Thèses : « Employment and education Social environment »

1

Watson, Shannon Timm. « Student Employment in Student Affairs Units : Characteristics of Educationally Purposeful Environments ». PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1053.

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Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities for student development and academic and social integration, and that it can positively influence students' sense of mattering and overall satisfaction with their college experience. It highlights the importance of supervision in student employment and informs our understanding of the ways different types of jobs can influence students' experiences. Given that students with fewer economic resources often come from educationally disadvantaged backgrounds and are potentially more at-risk for not completing their studies, colleges and universities should reconfigure on-campus jobs as opportunities for both employment and academic success.

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Feerasta, Jamal. « Critical Personal Attributes for Successful Employment Outcome of Individuals with Intellectual Disabilities Working in the Restaurant Business : A Qualitative Case Study ». University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1415636242.

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3

De, Henau Jérôme. « Gender role attitudes, work decisions and social policies in europe : a series of empirical essays ». Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210771.

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The aim of the thesis is to understand why European countries show a very different picture of female employment (in their fertile ages) which is not the case for men of the same age. We shed light on the various positions of countries in this framework of earner-carer models, in analysing policy designs, policy outcomes and policy determinants. That is, respectively, family policy indicators, employment of mothers and childless women, gender role attitudes and their interacting effect with policies and employment outcomes. We have used a wide range of primary or secondary quantitative and qualitative data to carry out our comparative analysis, mixing approaches, techniques and methods, from micro-econometric models to macro-level harmonised indicators, supplemented with a case study.

The dissertation is divided in three parts, each focusing on one question:

(i)\
Doctorat en sciences de gestion
info:eu-repo/semantics/nonPublished

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Darko, Christian Kweku. « Essays on education and employment in Ghana ». Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6794/.

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This thesis examines how family background, measured as parents education, and household access to amenities affects children’s school enrolment, and how parents education affects earnings. I also examine how education and family background affects performance of unregistered urban businesses. In the first empirical study, rural educated parents’ effects on biological children’s enrolment were stronger, with educated fathers’ effects positive for boys and girls. Educated mothers helped boys, perhaps indicating more “traditional” values among women. Urban educated parents’ effects were weaker, which is plausible, given the weaker influence of “traditional” values. For non-biological urban children, educated mothers effect were adverse, suggesting that children fulfil a servant-type role to facilitate the educated mother’s market work. Poor access to amenities reduces enrolment. In the second empirical study, while family background was important for education, there were also direct effects of family background on earnings given education for urban individuals, implying that “connections” and nepotism may be important. The final study shows that education is important for performance of unregistered businesses without workers. Among firms with workers, education is insignificant, a result admittedly difficult to explain. Parental business ownership assists performance, an implication that parental business owners can effectively train children to business ownership.

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5

Berry, Donna Lynn. « Return to work experiences of persons with cancer / ». Thesis, Connect to this title online ; UW restricted, 1992. http://hdl.handle.net/1773/7338.

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6

Bydanova, Elisaveta. « Employment of higher education graduates in Russia ». Phd thesis, Université de Bourgogne, 2006. http://tel.archives-ouvertes.fr/tel-00153282.

