to join the study. The parents were drawn from the four local early childhood education and care (ECEC) services that operate in this area. In the first stage of the analysis, a phenomenographic framework was used to develop an outcome space to describe the eight parent conceptions of ECEC services. These categories describe the way parents see ECEC services as:
Demographically convenient,
Safe, secure and hygienic,
Providing a routine,
Caring and nurturing,
Having trained and qualified staff,
Valuing parents and keeping them informed,
Preparing for further learning,
Providing socialisation.
These eight categories of description are understood and distinguished in terms of three dimensions, those being physical, personnel and personal. The physical dimension refers to the location and availability of services catering to the needs of the family. The personnel dimension refers to how ECEC services are judged according to the personnel who work within that environment. The personal dimension refers to how the ECEC service is judged according to how the individual children and their family are catered for and responded to within the environment.
In the second stage of analysis, an orthodox grounded theory approach was used to explore how parents understood their choice of ECEC services for their young children. This later analysis found that parent choice is influenced by:
Relationship with child;
Influence of significant others;
Understandings of childhood;
Maximising the child's potential.
The grounded theory that developed as a result of this stage of analysis was that parents make complex and pragmatic choices within social contexts.
An understanding of the relationships between parent conceptions and the influences that they consider when choosing ECEC services was used to develop a model. This model demonstrates the complexities of choice of service juxtaposed with parent conceptions of ECEC services. Tensions for parents and their choice of service arose when their conceptions of ECEC services were compromised. Therefore, central to the model presented is the understanding that the ECEC services were located within a specific societal context and as such, any one, or combination of, the dimensions of conceptions of service, impact upon choice.
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Noble, Karen. "Early childhood education and care : parent conceptions of ECEC services and choice of services." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16112/.
Full textAbstract:
This study details a phenomenographic and grounded theory investigation aimed at generating new knowledge of an under-researched area, namely that of parental choice of early childhood education and care services. Given the complexity and range of choice of early childhood services, and the diversity of family situations, research eliciting parent conceptions of their choices of early childhood services is both necessary and timely. Findings from this study may be used to inform early childhood professionals by expanding their awareness of the variation that exists in the way that parents conceptualise early childhood services and make choices for young children. This study addresses both the dilemmas of individual parents in conceptualising and choosing services for their children and the implications of their individual decisions in aggregate.
Single in-depth, semi-structured interviews were conducted with 23 parents from the local area of Boyne Island, Central Queensland, Australia. The sample of parents comprised mothers only, although mothers and fathers were invited initially to join the study. The parents were drawn from the four local early childhood education and care (ECEC) services that operate in this area. In the first stage of the analysis, a phenomenographic framework was used to develop an outcome space to describe the eight parent conceptions of ECEC services. These categories describe the way parents see ECEC services as:
Demographically convenient,
Safe, secure and hygienic,
Providing a routine,
Caring and nurturing,
Having trained and qualified staff,
Valuing parents and keeping them informed,
Preparing for further learning,
Providing socialisation.
These eight categories of description are understood and distinguished in terms of three dimensions, those being physical, personnel and personal. The physical dimension refers to the location and availability of services catering to the needs of the family. The personnel dimension refers to how ECEC services are judged according to the personnel who work within that environment. The personal dimension refers to how the ECEC service is judged according to how the individual children and their family are catered for and responded to within the environment.
In the second stage of analysis, an orthodox grounded theory approach was used to explore how parents understood their choice of ECEC services for their young children. This later analysis found that parent choice is influenced by:
Relationship with child;
Influence of significant others;
Understandings of childhood;
Maximising the child's potential.
The grounded theory that developed as a result of this stage of analysis was that parents make complex and pragmatic choices within social contexts.
An understanding of the relationships between parent conceptions and the influences that they consider when choosing ECEC services was used to develop a model. This model demonstrates the complexities of choice of service juxtaposed with parent conceptions of ECEC services. Tensions for parents and their choice of service arose when their conceptions of ECEC services were compromised. Therefore, central to the model presented is the understanding that the ECEC services were located within a specific societal context and as such, any one, or combination of, the dimensions of conceptions of service, impact upon choice.
3
Hicks, Terence. "Spirituality Research Studies in Higher Education." Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.
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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions.
This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.<br>https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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Hammond, John A. "Doing gender in physiotherapy education : a critical pedagogic approach to understanding how students construct gender identities in an undergraduate physiotherapy programme in the United Kingdom." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/27739/.
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Gender in physiotherapy education is somewhat ambiguous. Physiotherapy is historically a women’s profession, yet in recent decades there has been a growing proportion of men. The mass media portrays a masculine sporty image of physiotherapy, which notably ignores the presence of women. Previous research in physiotherapy education has shown gender differences in student preferences for work and career pathways. Gender differences in attainment in practice components of the course have also been demonstrated, with men doing less well than women and more likely to fail. As a physiotherapy educator faced with these issues, the aim of this study is to explore the significance of gender in students’ constructions of identity. Social constructionism was adopted as an underpinning theory in this professional practice research involving students from one cohort of undergraduate physiotherapy students at a university in the south east of England. Nine male and female participants were interviewed at the beginning of their second year and were asked to record stories about their experiences both on and off campus throughout the academic year using a digital recording device. Data from the interviews and audio-diary narratives were analysed using Judith Butler’s theorisation of gender as ‘performative’ to understand how gender identities were constructed. Foucauldian and critical pedagogical perspectives were employed to further interrogate the gender discourses that emerged. The findings indicate that gender was rarely explicitly discussed; yet participants’ gender identities were constantly negotiated through relationships that were not limited to the university and clinical settings. A range of discourses of masculinity and femininity were identified illustrating a profound gender orthodoxy in physiotherapy education that simultaneously demanded acceptance, assimilation or resistance. As a consequence, students in this study used a number of discursive strategies in the struggle to be recognised within physiotherapy education and practice. The implications from these findings raise questions about gender tensions and contradictions in the physiotherapy programme under scrutiny and about the pedagogic practices that reinforce them. In this context, there is a need to raise awareness amongst peers and managers of the possible sites of gender inequalities within this curriculum. Also, gender needs to come ‘out of the closet’ and be debated within the classroom and the wider social spaces inhabited by students in order to develop more nuanced understandings of gender within physiotherapy and healthcare. Finally this research indicates the need to provide more inclusive spaces within the curriculum for reflecting on the complexity of identity construction and for challenging its institutional forms.
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Disque, J. Graham. "Recent Research on the Brain and Counseling." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2838.
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Boois, Yvonne. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006152.
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Mason, Robert. "Burnout Among Head Start Social Services Coordinators in Region IV." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2580.
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The project was designed to study the nature of the burnout phenomenon among Head Start Social Services Coordinators in eight southeastern states. The association of age, sex, marital status, years employed, program size, caseload, race, education and perceived level of stress to the three subscales of the Maslach Burnout Inventory (MBI) were correlated on a population of 59 coordinators representing 25% of the total population. Years employed was shown to be negatively correlated to the Emotional Exhaustion subscale. Perceived stress levels due to workload were most strongly associated with emotional exhaustion. Relationship to the other factors studied was not significant. The findings provide support for the contention that burnout does exist among members of this population and that steps need to be taken at the individual and agency levels to combat the stressful conditions related to burnout. While emotional exhaustion and lack of personal accomplishment were shown to exist, the subjects showed little to no evidence of depersonalization in working with their clients.
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Ratchford, Cynthia W. "A study of support for genetic research genetic services and education in genetics among African American social workers in metropolitan Atlanta." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2001. http://digitalcommons.auctr.edu/dissertations/2828.
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This study examined African American social workers' opinions about genetic research, genetic services, and education in genetics and selected factors associated with their opinions. Those factors were professional/work experience with clients with genetic issues; mass media exposure to genetic information: t.v., movies, newspapers, magazines; graduate social work course/unit in a course in genetics; personal/family experience with genetic issues; and gender.
There are no available studies on the readiness of African American social workers to practice in human genetic service delivery. This study was based on the premise that African American social workers' opinions about human genetics as a discipline would be an indicator of their readiness to practice in genetics.
Frequency analysis, crosstabulation and multiple regression were the statistics employed to analyze the data. The findings indicated that African American social workers were supportive of genetic services and education in genetics, but had mixed opinions about genetic research. Based upon these findings, African American social workers appear to be a group that is ready to fill a unique need for social work practitioners in genetics.
Mass media exposure to genetics and gender were the variables that were most associated with the African American social workers' opinions. Several of the independent variables had a slight relationship to the criterion variables. These relationships indicated an interplay of complex factors that were associated with African
American social workers' support for genetic research, genetic services and education in genetics. Those factors indicated that experience with or exposure to genetics may have influenced African American social workers to support genetics in general. It was recommended that graduate schools of social work and social work professional associations develop educational programming that focuses on exposing African American graduate social work students and social work practitioners to genetics. This study employed convenience sampling to maximize the participation of African American social workers and conclusions apply only to the study sample.
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Atkinson, Isabel. "Youth work research : initiatives in the study of young people, youth work and youth services." Thesis, Cranfield University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339582.
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Cole, Kimberley W. "Principal Investigator and Department Administrator Perceptions of Services Provided by Offices of Research Administration at Research Universities." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1602.
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The purpose of this research study was to determine what service attributes were perceived as important factors for a successful Office of Research Administration (ORA) to provide to principal investigators and department administrators. Initially established more than 50 years ago, The Office of Research Administration (ORA) has evolved into an integral component for the fiscal sustainability of many institutions of higher education. Existing performance metrics based on financial measures do not sufficiently capture the quality of the level of service demands placed on the ORA by the two internal user groups. The conceptual basis of the Balanced Scorecard modified for the non-profit sector served as the theoretical framework.
The study involved 668 respondents (433 principal investigators and 235 department administrators) from 72 research universities. Principal investigators and department administrators agreed on 18 service items as important performance metrics for successful Offices of Research Administration. However, the two groups did vary somewhat in the degree of importance of these 18 service items. Four services, responding to email and phone messages within 24-48 hours, easy access to forms, and timely setup of the internal award account were identified as priority factors by greater than 90 percent of the principal investigators. In addition to these four items, another six items-trainings for new employees and training updates for existing employees, equal treatment by the ORA, easy access to policies, and promoting a team effort approach to research-were identified as prior factors by greater than 90% of the department administrators. Demographics did not display a significant relationship in the perceptions of either group. Principal investigators did display a higher satisfaction for level of performance for the items of importance, especially related to the priority factors at their current institutions.
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Davis, Bryce Collin. "Breaking Ground on the University Garden| Service-learning and Action Research." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620873.
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<p> The purpose of this dissertation was to document, analyze, understand, and describe how the environmental virtue ethics of undergraduate students were impacted after participating in a service-learning project designed to establish a new university garden. This service-learning project occurred during the fall semester of 2011, on the campus of Lighthouse University, a mid-size Catholic college campus that is located in an urban area of Southern California. The service-learning component was embedded within one environmental ethics course. Over the course of one sixteen-week academic semester, thirty undergraduates, between the ages of 18-23, each volunteered ten hours in this new on-campus garden. In addition to the student volunteer work, one of the complimentary course components required students to attend a speaking engagement hosted by Dr. Vandana Shiva, a world-renowned environmentalist. The action researcher, served as the catalyst, recorder, and facilitator of this service-learning project. In these roles, the action researcher mobilized members of the university, volunteers from the broader community, and local master gardeners to work side by side with the undergraduate students in the garden. After a qualitative analysis was conducted through the procedures of action research, local recommendations were generated in order to assist future garden-based curricular and co-curricular activities.</p>
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McNamara, Tristan James. "Services For Youth With Autism Spectrum Disorders: A Study Of Educational Practices In Vermont." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/465.
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Autism Spectrum Disorder (ASD) continues to receive increasing degrees of national attention in parallel with increasing rates of occurrence (Baio, 2012; Centers for Disease Control and Prevention, 2014; Rice, 2009). The disorder's growing prevalence has been accompanied by controversies regarding the source of the disorder (Baker & Stokes, 2007), how it is diagnosed (Mandell et al., 2009; Wing, Gould, & Gillberg, 2011), and what treatments are applicable and effective (National Autism Center, 2009).
This qualitative research study utilizes survey data provided by Special Education Directors to explore the question of what types of treatments are implemented and supported by school districts for students with an ASD in Vermont. This exploration is provided in order to help develop an understanding of the degree to which research-based interventions are being supported by special education administrators throughout the state.
Data analysis consisted of a process of content analysis utilizing coding and cross-case analysis to identify themes such as: the gap between education, experience, literature, and practice; the role of data in intervention and treatment design; and the role that professional development, staffing, and available resources play in ASD treatment. By exploring available research regarding the clinical effectiveness of various treatments and by analyzing survey data, this study identifies areas of strength and challenge conveyed in participants' responses, and makes suggestions regarding potential areas of future growth.
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Jackson, Marcus Thomas. "Conceptualising radiography knowledge and the role of radiography educators : perspectives and experiences of a radiography education community." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/27737/.
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The diagnostic radiography curriculum and the process of its enactment are under researched in the United Kingdom. To date, there have been no published studies which have investigated the curriculum and the role of radiography educators from the multiple perspectives of radiography students, university radiography educators and clinical radiography educators, that is, a radiography education community. Accordingly, this study describes the perceptions and experiences of a radiography education community in relation to three research questions: 1. How does a radiography education community conceptualise the radiography knowledge and skills required of a diagnostic radiographer? 2. How does a radiography education community conceptualise the role played by university based and clinically based radiography educators in helping the radiography student acquire radiography knowledge and skills? 3. How does the community in this study compare with Lave and Wenger’s theoretical constructs of a situated learning, legitimate peripheral participation and Communities of Practice (CoP)? The epistemological foundation of the study is constructivism and the overarching methodology is a case study conducted within a single higher education institution and three of its associated clinical practice partner settings. The primary data collecting method comprised semi-structured interviews, supplemented by a critical review of germane literatures, government policy and the curriculum guidance provided by the relevant professional and statutory bodies. The theoretical framework in which the study is situated is based upon Lave and Wenger’s theories of situated learning, legitimate peripheral participation and communities of practice. The findings of the study reveal a radiography education community which is lacking any unifying pedagogic discourse. In particular, there is an absence of opportunities for cross-community working, especially in collaborative curriculum development and the process of its enactment. This is further compounded by the community’s narrow interpretation of what a curriculum should comprise. Currently there is a clear focus on knowledge content and curriculum as a product which fails to take into account praxis and the social context in which learning takes place. These findings have been summarised by a representation of the enacted curriculum as compared with the ‘ideological’ function of a radiography curriculum. Specific developments required of the curriculum include: (i) placing a greater emphasise on the vocational relevance of radiography knowledge; (ii) gaining a better understanding of tacit radiography knowledge; (iii) ensuring greater familiarity with the curriculum and (iv) enhancing the standard of clinical supervision. The radiography education community in this study evidences both convergence and divergence with Lave and Wenger’s theoretical constructs of situated learning, legitimate peripheral participation and community of practice. Within the context of radiography education the study also highlights the consequence of power relationships, the complexity of learning in and across multiple communities of practice and the importance of individual learner biographies, all of which are underdeveloped in Lave and Wenger’s theoretical discourse. These findings have been summarised in a proposed theoretical model for a radiography education community of practice. Three specific pedagogic and managerial inferences may be drawn from this study which will require staff development and consideration of how the diagnostic radiography programme is managed across the community. Firstly, context, process and praxis need to be carefully considered in the collaborative development, design and implementation of the curriculum. Secondly, the university and clinical educators need to reflect on their own learning and teaching skills by engaging more fully with pedagogy. Thirdly, communication across the radiography education community of practice must be improved.
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Welch, Tiffany M. E. "Assessing the need for enhanced mental health services on a college campus| An appreciative action research inquiry." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3709670.
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<p> College counseling centers have adapted through the years to operate in an environment that has undergone frequent changes since such services were first implemented, over 100 years ago. As counseling centers continue to be faced with an increase in the number of students who need mental health services, as well as a continued increase of fiscal pressures that make providing adequate services difficult, both the students and staff must seek new ways of improving current services. Therefore, the utilization of an appreciative action research inquiry (AARI) involved the engagement of university staff, faculty, and students in developing a task force, which looked at ways to improve the current mental health services based on input obtained from individual interviews with the stakeholders: students, faculty, and staff. A qualitative method of data collection consisted of unstructured individual interviews of the members of the task force, a member-check, and field notes. Utilizing epiphanic data analysis proved best. This AARI project explored collaboratively the strengths and weaknesses of the current mental health services currently offered on campus. The AARI provided opportunities for stakeholders to advocate for improvements to the current mental health services on campus as well as recognize the existing strengths. Identified needed improvements that emerged from the date included increased advertisement of the available services, increased education about the need for mental health services, and the necessity for increased awareness of overall mental health services on campus. </p>
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Miskon, Suraya. "ICT shared services in the higher education sector : foundations, benefits, success factors and issues." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61034/1/Suraya_Miskon_Thesis.pdf.