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L'auteur s'interroge sur la nature des compétences demandées dans un pays en transition économique, comme la Russie. La question est de savoir : « Est-ce qu'en Russie, les défis auxquels doivent faire face les diplômés sont les mêmes que dans les autres pays de l'Europe ? Est-ce que les diplômés russes ont véritablement besoin de se procurer d'un éventail plus large des compétences afin de mieux réussir sur le marché du travail? ». Nous cherchons à savoir également si l'enseignement universitaire permet d'acquérir toutes les compétences demandées par les employeurs ?
Nous avons mené une recherche visant à vérifier notre hypothèse qu'en Russie, actuellement, il ne suffit plus de posséder des bonnes connaissances dans un domaine particulier, mais il devient indispensable d'acquérir des compétences plus larges et variés, comme la capacité de gérer le stress, de travailler en équipe, de coordonner les activités des autres, etc.
Afin de répondre à ces questions, nous avons mené une enquête auprès 3500 diplômés des 4 établissements d'enseignement supérieur, dans les deux régions de Russie: dans la région de Moscou et à Volgograd. Nous avons obtenue environ 300 réponses à Volgograd et 180 dans la région de Moscou. Cette enquête a été réalisée grâce à la participation financière de nombreux acteurs en Russie et à l'étranger, comme la Mairie de Dijon, le Ministère des affaires étrangères de France, l'Université de Volgograd, l'Académie de management social de Moscou, et également grâce au soutient méthodologique de l'IREDU et du projet européen « REFLEX » (« Flexible Professional in the Knowledge Society »).
Dans en premier temps, nous avons procédé à une analyse générale de la situation des diplômés sur le marché du travail. Nous remarquons que les diplômés bénéficient d'une situation assez favorable sur le marché du travail. Le taux de chômage est très bas (2% à Volgograd, 4 fois inférieur au taux moyen de chômage dans la région ; 3% dans la région de Moscou, la moyenne régional étant de 4,2%). 60 % des diplômés à Volgograd, ainsi que dans la région de Moscou, n'ont jamais été au chômage depuis la fin de leurs études (depuis 2000 - 2001). La durée moyenne du chômage, pour ceux qui ont eu cette expérience, est de 2 mois. 65% des diplômés dans les deux échantillons sont satisfaits de leur emploi actuel. Les revenues des diplômés (après le contrôle de l'inflation) ont pratiquement doublés en 5 ans, entre 2000 (sortie des études) et 2005 (emploi actuel).
Dans en deuxième temps, nous nous sommes focalisés sur les compétences avec un zoom sur les deux questions particulières: quelles compétences sont demandées sur le marché du travail et quel rendement salarial apportent-elles aux diplômés. Notre analyse est basée sur l'autoévaluation des compétences par les diplômés.
Dans un troisième temps, nous avons examiné le rôle de l'enseignement supérieur dans le développement des compétences requises sur le marché. L'analyse des données montre que l'enseignement supérieur remplie bien sa fonction principale : apprendre les connaissances techniques dans un domaine particulier. En outre, il permet de développer la capacité d'analyse et la capacité d'apprendre rapidement des nouveaux savoirs. Cependant, on observe qu'il n'est pas suffisamment efficace pour aider à développer un certain nombre d'autres compétences requises par les employeurs, comme la capacité de manager le personnel, la maîtrise des outils informatiques (ordinateur, Internet), la maîtrise des langues étrangères, etc.

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7

Alnaeemi, Mona Abdullah. « Experiences of Kurdish/Middle Eastern Refugee Women Seeking Employment ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4994.

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Refugee resettlement agencies provide services to help new refugees develop skills that will allow them to achieve self-sufficiency. Prior research has indicated that leveraging skills and talents is not an easy process for refugee women, who face barriers and difficulties in the transition to a new culture. Researchers have found that financial stability, English comprehension skills, and ability to adopt a new work system are important factors that affect this process. The experiences of Kurdish refugee women with finding employment in the United States have not been explored in past research. Using empowerment theory, this qualitative case study describes the experiences of Kurdish/Middle Eastern refugee women with employment in the Southwestern United States. Data were collected through face-to-face interviews with 8 Kurdish refugee women who lived in Southwest, used resettlement services; and were employed at the time of the study. Participants were voluntarily recruited with the help of 2 resettlement agencies in North Texas. An inductive analysis method was used to analyze the interview data. Employment services are available to all refugee women as part of the services provided by resettlement agencies; however, only those who are ready to enter the workforce can benefit from these services. Participants described their experience of being refugee women seeking employment as difficult and scary. However, participants also expressed that this experience had allowed them to become women with voices, rights, options, and opportunities. The outcomes of this study support the development of culturally relevant programs to serve and empower refugee women to receive quality employment services and bring attention to employment services for refugee women.

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8

McCrary, Michael. « Social ties, capital, and labor market position : what explains sex differences in self-employment ? / ». The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658544759.

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9

Riegelmayer, Mary. « The Impact of Employment Environment and Stereotype Threat on Self-perceptions and Work Performance of Individuals with Intellectual Disabilities ». Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1343741318.

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10

Brooks, Jerrie L. « An Appreciative Inquiry into the Social Skills an Individual with Disabilities Uses to Maintain Employment ». Thesis, Southwestern College (Kansas), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599241.

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The employment rate for individuals with disabilities is low. Yet some individuals with disabilities are able to maintain employment for extended periods of time by using unspecified social competencies, which allowed them to react appropriately during co-worker and supervisor interactions at the work site. The purpose of this qualitative case study was to explore the social skills utilized by an individual with disabilities who maintained employment. Interviews and observations that followed appreciative inquiry principles and social role valorization perceptions were used to gain insight from the individual with disabilities, supervisors, co-workers, and the individual’s employer. The results of this qualitative case study identified the social competencies needed for individuals with disabilities to maintain employment. Professionals who prepare individuals with disabilities for employment could include the identified social skills in their instruction.

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11

Higgins, Holly. « Meeting the demands of graduates' work : from a 'higher education for employment' to a 'higher education for performance' ». Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/98025/.