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Universities are more and more challenged by the emerging global higher education market, facilitated by advances in Information and Communication Technologies (ICT). This requires them to reconsider their mission and direction in order to function effectively and efficiently, and to be responsive to changes in their environment. In the face of increasing demands and competitive pressures, Universities like other companies, seek to continuously innovate and improve their performance. Universities are considering co-operating or sharing, both internally and externally, in a wide range of areas to achieve cost effectiveness and improvements in performance. Shared services are an effective model for re-organizing to reduce costs, increase quality and create new capabilities. Shared services are not limited to the Higher Education (HE) sector. Organizations across different sectors are adopting shared services, in particular for support functions such as Finance, Accounting, Human Resources and Information Technology.
While shared services has been around for more than three decades, commencing in the 1970’s in the banking sector and then been adopted by other sectors, it is an under researched domain, with little consensus on the most fundamental issues even as basic as defining what shared services is. Moreover, the interest in shared services within Higher Education is a global phenomenon. This study on shared services is situated within the Higher Education Sector of Malaysia, and originated as an outcome resulting from a national project (2005 – 2007) conducted by the Ministry of Higher Education (MOHE) entitled "Knowledge, Information Communication Technology Strategic Plan (KICTSP) for Malaysian Public Higher Education"- where progress towards more collaborations via shared services was a key recommendation. The study’s primary objective was to understand the nature and potential for ICT shared services, in particular in the Malaysian HE sector; by laying a foundation in terms of definition, typologies and research agenda and deriving theoretically based conceptualisations of the potential benefits of shared services, success factors and issues of pursuing shared services.
The study embarked on this objective with a literature review and pilot case study as a means to further define the context of the study, given the current under-researched status of ICT shared services and of shared services in Higher Education. This context definition phase illustrated a range of unaddressed issues; including a lack of common understanding of what shared services are, how they are formed, what objectives they full fill, who is involved etc. The study thus embarked on a further investigation of a more foundational nature with an exploratory phase that aimed to address these gaps, where a detailed archival analysis of shared services literature within the IS context was conducted to better understand shared services from an IS perspective. The IS literature on shared services was analysed in depth to report on the current status of shared services research in the IS domain; in particular definitions, objectives, stakeholders, the notion of sharing, theories used, and research methods applied were analysed, which provided a firmer base to this study’s design.
The study also conducted a detailed content analysis of 36 cases (globally) of shared services implementations in the HE sector to better understand how shared services are structured within the HE sector and what is been shared. The results of the context definition phase and exploratory phase formed a firm basis in the multiple case studies phase which was designed to address the primary goals of this study (as presented above). Three case sites within the Malaysian HE sector was included in this analysis, resulting in empirically supported theoretical conceptualizations of shared services success factors, issues and benefits.
A range of contributions are made through this study. First, the detailed archival analysis of shared services in Information Systems (IS) demonstrated the dearth of research on shared services within Information Systems. While the existing literature was synthesised to contribute towards an improved understanding of shared services in the IS domain, the areas that are yet under-developed and requires further exploration is identified and presented as a proposed research agenda for the field. This study also provides theoretical considerations and methodological guidelines to support the research agenda; to conduct better empirical research in this domain. A number of literatures based a priori frameworks (i.e. on the forms of sharing and shared services stakeholders etc) are derived in this phase, contributing to practice and research with early conceptualisations of critical aspects of shared services. Furthermore, the comprehensive archival analysis design presented and executed here is an exemplary approach of a systematic, pre-defined and tool-supported method to extract, analyse and report literature, and is documented as guidelines that can be applied for other similar literature analysis, with particular attention to supporting novice researchers. Second, the content analysis of 36 shared services initiatives in the Higher Education sector presented eight different types of structural arrangements for shared services, as observed in practice, and the salient dimensions along which those types can be usefully differentiated. Each of the eight structural arrangement types are defined and demonstrated through case examples, with further descriptive details and insights to what is shared and how the sharing occurs. This typology, grounded on secondary empirical evidence, can serve as a useful analytical tool for researchers investigating the shared services phenomenon further, and for practitioners considering the introduction or further development of shared services. Finally, the multiple case studies conducted in the Malaysian Higher Education sector, provided further empirical basis to instantiate the conceptual frameworks and typology derived from the prior phases and develops an empirically supported: (i) framework of issues and challenges, (ii) a preliminary theory of shared services success, and (iii) a benefits framework, for shared services in the Higher Education sector.
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Swan, Terry. "A Model for Group Marital Preparation in a University Setting." TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2900.
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The author created an experimental model workshop for group marital preparation in a university setting. Eight couples attended the April 16-17, 1984, workshop, and nine couples attended the March 25-27, 1985, workshop. All persons, with the exception of two couples, were university students.
Each couple was contacted by a form letter which contained questions about their expectations and invited them to take a temperament test. A participant evaluation was done after the workshop.
A great majority of responses support the need for marital education. The workshop enabled the participants to better understand their intended spouses. The basic divisions of commitment, compatibility, communication, conflict and cooperation met the primary needs of the participants. Greater need for the topics of finance and theology was exposed.
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Calderone, Carli E. "Stem Cell Research: Science Education and Outreach." Miami University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1268751337.
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Fotiadou, Maria. "The discourse of careers services : a corpus-based critical discourse analysis of UK university websites." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/10127/.
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This thesis examines the discourse of careers services in UK university websites. The notion of employability has been presented and promoted by powerful groups, such as governments, organisations, the media, employers, and higher education institutions, as the remedy to the social problem of unemployment. Careers services in UK universities were given the role of ‘expert’ professionals who are there to support and guide students towards developing their employability and skills. This study examined the ideas and messages reproduced and promoted by the careers services, which could affect the students’ understanding of the ‘job market’ and their role in it. The chosen methodology, that is corpus-based critical discourse analysis, combined qualitative and quantitative methods and tools for the analysis of 2.6 million words deriving from 58 UK universities’ websites, and more specifically the careers services sections. In general, this thesis highlights some of the problematic, common-sense ideas that are being promoted by these services and encourages the denaturalisation of the careers services’ discourse. The main argument is that the language used by the careers services in UK universities reproduces and promotes neoliberal ideology. The analysis shows that higher education students are encouraged to develop ‘job-hunting techniques’ and are presented as responsible for their own ‘survival’ in a ‘fiercely competitive job market’. The notion of employability is promoted as the main solution to this highly problematic ‘reality’. The services advertise that they ‘know’ what employers are looking for from prospective employees and claim that they can ‘help’ students with their job search. The close analysis of linguistic data reveals that these services act as the ‘enablers’ of the students’ self-beneficiary action. In addition, besides their role as careers counsellors, the services’ use of language demonstrates their involvement in the therapeutic field. Finally, the language used by post-1992 and Russell Group universities was found to be quite similar. There are, however, some differences that could be viewed as signs of competition between these two university ‘groups’ and a preference of the job market towards a particular ‘group’ of graduates from elite institutions.
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Liu, Junchang. "The role of university forests in education, scientific research and social services at Beijing Forestry University, p. r. China." Technische Universität Dresden, 2019. https://tud.qucosa.de/id/qucosa%3A34285.
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University forests are very important in academic forestry education. They are not only used for the in-forest teaching but also serve for scientific research and public education for people to gain knowledge of forests. Besides these functions, the university forests can also provide social services, such as camping and recreation. People can go into the university forests to enjoy the nature and relax.
Taking Beijing Forestry University as an example, this paper will describe the system of university forests in China, their categories, and their roles in forestry education, research and social services. Furthermore, this paper will also explain the development and management system of university forests, and key challenges to the university forests in the future.
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Jewett, Orval Albert. "High School to College Transition Among Black Males: An Action Research Project." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4381.
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A participatory action research project involving social workers as stakeholders from high schools and the local community college in Nassau County, New York, provided the basis for an inquiry that addressed the effectiveness and implementation of clinical social work practice with Black male students transitioning to community college from high school. This study addresses how clinical social work practice may be utilized to enhance the experience of the transition process for Black male students from high school to college. Through the use of a qualitative in-depth interview process, 16 school-based social workers provided professional perspective and expertise that resulted in a transformational change project identifying key aspects of psychosocial treatment planning most relevant to the needs of Black male students hoping to persist from high school to college graduation. Social exclusion theory formed the theoretical basis for understanding the socioeconomic and psychosocial experiences of Black male students, whereas grounded theory provided a foundation for theory generation through a process of identifying and classifying emerging patterns and themes within the in-depth interview transcripts. As a result of this doctoral capstone project, key deficiencies in school social work practice, such as the need to adapt to a more community-based form of social work practice, were identified and addressed at a local level through a summary of recommendations, forming the basis for a credible and transferable knowledge base that can be used to improve social work practice. Ultimately, the outcomes of this project improve services for Black male students transitioning from high school to college, and it will lead to positive social change for this student population.
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Darley, Tessa Boisvert. "A critical analysis of research related to attitudes toward low-income families and services provided by public school systems." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008darleyt.pdf.
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Shores, Diana. "Impact of the Educational & Life Planning Course on Undecided Students: An Evaluation Model." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2856.
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The purpose of this project was to establish a working model for a longitudinal evaluation of the effectiveness of the "Educational and Life Planning" (CNS ED 100) course at Western Kentucky University. This study, entitled "CELPS," was an action project designed to serve as a model for the establishment of a data bank against which future efficacy studies could be made by the faculty. A pilot study of 80 CNS ED 100 students was conducted to test the CELPS model described in this paper and also to provide preliminary information about the effectiveness of the "Educational and Life Planning" course. However, this was clearly secondary to the purpose of methodological development and testing. Five instruments were designed, a code book was developed, and all data collected were sent to the computer center on the coded forms to establish a data bank on the mainframe computer. Hand transfer of the raw data to the computer sheets was found to be an inefficient way to send data to the computer center; as a result, the forms were revised to allow for direct data entry to the computer which will ensure greater efficiency and reliability. Initial results of the pilot study were presented in tabular form. Because this pilot study was merely descriptive no tests of statistical significance were calculated. These results served only to show that CELPS was in fact a working model. Recommendations were suggested to the Counselor Education faculty regarding the administration of this longitudinal study over the next six years.
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Schott, Tracy L. "A formative research study of the effectiveness of Animal rap a children's educational television program /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2000. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 2000.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2810. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Thesis includes original television script written by the author. Copy 2 in Main Collection. Includes bibliographical references (leaves 63-68).
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Aipinge, Maria Magdalena Muulinawa. "Investigating the library research support services in the Faculty of Education, University of Namibia (UNAM): a Hifikepunye Pohamba Campus focus." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31429.
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This study investigated the library research support services in the Faculty of Education at Hifikepunye Pohamba (HP) Campus, University of Namibia. The research problem is that UNAM has an interest in growing its research, but the library does not have strong research support services; these needed to be investigated, along with researchers’ support needs. The study explored the research support services currently in place at HP campus in order find out to what extent the campus’ library services meet the needs and expectations of the researchers and academic staff. The study further examined how the research support service at the HP campus library could be re-conceptualised. The results of the study aimed at guiding librarians on what research related services should be offered to researchers in order to improve research outputs. The study was guided by the Research Librarianship conceptual approach which provided direction and ideas on an ideal research support service which responds to country, institution and individual research needs and changes in scholarly communication. A mixed methods approach was used to collect and analyse both quantitative and qualitative data. Data was collected using two sampling methods. They are: a census which was conducted for academics and convenience sampling for emerging researchers. Questionnaires were distributed to academic (established researchers) and postgraduate students who are referred as emerging researchers in the study. The findings are that the HP campus library does provide research support services, but they are not really core activities of the research support services as the concept would suggest. Many researchers felt their needs were being met but the current services are not specifically research-related activities and therefore do not help improve on research outputs as much as more targeted research services would. The findings indicated that there is a need to advance the campus’ traditional library services by adding activities which respond to research needs. The study therefore recommended that the library at the HP campus should enhance the research support services by responding to new trends in an academic library which fit into the new higher education teaching environment. Furthermore, the library should develop awareness programmes of the library research support services for academics. It is also recommended that the library should integrate IT skills into library training and that new set of skills such as research and subject-related skills are required by academic librarians. Therefore, staff development should be a continuing programme for UNAM librarians to constantly adapt to new trends and ensure library services are on par with the changes in research. The main recommendation is that the librarians should adapt to new trends and ensure that the library services remain relevant by contributing to research outputs. This will mainly be made possible if librarians have relevant qualifications to enable them to have the competence and skills in research related activities.
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Wilson, Debbie Louise. "Professional expertise and pharmacy technicians." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0008401.
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Thesis (Ph.D.)--University of Florida, 2004.<br>Typescript. Title from title page of source document. Document formatted into pages; contains 173 pages. Includes Vita. Includes bibliographical references.
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Strode, Christopher N. "Supportive Measures: An Analysis of the TRIO Program - Student Support Services at East Tennessee State University from 2001 – 2004." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1235.
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The purpose of this study was to examine the academic performance of the first-time, full-time, traditional-aged students in the Student Support Services program at East Tennessee State University. This was accomplished by comparing their academic performance with the academic performance of first-time, full-time, traditional-aged non-SSS participants, including students in both the SSS eligible and SSS ineligible study groups. Incoming freshman cohorts from 2001, 2002, 2003, and 2004 were used to create the 3 distinct study groups. Demographic and performance outcome variables were used for comparison among the 3 groups. The cumulative college GPA, fall-to-fall retention, and 6-year graduation status of the 3 study groups were of primary interest in this study. Prediction models for these 3 variables were a secondary consideration. Thirteen research questions guided this study and were analyzed using one-way analysis of variance, two-way contingency tables, multivariate linear regressions, and binary logistic regressions. Results indicated that there were significant differences in demographic and performance outcomes among the 3 study groups. SSS participants were found to have a significantly lower cumulative GPA at graduation than their peers, but exceeded them in fall-to-fall retention status and 6-year graduation status. The prediction models showed that the first-year cumulative college GPA was a powerful predictor of fall-to-fall retention status and 6-year graduation status for first-time, full-time traditional-aged freshman students.
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Murray, Anne. "Retention, Grade Point Average & Client Satisfaction of Professionally Counseled Freshmen & Peer Counseled Freshmen." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2683.
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Samples from two populations, entering freshmen at Western Kentucky University who were either peer counseled/advised or professionally counseled/advised, were compared on three vairables: (i) retention rate as sophomores, (2) freshman grade point averages earned. and (3) client satisfaction with counseling/advisement services.
The variance between the means of the two freshmen groups was analyzed using a two tailed t test. There was no significant difference between groups in retention or grade point average. There was, however, significant difference in client satisfaction between the peer counseled/advised freshmen and the professionally counseled/advised freshmen. Freshmen receiving peer counseling/advisement rated their helpers at a higher level of effectiveness than did the professionally counseled/advised group of freshmen.
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Smart, Warren. "The measurement of the performance of New Zealand tertiary education institutions and the demand for their services." Click here to access this resource online, 2009. http://hdl.handle.net/10292/761.