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There is a general consensus around the kinds of jobs graduates might be expected to progress into once they complete their university education. Teaching, law and journalism are regularly cited as classic examples of ‘knowledge-based’ occupations that comprise the kinds of abstract problems and non-standard tasks that require independently minded, creative, and highly educated workers. However, there is very little research exploring graduates’ work post-graduation, and that which there is tends to focus on skill utilisation or the demand for, and deployment of, graduate skills in the labour market. This study takes a different approach, asking what it is about a particular type of work that might mean that the people performing it would benefit from a higher education. It draws on findings from qualitative interviews, exploring the nature and demands of these three occupations to conduct a critical analysis of the assumptions that underpin the skills-based, employment-focused model of higher education that governs current understanding of the relationship between higher education and work, and the role it can and should play in preparing students to meet the demands of these kinds of jobs. The thesis finds that journalists, teachers and solicitors are required to exercise a large amount of discretion in the interpretation and performance of partially and imprecisely specified work tasks and situations, but that this discretion is mediated by their employment circumstances, and complicated by the uncertain and unpredictable nature and conditions of their work. Acting purposefully in these conditions of uncertainty is central to successful performance of these jobs, but extremely demanding of their occupants. It concludes that higher education remains uniquely placed to make an important contribution to students’ preparation for this kind of work, but that this potential can only be realised by rejecting the priorities and focus of a higher education for employment guided by recruiters, and pursuing instead a higher education for performance that focuses on the knowledge and dispositions that will be of most value to students.

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12

Reading, Jessica. « Initiating and sustaining social projects in a college environment ». Miami University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1240930356.

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13

Goldwire, Ida W. « Social Environment as Related to School Achievement in Early Childhood ». UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/326.

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Social environment as related to school achievement was investigated. It was found that the importance of the model which the parent sets for the child in addition to the role assumed by the teacher play an important part in the development of the early childhood student. The environment in which a child lives and the person with whom the child interacts both affect the child in complex ways to influence the child's development and life chances. Research also shows that academic and intellectual gains are produced during the Head Start program year and that children who attend Head Start programs do perform better than their disadvantaged peers on such global measures of school success as passing each grade, staying in regular school tracks, and graduating from high school.

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14

Mkosi, Ntombizanele Gloria. « Managing a full-time school within a correctional services environment ». Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/36791.

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The objective of this study was to investigate and analyse the educators’ experience in managing a full-time school within a Correctional Services environment. Provision of education in the South African Department of Correctional Services is in terms of Section 29 (1) of the Constitution of the Republic of South Africa (Act No.108 of 1996) which stipulates that “everyone has a right (a) to basic education, and (b) to further education, which the state, through reasonable measures, must make progressively available and accessible.” “This constitutional imperative for schooling is not a right that is curtailed by incarceration” (DCS, 2005:137). The researcher used qualitative research inquiry. This is a case study of the educators’ experience in managing a full-time school within a Correctional Services environment. To obtain an in-depth understanding and gain more insight on the research topic, this study focused on one full- time school within the South African Department of Correctional Services. Literature reveals that “correctional centres are bureaucratic institutions that are characterised by a number of factors that can potentially encourage or impede education programme success” (Sanford &Foster, 2006:604). The environment makes learning difficult as there are frequent lockdowns, headcounts and hearings that disrupt the consistency of classes and interrupt the education process (Schirmer, 2008:29). Few learners attend classes and whilst in class they are not really listening, instead, they would be sleeping and unproductive. In most cases, learners would be present because they were forced to be in the education programme (Wright, 2004:198). In this study, the researcher used semi-structured one on one interviews, and document analysis as data collection strategies. Purposeful sampling was utilized to select respondents. A total of six respondents who are full-time educators employed by the Department of Correctional Services were interviewed. The study reveals that managing a full-time school within a Correctional Services environment seems to be challenging because education is not respected and not prioritized. This finding appears to be consistent with literature which reveals that the uniqueness of correctional centre culture with a correctional centre management characterized by a focus on security measures such as lockdowns and head counts constraints the possibilities of learning (Watts, 2010:57). Based on the findings in this study, the researcher recommends that educator development should be prioritized within the Department of Correctional Services and school management should be informed about learners that are released from the correctional centre. This study concludes that managing a full-time school within a Correctional Services environment is challenging due to Correctional Services environment being not conducive for teaching and learning and inadequate resources.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
unrestricted

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Alshuaib, Anwar. « Promoting social presence in a social networking environment in a Kuwaiti higher education context ». Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15389.