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This thesis explored the measurement of performance of New Zealand tertiary education institutions (TEIs) and the demand for their services. This involved analysing the research performance of New Zealand universities, analysing the productive efficiency of New Zealand TEIs and examining the choice of provider by bachelor’s degree starters. Bibliometric data was used to measure the research productivity of New Zealand universities. This showed that following a fall during the early 2000s, the research productivity of New Zealand universities increased following the introduction of the Performance-Based Research Fund (PBRF). A multi-dimensional analysis of university research performance between 2000 and 2005 showed that no individual university was top in all four of the performance measures assessed. The overall performance of three universities, Massey University, Lincoln University and Auckland University of Technology, were noticeably below that of the other five universities. Data Envelopment Analysis (DEA) was then applied to input and output data of New Zealand TEIs to analyse their productive efficiency. In 2006, polytechnics that had: low levels of bachelor’s degree provision, were not regionally based, had a high proportion of subcontracting and were larger institutions, achieved higher levels of pure technical efficiency. The analysis showed that several polytechnics could improve their technical efficiency by reducing their scale of operations. In polytechnics, higher technical efficiency was associated with better financial performance. A number of technically efficient polytechnics struggled financially, indicating that the overall efficiency of the polytechnic sector was not high, or the funding model they operate under is not appropriate. The analysis also showed that decreasing bachelor’s degree provision, poor financial performance in the previous year, an increase in provision of community education, was associated with higher growth in total factor productivity between 1996 and 2006. The application of DEA to Australasian university data between 1997 and 2005 showed that New Zealand universities performed relatively well in terms of relative pure technical efficiency, compared with their Australian counterparts. However, the total factor productivity of New Zealand universities increased at a lower rate, on average, than that of the Australian Group of Eight and newer Australian universities. The application of DEA to a dataset of the participating TEIs in the PBRF showed that polytechnics had lower technical efficiency, on average, than other TEIs. The choices of bachelor’s degree starters in 2006 were analysed for evidence of a lack of parity of esteem between university and polytechnic degrees. The results showed that a lack of parity of esteem between polytechnic and university degrees may be influencing student choices. Students from higher deciles schools, with higher secondary school qualifications, Asians, students who travel for study, were all more likely to enrol in a university to start a bachelor’s degree. There was less clear cut evidence of a lack of parity of esteem between selected groupings of New Zealand universities. However, there did appear to be a lack of parity of esteem between the four older metropolitan universities and the two newest universities, with signs the former were held in higher esteem.
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Griffin, Donitha Jones. "Influence of Talent Search Program on College Readiness and Success." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3162.
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Precollege programs, such as Talent Search (TS), are widely used to increase college readiness skills, particularly among underrepresented students in higher education. The college examined in this study had implemented the TS program, but little empirical evidence existed about the efficacy of the program. The purpose of this ex-post facto quantitative study was to evaluate the effect that the local TS program has had on college readiness and success as measured by incoming freshmen placement exam scores and students' first-year grade point average (FYGPA). The theoretical framework for the study was Conley's 4 dimensions of college readiness designed to help students succeed beyond high school. The research questions explored the differences in the 2010, 2011, and 2012 Computer Adaptive Placement Assessment and Support System (COMPASS) reading and writing placement scores and FYGPA for TS program participants and non-TS participants. The balanced sample included all 120 local college students who had finished their freshman year. Independent sample t tests were conducted and no significant differences were found in FYGPA or COMPASS reading and writing scores based on program participation. To provide guidance to the local site administrators, the extant literature on precollege interventions and holistic approaches provided best practice recommendations for a white paper that included additional services not currently offered by the local TS program. Positive social change is supported through assuring appropriate precollege support that may lead to increased academic success for students, hence increasing the number of college graduates among this group.
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Pinfield, Stephen. "Towards open access : managerial, technical, economic and cultural aspects of improving access to research outputs from the perspective of a library and information services provider in a research university." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12090/.
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For academic research to release its value, it has to be communicated. It is essential, if research is to flourish, that the various forms of research communication, including journal articles and similar research outputs, are as easily and widely available as possible. The publications in this submission, produced between 1998 and 2010, all discuss major aspects (managerial, technical, economic and cultural) of improving access to research outputs in order to support research activity in higher education institutions. The later works focus in particular on the issue of ‘open access’ (OA) publishing and dissemination. The publications investigate the why and how of OA. Firstly, they examine the potential benefits (and dis-benefits) of OA for the research community and other stakeholders. Secondly, they discuss how OA systems and services might operate in practice. The earlier works on OA focus on repositories, particularly institutional repositories. Some of the later publications bring into consideration OA journals and their (potential) ongoing relationship with repositories. The publications are written from the perspective of a library and information services provider in a research university. They report on ground-breaking action-based research-and-development work: setting up innovative demonstrator systems, developing new business processes, and designing novel organisational policies. Possible future scenarios are modelled and analysed. It is shown that these activities have made a significant impact on wider professional practice, as well as contributing to the research literature, as OA has became more mainstream. Major themes discussed include managerial challenges associated with implementing OA services; technical issues relating to the development of systems and standards; economic factors covering costs, funding streams and business models; and cultural issues, including disciplinary differences. These are examined in relation to different stakeholder groups at institutional, national and system-wide levels. Other key themes include intellectual property rights and quality assurance. A clearer picture of possible research-communication futures incorporating OA is developed.
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Collett, DeShana Ann. "THE INFLUENCE OF RACE AND SOCIOECONOMIC STATUS ON ROUTINE SCREENING PRACTICES OF PHYSICIAN ASSISTANTS." UKnowledge, 2013. http://uknowledge.uky.edu/epe_etds/13.
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Health disparities in minorities and those of low socioeconomic status persist despite efforts to eliminate potential causes. Differences in the delivery of services can result in different healthcare outcomes and therefore, a health disparity. Some of this difference in care may attribute to discrimination resulting from clinical biases and stereotyping which may provide a possible source for the persistence of health disparities. Health disparities may occur because the delivery of services at some level is inadequate. Disparities resulting from the quality and quantity of care delivered by a practitioner result in differentiated delivery of healthcare, thus unequal health outcomes. The purpose of this study is to evaluate and identify potential disparities in routine screening practices of physician assistants.A randomized sample of practicing physician assistants in Kentucky were analyzed (N= 112) to determine if the race or socioeconomic status of a patient influenced their likelihood of offering different routine screening recommendations and screening test recommendations. Clinical vignettes were created with only the race and socioeconomic status of the patient modified, resulting in four separate vignettes. Through the use of a survey instrument, participants were randomly assigned to one of four written clinical vignettes. Statistical analysis using a MANOVA revealed that the race of a patient had a statistically significant multivariate effect on differences in screening recommendations and race and socioeconomic status had significant multivariate effects on screening test recommendations.Study results suggest that race and socioeconomic status continues to be a significant factor in the prevalence of healthcare disparities. More importantly, this study reveals that Physician Assistants may provide differentiated care based on a patient’s race. Limitations and future directions for this study may be used to examine PA educational curriculums for the inclusion of health disparities and possible continuing medical education opportunities for practicing PAs.
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Govender, K. K. "Exploring students' perception of postgraduate research service quality." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/617.
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Published Article<br>Given that education is a service, the postgraduate (PG) education environment has become increasingly competitive, and whilst the service quality perceptions of undergraduates have been extensively measured, similar postgraduate-based research, especially in South Africa, has been negligible. Furthermore, although the development of an ideal instrument to measure higher education service quality has also occupied the minds of several researchers over the years, not much has been achieved in the area of postgraduate research (PG) service quality.
This paper presents the results of the assessment of the PG students' perception of research service quality by surveying the 2011 cohort of graduating postgraduates of one of the top five research universities in South Africa by using a specially developed postgraduate service quality measurement instrument (PSQUAL). By adapting the SERVQUAL instrument (Parasuraman, Berry & Zeithaml 1988), the PREQ (Drennan 2008) and SREQ (Ginns, Marsh, Behnia, Cheng & Scalas 2009), a 26-item postgraduate research service quality assessment instrument known as PGSQUAL was developed, validated and administered electronically to a population of 816 Master's and doctoral graduates.
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Bou, saleh Mira. "Generalized Resource Assignment and Planning Optimization in Specialized Education and Home Care Services." Electronic Thesis or Diss., Bourgogne Franche-Comté, 2023. http://www.theses.fr/2023UBFCA023.
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Cette thèse explore l'optimisation des services d'éducation spécialisée et de soins à domicile en France. Elle aborde les défis pratiques rencontrés dans ces domaines, en se concentrant principalement sur l'affectation et la planification des professionnels pour répondre aux divers besoins des personnes souffrant, par exemple, de déficiences visuelles ou auditives. La recherche s'articule autour de trois configurations : les problèmes d'affectation et de planification dans les services d'éducation spécialisée, l'intégration des services d'éducation spécialisée et de soins à domicile avec les défis d'affectation, de planification et d'ergonomie, et l'optimisation des scénarios multicentriques. Chaque configuration est abordée à l'aide de modèles mathématiques et d'approches multi-objectifs, dans le but de parvenir à une allocation équitable des ressources et d'améliorer l'efficacité des services. Dans la première configuration, un modèle de programmation linéaire en nombres entiers mixtes avec deux approches multi-objectifs (une méthode de somme pondérée et un modèle basé sur les contraintes epsilon) est utilisé pour équilibrer la charge de travail entre les éducateurs et assurer la satisfaction des étudiants. La deuxième configuration étend cette approche à l'intégration des services d'éducation spécialisée et de soins à domicile et à la résolution de leurs problèmes d'affectation et de planification sur plusieurs jours tout en considérant les temps des trajets et les distances. Nous avons fourni une solution exacte en utilisant un modèle de programmation linéaire en nombres entiers mixtes pour résoudre le problème étudié. En outre, nous avons mis en œuvre une heuristique gourmande et deux approches métaheuristiques (un algorithme génétique et un algorithme d'optimisation invasive discrète des mauvaises herbes) pour résoudre surtout les instances de grande taille. Nous avons pris en compte sept objectifs : la spécialisation des affectations, la répartition équitable des heures improductives et des heures supplémentaires entre les employés, l'équilibre des distances parcourues entre les employés et la minimisation de la distance totale parcourue, de la distance la plus élevée parcourue et du nombre d'heures improductives et d'heures supplémentaires. En outre, les contraintes d'affectation, de planification et d'ergonomie ont été prises en compte, telles que la qualification des compétences, les pauses déjeuner, les restrictions de quotas, les heures supplémentaires tolérées et le temps de déplacement. La configuration finale se concentre sur l'optimisation des scénarios multicentriques. Une approche en deux phases a été mise en œuvre. La première phase attribue les missions aux centres sur la base d'un modèle mathématique hiérarchique multi-objectif, en tenant compte des contraintes de qualification et de capacité. La seconde phase attribue les missions aux employés de chaque centre et optimise la planification des horaires<br>This thesis explores the optimization of specialized education and home care services in France. It addresses the practical challenges encountered in these fields, focusing primarily on the allocation and planning of professionals to meet the diverse needs of people with, for example, visual or hearing impairments. The research is structured around three configurations: assignment and planning issues in specialized education services, the integration of specialized education and home care services with assignment, planning, and ergonomic challenges, and the optimization of multi-center scenarios. Each configuration is addressed using mathematical models and multi-objective approaches, with the aim of achieving equitable resource allocation and improving service efficiency. In the first configuration, a mixed integer linear programming model with two multi-objective approaches (a weighted sum method and an epsilon-constraint-based model) is employed to balance the workload among educators and ensure student satisfaction. The second configuration extends this approach to the integration of specialized education and home care services and the resolution of their multi-day assignment and planning problems while considering travel times and distances. We provided an exact solution using a mixed integer linear programming model to solve the problem studied. In addition, we implemented a greedy heuristic and two metaheuristic approaches (a genetic algorithm and a discrete invasive weed optimization algorithm) to solve large-size instances. We considered seven objectives: specialization of assignments, equitable distribution of unproductive hours and overtime hours among the employees, balancing of traveled distances among the employees and minimization of total distance traveled, highest distance traveled, and number of unproductive and overtime hours. In addition, assignment, planning, and ergonomic constraints were taken into account, such as skill qualification, lunch breaks, quota restrictions, tolerated overtime, and travel time. The final configuration focuses on the optimization of multi-center scenarios. A two-phase approach has been implemented. The first phase allocates missions to centers on the basis of a hierarchical multi-objective mathematical model, taking into account qualification and capacity constraints. The second phase assigns missions to employees in each center and optimizes the planning of schedules
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Pickard, Alison. "Access to electronic information resources : their role in the provision of learning opportunities for young people : a constructivist inquiry." Thesis, Northumbria University, 2002. http://nrl.northumbria.ac.uk/12496/.
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This PhD study was designed to answer the question; does access to electronic information resources have a role to play in breaking down barriers to learning encountered by young people? If so, how does it, why does it and what are the circumstances which influence this role? The answers would then provide a deeper understanding of the use of these resources. This is a constructivist inquiry; sixteen young people aged 13-14 years were selected using snowball sampling to provide maximum variation. Emergent design was a feature of the research model and due to the uniqueness of this approach in Library and Information Science, in depth discussion of the research model is included in this thesis. Prolonged engagement with the sixteen participants using data collection methods such as in-depth interviews, observations, logs, and document analysis created ‘rich pictures’ of the individuals in the form of holistic case studies. These case studies were used as the basis of a cross-case analysis in order to provide for transferability of case, based on contextual applicability and to generate a theory grounded in the data from cross-case themes as they emerge. This study has produced a model of learning opportunities based on tangible and perceived affordances. This model was then used to structure the variables identified as significant to the role of electronic information resources in the provision of learning opportunities. A framework of potential learning opportunities in the electronic information environment has resulted which identifies the tangible variables such as availablity and accessibility of technogies and perceieved variables such as motivation, interaction. These vairables impact on affordances of electronic information resources on learning opportunites.
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Bruce, Rebecca. "Barren River District Health Department Health Education/Risk Reduction Demonstration Projects." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2172.
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In July 1980, the Barren River District Health Department (BRDHD), serving eight counties (combined population approximately 204,000) in Southcentral Kentucky, was selected as a demonstration site under the auspices of the federal Health Education Risk Reduction (HERR) Program. With continued HERR funding for eight years, the BRDHD developed several successful health promotion projects. Major components of these projects include: 1) community health promotion, which serves to identify high -risk groups in the community and provide them with health education-health promotion services, 2) school health education which included the development of a preschool health education curriculum, 3) teacher education workshop, which instructs primary and secondary public school teachers in health education methods, 4) smoking cessation. and 5) a large industrial wellness program. This study reports on an eight year program evaluation of the HERR demonstration. Overall, the program evaluation suggests an increase in health knowledge and some attitude and behavior change for many of the participants ii BRDHD programs.
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Weber, Amy Judith, Olubunmi Kuku, and Edward Leinaar. "Differences in Access to Contraceptive Services Between Rural and Non-Rural Clinics in South Carolina." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/125.
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Unintended pregnancies, defined as either being unwanted or mistimed, represent a major public health challenge. Roughly half of all pregnancies in the United States are unintended, and have been associated with poor health and economic outcomes for infants, children, women, and families. Modern contraceptives have been proven to be both safe and effective in reducing unintended pregnancy. This is particularly true for long-acting reversible contraceptive (LARC) methods, which are associated with both higher user satisfaction and overall efficacy as compared to short-acting methods. We therefore investigated types of contraceptive services offered among rural and non-rural clinics in South Carolina. A survey was developed; all clinics in South Carolina who offer contraceptive services were invited to participate. Completion of the survey was voluntary and an incentive was provided. The survey was multi-faceted, covering several aspects of contraceptive care including scope of services provided, availability of resources, and training received. Of primary interest to this research, is the extent to which highly effective contraception methods, such as LARCs, are available in both urban and rural clinics. Findings suggest that access to highly effective LARCs is not equitable among rural and urban clinics. Approximately 62% of urban clinics offered LARC methods, compared to 36% among rural clinics (p=0.0015). These data indicate that women who reside in a rural locale have significantly lower access to these more effective contraceptive methods. As nearly 25% of women within the United States reside in a rural locale, the need to address barriers to access to contraceptive care is essential. This work will be a useful tool in understanding barriers to contraceptive care utilization and can lead to the development of novel programs to reduce the rate of unintended pregnancy, births and abortions, and corresponding savings in health care costs.
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Powell, Lauren R. "Conceptualizing, Understanding, and Assessing Research Literacy in a Diverse Population: A Dissertation." eScholarship@UMMS, 2016. https://escholarship.umassmed.edu/gsbs_diss/819.
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Background: Racial and ethnic minorities are under-represented participants in health-related research. Comprehension and understanding of the research process are a barrier to research participation. A potential approach to engaging underserved populations in research is through improving research literacy, which we define as “the capacity to obtain, process and understand basic information needed to make informed decisions about research participation.”
Methods: Through primary data collection and mixed-methods approaches, this doctoral thesis seeks to: 1) define and conceptualize the domains, determinants, and impacts of research literacy through the development of a multi-component comprehensive framework, 2) operationalize research literacy by developing and psychometrically testing the Research Literacy Scale, and 3) quantify differences in research literacy, measured by the Research Literacy Scale, by race/ethnicity, race-related factors, and other socio-demographic factors.
Results: We created a framework outlining eight domains of research literacy and multi-faceted influences of societal, community, researcher, and participant factors that may influence an individual’s level of research literacy. The Research Literacy Scale created is comprised of 16 items, with a KR-20 estimate of 0.81 and test-retest reliability of 0.84. We found differences in mean scale scores by race/ethnicity, age, education, income, and health literacy (all p < 0.01). African-Americans and Latinos have lower research literacy scores, as compared to non-Latino Whites. Race-consciousness was associated with research literacy score.