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Recently, the numbers of Higher Education institutions that are using Web 2.0 technologies and social networking sites are increasing dramatically. These sites offer unique and diverse learning opportunities. There is evidence that a sense of community can be created online and that this community is connected with perceived learning. Garrison, Anderson and Archer (2000) introduced and developed the Community of Inquiry framework as a dynamic process model and a comprehensive framework to guide the research and practice of online learning communities, and to describe and measure elements supporting the development of these communities. This framework consists of three elements - social, teaching and cognitive presence - as well as categories and indicators to define each presence and guide the coding of transcripts. The categories of social presence are affective responses, open communication and group cohesion. The categories of teaching presence are instructional design and organisation, facilitating discourse and direct instruction. Previous studies suggest that a positive social climate on an online learning community is important as it can improve learning experience and cognitive presence. This study aims to explore and understand the nature of Community of Inquiry presences, in particular teaching presence and social presence. The aim of the study is to understand the influence of a different teaching presence on students’ development of social presence. This study provides a more comprehensive picture of developing students’ social presence over changing teaching presence in a social network environment in a Kuwaiti higher education context. In order to achieve the purpose of this study, the following research questions are explored: 1- How does a students’ sense of social presence change with a different teaching presence in the social network environment within a Kuwaiti higher education context? a. Does a students’ sense of social presence (affective responses, open communication and group cohesion) change as a result of a different teaching presence (facilitating discourse - direct instruction) in the social network environment in a Kuwaiti higher education context? b. Why do participants maintain or change their social presence level during the course? 2- How does the use of teaching presence promote the development of students’ social presence in a Kuwaiti higher education context within the social network environment? The study was conducted in the second semester of 2010/2011 at The Education Technology Department - The College of Basic Education - The Public Authority for Applied Education and Training (PAAET), within the State of Kuwait. The study was carried out on the Educational Communication module and involved 46 male participants. This study uses the equivalent of mixed methods design to answer research questions. The sequential explanatory strategy is embedded within an applied quasi-experimental approach. Quantitative data is collected and analysed, which is then followed by the collection and analysis of qualitative data. The researcher used a messages analysis and a content analysis approach to reveal the level of social presence in an online community and then develop stimulated recall interview questions. A combination of individual interviews and focus group interviews were used. Garrison et al.’s (2000) social presence coding schemes were developed to make them more suitable in the study context. Quantitative and qualitative data show that there is no significant difference between the effects of facilitating discourse and direct instruction in terms of students’ social presence level. Stimulated recall interviews reveal that most participants cannot distinguish between facilitating discourse and direct instruction. The participants believe that facilitating discourse and direct instruction are similar. The participants’ responses lead the researcher to search for other motives that could promote the development of students’ social presence in the higher education context in the social network environment. The study concludes that there are two factors that could promote the development of students’ social presence. First, instructional design and organisation, such as web design satisfaction, network effect, instructor responsiveness, the nature of the task and awarding degrees. Second, learner-specific matters, such as previous experience, peer influence, friendship, attitude, self-esteem and self-confidence and something I refer to as the Wave Effect.

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Broderick, Jane Tingle. « Documentation, Materials, & ; Environment ». Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4243.

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Dorsten, Linda Eberst. « Social capital and human capital : the effects of education on the early employment outcomes of noncollege youth / ». The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114114008.

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18

Törnqvist, Tibblin Gustav. « The Employment of Doctrine within the Academic Education of Swedish Officers ». Thesis, Försvarshögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-7492.

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Doctrines are by nature dogmatic and academic education is by nature skeptic. As the two perspectivesare opposites to each other it would be plausible to assume that the nature of their contradictionwould exist between doctrines and military academic education. Though no research has been madeon how or to what extent these contradictions exist.This thesis aims therefore to investigate the relation between Swedish doctrines and military academiceducation from dogmatic and skeptical perspectives. Consequently, explaining to what extentthey correspond to one another and how they can be compared. The result reveals that Swedish doctrines generally correspond to military academic education to alow degree, where deviations may range from very low to moderate. The analysis further displaysstrong multifaceted dissonance in their correspondence to one another, but also within Swedish doctrinesand military academic education separately.

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Migliore, Alberto. « Sheltered workshops and individual employment perspectives of consumers, families, and staff members / ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229571.

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Thesis (Ph.D.)--Indiana University, School of Education, Dept. of Curriculum and Instruction, 2006.
"Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2956. Adviser: David M. Mank.

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Bounds, Marion Betsy. « Effects of summer employment training on the employability and social skills of mildly handicapped students ». Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184468.

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During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.

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Mullen, Cate. « Not in education, employment or training : the educational life history of a young person in West Sussex ». Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/378655/.

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Burkitt, Ian, Charles H. Husband, Jennifer Mackenzie et Alison Torn. « Nurse Education and Communities of Practice ». English National Board for Nursing, Midwifery and Health Visiting, 2001. http://hdl.handle.net/10454/3758.