Conclusions: This study is the first to define, assess, and quantify factors associated with research literacy in a diverse community sample and may provide insights on approaches to enhance minority engagement in health-related research.
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Powell, Lauren R. "Conceptualizing, Understanding, and Assessing Research Literacy in a Diverse Population: A Dissertation." eScholarship@UMMS, 2003. http://escholarship.umassmed.edu/gsbs_diss/819.
Full textAbstract:
Background: Racial and ethnic minorities are under-represented participants in health-related research. Comprehension and understanding of the research process are a barrier to research participation. A potential approach to engaging underserved populations in research is through improving research literacy, which we define as “the capacity to obtain, process and understand basic information needed to make informed decisions about research participation.”
Methods: Through primary data collection and mixed-methods approaches, this doctoral thesis seeks to: 1) define and conceptualize the domains, determinants, and impacts of research literacy through the development of a multi-component comprehensive framework, 2) operationalize research literacy by developing and psychometrically testing the Research Literacy Scale, and 3) quantify differences in research literacy, measured by the Research Literacy Scale, by race/ethnicity, race-related factors, and other socio-demographic factors.
Results: We created a framework outlining eight domains of research literacy and multi-faceted influences of societal, community, researcher, and participant factors that may influence an individual’s level of research literacy. The Research Literacy Scale created is comprised of 16 items, with a KR-20 estimate of 0.81 and test-retest reliability of 0.84. We found differences in mean scale scores by race/ethnicity, age, education, income, and health literacy (all p < 0.01). African-Americans and Latinos have lower research literacy scores, as compared to non-Latino Whites. Race-consciousness was associated with research literacy score.
Conclusions: This study is the first to define, assess, and quantify factors associated with research literacy in a diverse community sample and may provide insights on approaches to enhance minority engagement in health-related research.
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Beautyman, Wendy. "The road to information literacy : an ethnographic investigation into the cognitive and affective characteristics of Key Stage 2 primary school children." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/10248/.
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This doctoral study sets out to investigate how Key Stage 2, primary school children (aged between 7 and 11 years) are being taught to develop information seeking skills and strategies that will allow them to become critical and literate users of information. The methodological approach adopted for this research study is that of interpretivist ethnography. This represents a move away from the traditional quantifiable approaches used in Library and Information Science (LIS) and focuses on gathering data in the natural setting in order to offer a rich picture of the information seeking behaviour of a small group of Key Stage 2 children. In order to become an integrated part of the natural setting it was necessary to become immersed in the school for an extended period of time, one academic school year. Taking a grounded theory approach meant that it was possible, right at the beginning of the fieldwork, to identify situations as they occurred. During the field research, a rich picture emerged of the information seeking strategies and skills of the group of children participating in the study. As the field research progressed, themes and patterns were identified which were then examined against previous research in order to identify similarities or differences in the findings of this study with other studies. The themes that unfolded from the data offered an information seeking model that was specific to the group of Key Stage 2 children. Within the model a further theoretical framework is offered that postulates that a zone of optimal learning exists. The theory suggests that there is an optimal cognitive zone that is the place where new information is assimilated so that it can become knowledge. The zone of optimal learning is the place where a child moves from incomprehension of new information to a cognitive understanding of that information. Investigatingth e influencesu pont he children'si nformations eekingb ehaviour served to highlight both strengths and weaknesses in the ways in which the children developed their information seeking skills and strategies and with this in mind a set of four suggestions are offered that aim to support the way in which information seeking strategies are delivered to Key Stage 2 children based on the children that participated in this study.
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Nel, William Nico. "Developing a model of education support for the Khomani San School community." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1812_1307511654.
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<p>The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community? </p>
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Belcher, Michael D. "The Impact of a Rural School-Based Health Center on Students and Their Families in Sneedville, Tennessee: A Case Study." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0331104-125143/unrestricted/BelcherM040804f.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0331104-125143. Includes bibliographical references. Also available via Internet at the UMI web site.
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Eddleston, Adrienne. "An action research study to select an effective model to evaluate consultation within two Educational Psychology Services." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-action-research-study-to-select-an-effective-model-to-evaluate-consultation-within-two-educational-psychology-services(bc3338fc-9034-49ca-9b3a-3572e5fcef2c).html.
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Background: This research was conducted within two Welsh bordering Local Authorities (LAs) across two Educational Psychology Services (EPSs) that changed their service delivery model to consultation following joint training. The Principal Educational Psychologist (PEP) sought to evaluate the EPSs and the services they deliver, but previous methods, including sending questionnaires to head teachers and parents, were not considered robust enough or to have sufficient depth. The PEP therefore commissioned this piece of research to source a clear and useful measure to evaluate consultation. Participants: Across the two LAs, the PEP, ten generic Educational Psychologists (EPs) and one Senior Educational Psychologist (SEP) participated in the study. Methods: This study used the Research and Development in Organisations (RADIO) model of Action Research (AR). A literature review was initially conducted to identify potential evaluation models. Thereafter, within the AR phases, different data were collected and analysed with stakeholders to ascertain EPs' use of evaluation models and their preferences and perspectives as practitioners. Data collection incorporated both focus groups and questionnaires, which generated quantitative and qualitative data which were analysed through a variety of methods, including content analysis, thematic analysis and questionnaire analysis software. Findings: Within the AR design, data gathered during the earlier phases of the research were used to guide next steps in the research process. This led to the identification of two preferred models: The Constructionist Model of Informed Reasoned Action (COMOIRA) and Appreciative Inquiry (AI). These were then piloted across the EPSs and each EP completed a post-pilot questionnaire. In the final phase of the research two focus groups were held to consider the usefulness of the COMOIRA and AI models as service evaluation tools. The data generated a number of themes relating to accountability, applying psychology, change, evaluation and strengths; and raised issues relating to future implications. Conclusion: The AR design of the research facilitated a collaborative approach for shared decision making around the development of an EPS evaluation framework. The study identified positive and valuable aspects with regards to both the COMOIRA and AI models when these were implemented to evaluate consultation. Both models have the potential to assess aspects of the consultation process and could conceivably contribute towards providing outcomes which demonstrate accountability to employers and service users. Additionally, professional practice models could be used to evaluate wider aspects of EP practice and be of broader benefit to EPSs.
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Sira, E. "Analyses of selected research and development indicators in Slovakia and Spain." Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34557.
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This article deals with comparison of Slovakia, Spain and EU 27 according to selected research and development indicators. Indicators were choosing according to Regional Innovation Scoreboard 2012 indicators. We compare the years 2008 - 2012 according to Eurostat data.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34557
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Quan, Nguyen. "Distributed Game Environment : A Software Product Line for Education and Research." Thesis, Linnéuniversitetet, Institutionen för datavetenskap (DV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29077.
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A software product line is a set of software-intensive systems that share a common, managed set of features satisfying the specific needs of a particular market segment or demand. Software product lines capitalize commonality and manage variation to reduce the time, effort, cost and complexity when creating and maintaining products in a product line. Therefore reusing core assets, software product line can address problems such as cost, time-to-market, quality, complexity of developing and maintaining variants, and need to quickly respond to market’s demands. The development of a software product line is different from conventional software development and in the area of education and research of product line there is a lack of a suitable purposefully designed and developed software product line (SPL) that can be used for educational or research purposes. In this thesis we have developed a software product line for turn-based two players distributed board games environment that can be used for educational and research purposes. The software product line supports dynamic runtime update, including games, chat, and security features, via OSGi framework. Furthermore, it supports remote gameplay via local area network and dynamic runtime activity recovery. We delivered a product configuration tool that is used to derive and configure products from the core assets based on feature selection. We have also modeled the software product line’s features and documented its requirements, architecture and user guides. Furthermore, we performed functional and integration tests of the software product line to ensure that the requirements are met according to the requirements specification prescribed by the stakeholders.
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Acuna, Kym. "An action research study of Mexican teachers' and administrators' experiences in developing and implementing a service learning program." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556869.
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<p> The purpose of this study was to examine the High Tec Middle School teachers' and administrators' knowledge of the service learning model upon which the school's service learning program has been based, their views regarding their role in student character formation through service learning, and the teachers' feelings of ownership regarding the service learning program. </p><p> 1 overarching research question and 3 sub-questions were explored. The overarching question was: How do teachers and administrators at High Tec Middle School experience service learning? 3 sub-questions that aided in answer the overarching research question were: What is the High Tec Middle School teachers' and administrators' knowledge of the service learning model that serves as the foundation for the service learning program that has been implemented school wide? What are the views of the High Tec Middle School teachers and administrators regarding their role in the shaping of students' character through service learning? What, if any, feelings of ownership do the High Tec Middle School teachers and administrators experience regarding the service learning program that has been implemented school wide? </p><p> Data was collected from an online questionnaire and a focus group completed by 12 teachers and administrators who participated in the planning and implementation of the school's service learning program. Findings from the study showed that 4 primary factors influenced teachers' and administrators' feelings of ownership about the service learning project: belief that educating students in character is their responsibility, having a strong sense of caring, having sufficient knowledge of the service learning model, and feeling empowered by the implementing of service learning. </p><p> 2 primary conclusions were derived from the study. First, experiential learning was more important than academic learning in teachers and administrators understanding the service learning model used at the school. Second, the feelings of ownership of the SL program held by the teachers and administrators at the school are derived from (a) belief that educating students in character is their responsibility, (b) having a strong sense of caring, (c) having sufficient knowledge of the service learning model, and (d) feeling empowered by the implementing of service learning.</p>
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Marshall, Amy C. "Description and Service Innovation in Adolescent Transition within Kentucky State Agency Education Programs." UKnowledge, 2013. http://uknowledge.uky.edu/rehabsci_etds/13.
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Of all Kentucky youth, state agency children are at the highest risk of making unsuccessful post-secondary transitions to adulthood. The intent of both studies comprising this dissertation was to understand and guide transition planning to make future improvements to transitions of adolescents in state agency programs.
The Kentucky Youth at Risk in Transition Study was a mixed methods study that identified and described the understandings of student transitions in state agency education programs from the perspectives of youth and administrators. The study included 105 nontraditional education programs funded and supervised by the Kentucky Educational Collaborative for State Agency Children (KECSAC). Data collection included a survey administered to all KECSAC Program Administrators, focus group interviews with KECSAC Program Administrators, focus group interviews with KECSAC students, and individual interviews with KECSAC students. Survey data produced a description of a variety of key aspects of transition census data for KECSAC students. Qualitative data were analyzed using grounded theory. Results indicated that: transition is more narrowly defined within nontraditional schools; key strengths of transition practice are present in nontraditional schools; and coordination barriers within this inter-agency transition system are most apparent in students’ frequent inter-setting transitions between nontraditional and home schools.
The second study was the “Building Enhanced Services for Transition” Study. It was designed to generate improvements to transition planning and services in KECSAC programs. Participatory action research was used so that improvements to transition services would emerge directly from the priorities of those concerned, while grounded theory sought understanding of the emerging changes in services for state agency youth across five KECSAC programs. Participants were comprised of twenty-nine education program administrators and staff members. Data collection occurred through semi- structured interviews, researcher reflections, research team meetings, and observations. There were six successive coding schemes throughout the study. A primary finding of the study was the degree to which individual and structural stigmatization of state agency youth impedes successful transitions to adulthood. Understanding the operation of stigma
in these students suggests ways in which this primary barrier might be disrupted and post- secondary outcomes for these students at high risk of failure could be improved.
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Parnes, H. "Educational psychologists and youth offending services : working together to improve the educational outcomes of young offenders : an action research project." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1572266/.
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The poor educational outcomes of young people in the youth justice (YJ) system are well documented. In England, Youth Offending Services (YOSs) work with young offenders, and part of their remit is to engage them in education. Educational psychologists (EPs) aim to improve the educational outcomes of young people, using a range of psychological frameworks and tools. However, multi-agency practice between YOSs and EPs is under-developed. This project aims to explore how EPs may support YOSs, by answering the following research questions: a) What are the challenges and opportunities to youth offender education, both identified by research and from the perspective of YOS staff? b) What YOS activities can help to build upon opportunities and overcome the challenges? c) Can these activities be compiled into an evidence-informed self-review framework which will be implemented to inform YOS practice? d) To what extent can an evidence-informed self-review influence practice development between EPs and YOSs? An Action Research approach is taken. Following a review of relevant literature, to explore the perceived challenges and opportunities to youth offender education from the perspective of YOS staff, semi-structured interviews were conducted with staff (n=9) from an Inner London YOS. A Thematic Analysis was conducted. YOS and EPS case records were also analysed, to explore the extent to which EPs are involved with young people known to the YOS, and how much their involvement appears to impact on YOS practice. The TA identified five superordinate themes, relating to descriptions of the ROLES they, or other professionals fulfil, the STRENGTHS they perceive in the work, descriptions of YOUNG PEOPLE FACTORS and SYSTEMIC FACTORS which impede or facilitate educational progress, and the perceived NEEDS of the service. The analysis of case records suggested that information-sharing between the YOS and the EPS was limited. These findings were combined with a review of research into best practice in the education of young offenders, and used to create an evidence-informed self-evaluation framework. The framework allows YOSs to identify strengths and needs with regards to educational practice, and develop an action plan for improvement, including abstracting aspects of EP practice which may be helpful. The self-review process was piloted with the participating YOS, and reflections as to this experience and its utility, as well as recommendations for future practice, are provided.
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Blišťan, Adam. "Marketingové aktivity ZŠ Česká Ves." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-193392.
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This master's thesis is focused on connecting marketing and primary schools. Using the primary school in Česká Ves, I demonstrate it is important for school to take marketing activities in mind even on the most basic level of education. Thesis is divided into three parts. In theoretical one I describe marketing mix, basic principles of marketing research and analysis of the environment. Practical part is focused on the Česká Ves primary school and using both primary and secondary marketing research I analyse current marketing activities and marketing mix. In the last part I suggest improvements that school can make to improve components of marketing mix.
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Lo, Chi-chun Rita. "An action research on a developmental guidance programme in a Hong Kong Secondary School." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042812.
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Kao, Tzu-Hui. "University student satisfaction: an empirical analysis." Lincoln University, 2007. http://hdl.handle.net/10182/1833.
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New Zealand's tertiary education sector has experienced political reform, social changes, economic changes and globalisation in the last two decades, and the sector has become more internationally competitive. DeShields, Kara, and Kaynak (2005) recommended that management of higher education should apply a market-oriented approach to sustain a competitive advantage. Therefore, understanding and managing students' satisfaction and their perceptions of service quality is important for university management if they are to design and implement a market-oriented approach. The purpose of this research is to gain an empirical understanding of students' overall satisfaction in a university in New Zealand's higher education sector. A hierarchal model is used as a framework for the analysis. Fifteen hypotheses are formulated and tested to identify the dimensions of service quality as perceived by university students, to examine the relationship between students' overall satisfaction with influential factors such as tuition fees (price) and the university's image, and to determine the impact of students' overall satisfaction on favourable future behavioural intentions. In addition, students' perceptions of these constructs are compared using demographic factors such as gender, age, and ethnicity. The findings of the study are based on the analysis of a sample of 223 students studying at Lincoln University. Support is found for the use of a hierarchical model and the primary dimensions; Interaction Quality, Physical Environment Quality, and Outcome Quality, as broad dimensions of service quality. Ten sub-dimensions of service quality, as perceived by students, are identified. These are: Academic Staff, Administration Staff, Academic Staff Availability, Course Content, Library, Physically Appealing, Social Factors, Personal Development, Academic Development, and Career Opportunities. The results indicate that each of the primary dimensions vary in terms of their importance to overall perceived service quality, as do the sub-dimensions to the primary dimensions. In addition, the statistical results support a relationship between service quality and price; service quality, image, and satisfaction; and satisfaction and favourable future behavioural intentions. However, there is no statistical support for a relationship between price and satisfaction. The results also suggest that students' perceptions of the constructs are primarily influenced by their ethnicity and year of study. The results of the analysis contribute to the service marketing theory by providing an empirically based insight into the satisfaction and service quality constructs in the New Zealand higher education sector. The study also provides an analytical framework for understanding the effects of the three primary dimensions on service quality and the effects of service quality on constructs including price, image, satisfaction, and favourable future behavioural intentions. This study will assist management of higher education to develop and implement a market-oriented service strategy in order to achieve a high quality of service, enhance students' level of satisfaction and create favourable future behavioural intentions.