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No
The processes whereby nurses develop the skills and knowledge required to deliver individualized and holistic care were examined in a 2-year study of nurses in a range of clinical settings and a university department of nursing in England. Members of two research teams of qualified nurses joined various communities of nursing practice as participating members and simultaneously "shadowed" designated nurses. At day's end, shadowers and shadowees reviewed the day's practice in critical incident interviews. The powerful processes of nurse socialization that create a strong core identity of the "good nurse" proved central to understanding the acquisition, use, and protection of nursing skills. Learning to become a nurse was always situated within particular communities of practice. Learning in such contexts, both in clinical and educational settings, entailed not just mastering a range of intellectual concepts but also learning through embodied performances involving engagement and interaction with the community of practice. The following were among the study recommendations: (1) link educational and clinical settings by helping clinical staff understand their collective role in the educational experience; (2) enhance the mentor and assessor functions; and (3) enable, support, and resource time in education for clinicians and time in practice for educators.

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Rydberg, Emelie. « Deaf people and the labour market in Sweden : education - employment - economy ». Doctoral thesis, Örebro universitet, Hälsoakademin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10389.

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This thesis focuses on deaf people’s educational attainment, position on the labour market and sources of revenue. These issues are interrelated, for instance a higher level of educational attainment seems to be associated with a lower unemployment rate and higher levels of income. The national context is Sweden and the Swedish welfare state in 2005. All studies in the thesis compare a deaf population, consisting of 2,144 persons born between 1941 and 1980 who have attended a school for the deaf in Sweden, with a general reference population, consisting of 100,000 randomly chosen persons from the total Swedish population born between 1941 and 1980. Data for all studies consisted of registered information about the persons in the year 2005. The results show that there are differences between the deaf and the reference population regarding level of educational attainment, position on the labour market and sources of revenue and disposable income, with the deaf population having a poorer position than the reference population in all areas. There are also differences between the workplaces of the deaf and the people in the reference population, and it is twice as common for people in the deaf population than for people in the reference population to have a higher level of educational attainment than is required for their occupation. These differences between the deaf and the reference population cannot be associated with differences in the independent factors, as for instance sex, age and immigration background, for which the results have been adjusted. This thesis shows that being part of the deaf population appears to be of importance. Factors in conjunction with deafness that can increase our understanding of the differences between the deaf and the reference populations in an educational context, labour market context and economic context are discussed in the thesis.

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Kim, Eun. « A soft skills training program for youth and young adults to increase their future employment opportunities| A grant proposal ». Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600058.

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Given the growing rates of youth and young adult unemployment today, particularly in urban contexts, this grant proposal seeks funding to support the development of a soft skills training program for youth ages 15-24 in the Baldwin Park area of Los Angeles County. Essential soft skills needed to help youth secure and retain successful employment can include the interpersonal skills of better communication with supervisors and co-workers the job, teamwork, conflict resolution, and the capacity to regulate time management. The goal of this program is to increase employability by giving these inner city youth an increasingly valued skill set in order to promote an increase in youth employability in this community. A comprehensive grant funding search identified the California Wellness Foundation as a potential funding source for the proposed program. The actual submission or funding of the grant was not a requirement for the successful completion of the grant proposal.

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Darling, William Thomas. « COMPASS 2002 a comparative survey of employment, education, and benefit needs of Ohioans with disabilities aged 16-64 / ». Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054154384.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xv, 204 p.; also includes graphics Includes vita. Includes bibliographical references (p. 197-204). Available online via OhioLINK's ETD Center

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So, Hyo-Jeong. « Examining the relationships among collaborative learning, social presence and satisfaction in a distance learning environment ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204278.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0157. Adviser: Thomas A. Brush. "Title from dissertation home page (viewed Dec. 11, 2006)."

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Moller, Jesse Lewis. « A career development enhancement of supported employment for people with serious mental illness ». Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523166.

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The purpose of this project was to design a career development program for individuals with serious mental illness to explore career interests and further develop their vocational identities. This program will act as an enhancement to MHA's The Village Integrated Services' existing supported employment program. MHA's The Village Integrated Services, the hosting agency of this project, is located in Los Angeles County, California.

After conducting a review of the literature, the grant writer designed a focused career development service enhancement, the Career Development Project. After researching funding sources, the Weingart Foundation was determined to be the most applicable match for the funding of the project based upon an alignment of the goals of the funder with the purpose of the project and the mission of The Village Integrated Services.

Actual submission and funding of the grant were not required for the successful completion of this project.

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Mayville, Erik Andrew. « The utilization of value self-confrontation in increasing employment opportunities for the mentally ill ». Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2702.

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While research has been conducted concerning the general public's attitudes toward mental illness, no work has been done specifically with the business community. I tested an intervention designed to increase the likelihood of the hiring of the mentally ill by San Joaquin Valley business community members. A pretest-posttest-control group design was used in which the treatment group received a presentation based on Rokeach's Value Self-Confrontation method. As hypothesized, the treatment group changed its values toward greater acceptance of mental illness. However, results of a test designed to measure likelihood of hiring the mentally ill revealed that the treatment group felt no differently about hiring persons with a mental illness than they did before the intervention. In addition, these results did not differ significantly from those of a control group that was not exposed to the self-confrontation method.

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Sarinana, Alma A. « Preschoolers' cognitive development in relation to preschool education and learning environment ». Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10038409.

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The impact that preschool education has on children’s cognitive abilities as they prepare to enter kindergarten is a subject that is not widely researched. The purpose of this study is to examine the factors that are associated with cognitive development among preschool age children. This study was completed by conducting a quantitative study in which secondary data was obtained from an early education center Desired Results Developmental Profile (DRDP) from the 2014–2015 preschool year. The results found that the participant’s age was positively associated with cognitive, language and literature, math and self and social development. The study also found that female participants had higher scores in the self and social developmental domain. Gender, ethnicity and home language were not significant to cognitive, English language and math development. Study findings have implications for social and behavioral sciences. The findings in the study were positively associated with the educational activities that preschool children receive as it relates to their cognitive developmental growth and readiness for kindergarten.

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黃{214268}唱 et Yu-cheung Wong. « Constructivist online learning environment for social work education : an evaluation of students' learning processand outcome ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244956.

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Tele, Azinga. « Exploring the perceptions of rural youth not in education, employment or training (NEET) on factors that influence their employability ». Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25477.

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Young people in rural areas bear the brunt of unemployment in South Africa. This is because many of them do not have access to the relevant opportunities and information needed to help them transition into adulthood roles and the labour market. The restricted access to opportunities poses as a threat to the successful transition and employability of these young people. This qualitative study explored perceptions of factors affecting employability among a select sample of youth that were not in education employment or training (NEET) from a rural community of Engcobo in the Eastern Cape Province. In-depth-individual interviews were conducted with 19 black African youth comprising of 8 males and 11 females between the ages 18 and 34 years. The research sought to explore the opinions of the youth to inform us of the factors they think influence their employability by adopting an Integrated Model of employability by McQuaid and Lindsey (2005). The study was important in order to gauge the voices of these youth regarding their employability. The researcher explored factors influencing the respondents' entry into employment, the factors useful to their gaining employment and personal experience of their unemployment status. The findings revealed that circumstances leading to youth's unemployment may differ, but the way in which youth experience unemployment remains the same whether young or old. The fact that young people experience unemployment the same shows that being NEET at one stage raises the likelihood of remaining in the NEET for a longer period. The respondents' unemployment status affected their behaviour and the way in which they saw themselves: as not contributing members to their families or society. The findings also revealed that rural young people are not employed mainly due to the scarcity of jobs in their local town. Their low levels of educational attainment and skills sets also played a role in this regard. Social networks play a major role in helping young people find information about employment; however this was restricted to a certain extent for rural youth as access to formal information systems is non-existent. The lack of formal information systems plays a major role in hindering the mobility of the youth, be it in education or finding employment. The factors identified were mostly as a result of personal circumstances that may have led them to leave school and external factors related to the labour market. The following recommendations were provided. Efforts to provide alternative educational and training opportunities to accommodate the lengthened transitions to adulthood of NEET youth from rural areas must be given priority. Technical Vocational Education and Training (TVET) Colleges can be used as a mechanism to achieve this. TVET Colleges must be responsive and cater for the needs of the communities and be more visible and accessible. Equally important is clarifying what options are available for young people in terms of technical, vocational education and training opportunities. As such TVET colleges have to find effective ways to share information with youth from rural areas about the programmes they offer and how to access these. Furthermore, relevant employment opportunities that are in line with the youth's needs and skills sets have to be considered. For instance the government could make agriculture and farming more popular amongst the youth in rural areas. This could be done by providing youth friendly services and information about the use of land. In addition to the use of social networks, formal information systems have to be introduced to rural areas to help facilitate job search. This could include information centres for young employment seekers and access to the internet to help expand their reach. Unemployment serves as a major form of exclusion for youth in society at large. This paper argues for a holistic approach that considers both structural barriers and young people's deficits to design interventions towards education, employment and training.

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Walker, Brian K. « Bridging the distance how social interaction, presence, social presence, and sense of community influence student learning experiences in an online virtual environment / ». Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1472WalkerB/umi-uncg-1472.pdf.

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Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by David F. Ayers, Sam Miller; submitted to the School of Education. Includes bibliographical references (p. 229-256).

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Hodgins, Grace M. « Social identity reconstruction through education : a program for older women ». Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30732.

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A substantial number of older women are adversely affected by mild to severe levels of depression. In this study the Social Health Outreach Program (SHOP), an educational intervention originally developed for middle-aged women, was modified and implemented with depressed and non-depressed older women. Through an educative process, participants learned ways to strengthen personal social networks as a means of augmenting social identity and overcoming depression. The purposes of the study were: 1) to measure the impact of SHOP on older women's levels of depression and demoralization, and on their social networks; 2) to determine factors either within or outside of SHOP that helped or hindered their progress during the program; and 3) to describe and analyze their experience of depression. A total of 15 women, aged 58 to 76, participated in a 20 session version of SHOP over a ten week period. Measures of depression and demoralization were obtained before, after and three months following the program; social networks measures were also obtained at three month follow-up. Participants' perceptions about their experience of depression, and about program factors and other concurrent aspects of life that helped or hindered their progress during the program, were obtained in post-program interviews. Outcomes validated SHOP'S approach and demonstrated that with slight modification the program is as effective with older women as it is with mid-life women. Participants who were depressed at pre-test showed a significant decline in depression scores; on measures of demoralization, changes were in the direction expected, although non-significant. Participants reported significant gains to their social networks in terms of people and groups added. Content analysis of interview data yielded 205 helping incidents and 130 hindering incidents that occurred during the program period; from these, 20 categories of factors that advanced participants' progress during the program, and 19 categories of factors that impeded their progress, were determined. This study supported the view that for many older women depression originates in their social environment. The findings validated SHOP'S educational program as a means of increasing social participation, re-constructing social identity and overcoming depression.
Education, Faculty of
Graduate

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Clark, Art. « The perceptions of African-American males on affirmative action in education and employment ». CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1270.

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Broderick, Jane Tingle. « Interpreting Observations in the Early Childhood Environment ». Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4239.

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Bartholomay, Ann C. « Perceptions of Classroom Social Environment Held by Virginia Community College Students and Instructors in Developmental Courses ». Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2636.

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The purpose of this study was to determine students' classroom social environment needs by identifying characteristics of actual and ideal classroom environments as perceived by students taking developmental math or English courses in Virginia community colleges, characteristics of the actual classroom environments as perceived by their instructors, and characteristics of actual and ideal classroom environments as perceived by subgroups of students. The subgroups were formed by gender, race, age, type of developmental course, size of college, and whether students were first generation college students. The Adult Classroom Environment Scale was administered to students and instructors in developmental studies classes in Virginia community colleges during the Fall, 1993, semester. The statistical procedures used to analyze the data were t-tests for independent means, t-tests for dependent (correlated) means, analyses of variance, and the Newman-Keuls Post Hoc Multiple Comparison Procedure. Findings indicated that students and instructors viewed Teacher Support and Organization and Clarity as the two most prevalent dimensions in the classroom environment. Students' preference for an ideal classroom environment indicated a desire for increased attention to Involvement, Affiliation, Personal Goal Attainment, and Student Influence, but not to Task Orientation. Special ideal classroom environment needs were identified for subgroups. Younger, Asian, and American Indian students expressed a need for emphasis on Personal Goal Attainment and Student Influence. Teacher Support was especially important to women and men; white, Asian, and Hispanic students; younger and older students; both math and English students; first-generation and non-first-generation students; and students in large and small colleges. Instructors' views of the dimensions in the actual classroom environment were higher than students, except for Personal Goal Attainment and Student Influence.

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MALTBIE, CATHERINE V. « SOCIAL AND COGNITIVE EFFECTS OF USING A VIRTUAL REALITY ENVIRONMENT IN A UNIVERSITY ART COURSE ». University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin974901387.

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Harris, Alycia. « Social construction of knowledge in a semiformal, long -term learning environment : A qualitative study ». ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/664.

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Social learning plays a critical role in cognitive apprenticeship, community of practice, and knowledge production theories. Gunawardena's interaction analysis model, which provides a means of evaluating discourse for social construction of knowledge, is comprised of five phases: (a) sharing and comparing, (b) disagreement, (c) negotiation and co-construction of new knowledge, (d) testing of knew knowledge, and (e) use or phrasing of new knowledge. There is a paucity of research that has empirically explored social construction of knowledge, especially in an extended semiformal asynchronous graduate learning experience. This study explored two research questions: whether social construction of knowledge took place, and if so, how such construction occurred. The study used data from two quarters of a five-quarter graduate level, asynchronous research laboratory allowing students in psychology programs to work on a faculty research project. This study was a qualitative secondary data analysis of 1,739 postings by 17 students and one instructor. The original transcripts were converted to a database for coding using the interaction analysis model. Numerous uses of phase II, disagreement, and above demonstrated that social construction of knowledge occurred and provided a method of understanding how such construction took place. Students socially constructed knowledge by expressing disagreement or dissonance and then worked together to synthesize new knowledge. As a critical component of situated learning, understanding social construction of knowledge provides impetus for pedagogical improvements for increased learning. This in turn can provide students with necessary knowledge and new ideas to apply toward positive social change in their communities.

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Henderson, Janis L. « A Social Justice Framework Design an Optimal Learning Environment Model ». Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/8.

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Optimal learning environments designs that move beyond traditional pedagogical considerations to include Social Justice concepts can be a challenge for educators in academic and practice contexts. The workshop promotes learning environments designs reflective of inclusiveness and members’ psychosocial safety. Inclusiveness reflects sensitivity to learner diversity and promotive of psychosocial safety, a term coined by the workshop facilitator. Psychological safety is operationalized as the offering and receiving of respect despite and because of one’s differences, a knowing uniqueness will be honored as will beliefs and course content understanding. Psychosocial safety flourishes in strengths-based, trauma-informed atmospheres. Additionally addressed are barriers to designing optimal learning environments, including solution strategies. Experiential Learning Theory informs the workshop; experiential learning devices (e.g., reflexive activities, group discussions) encourage defining and refining workshop skills and strategies. The sensitive and culturally bound nature of social justice suggests use of scaffolding of strategies by educators to aid integration of learning.

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Joseph, Mary-Anne M. « A Phenomenological Study Exploring the Educational, Vocational and Social Experiences of College Educated Individuals Who are Visually Impaired ». Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273174141.

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Gabriel, Jennet. « Young people's experiences of moving out of being 'Not in Education, Employment or Training' (NEET) : an exploration of significant factors ». Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6396/.

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This study explores the impact on young people of experiencing a period of being 'not in employment, education or training' (NEET). The literature emphasises the risks, disadvantages and negative long-term outcomes associated with becoming and being NEET. There is relatively little research on positive factors that enable young people to cope with and move on from this experience. The study uses concepts from self determination theory (SDT - Deci and Ryan, 1985), a lifespan perspective (Bynner, 2005; Arnett, 2006), and eco-systemic theory (Bronfenbrenner, 1979, 2001) to help to understand the experiences of the young people. Nine young people aged between seventeen and twenty-four who had experienced a period of 'NEET' but who were now in education or employment, were interviewed using a semi-structured interview format. Four professionals involved locally with young people in an educational, training or work capacity were also interviewed. Thematic analysis was used to examine the data. Despite in many cases having experienced significant difficulties in their lives, most of the young people expressed optimism and confidence about their future. Key supportive factors in managing the experience of being NEET were the young people's inner resources and help from significant others. The young people identified that they needed more preparation and advice to equip them for adult life, both before and after leaving school. Links are made with the core concepts from SDT of autonomy, competence and relatedness. The implications for schools and support agencies are discussed.

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Lassonde, Tatiana. « Online Orientation and Leadership| An Examination of Student Success and Locus of Control in an Online Environment ». Thesis, Franklin Pierce University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666774.

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Using a two phased mixed method this researcher sought to investigate the relationship between student success and online orientation quiz scores as well as to describe the characteristics of successful students in an online learning environment. The findings of the quantitative phase indicated that the quiz scores differed between the successful versus non-successful students. Although the relationship was statistically significant it was considered weak due to the confidence interval. However, it did provide a basis for determining the qualitative sample. During the qualitative phase student interviews brought a deeper understanding to the concept of success, where locus of control emerged as the most important underlying motivator in the students' concept of achievement. The findings corroborated prior research indicating that students with internal locus of control have better success in their personal and professional lives, though not always academically. The current research was important because prior research on locus of control and online education was inadequate. The relationship between locus of control and leadership was also explored, though prior research was limited there as well. Recommendations for leadership in higher education or businesses to increase an awareness of locus of control during orientations may increase overall performance, satisfaction and retention of students and employees.

Keywords: online education, locus of control, leadership, orientation, online orientation, Mindsets, retention, persistence, motivation, resilience, mixed methods

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Gatley, David Alan. « The influence of social-class origins on the choice of course, career preferences, and entry to employment of CNAA graduates ». Thesis, Staffordshire University, 1988. http://eprints.staffs.ac.uk/2602/.

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The aim of the thesis is to explore the social-class origins and destinations of CNAA graduates. The thesis begins with a discussion of social class, its meaning and conceptualization, and social-class schemas are devised for analysing the origins and destinations of graduates. Social class, however, is defined in a broad sense to include the dimensions of gender and ethnicity. Polytechnics and colleges are shown to have a higher proportion of working-class and black students than the universities. But despite their commitment to expanding educational opportunities public sector institutions remain socially exclusive in so far as they draw the bulk of their students from more middle-class backgrounds. Likewise, although public sector institutions appear to have expanded opportunities for women, female students are found to be concentrated in a limited number of courses. The career destinations of graduates are examined next. Significant differences were found relating to social-class or1g1ns with a tendency for men from manual backgrounds, women and black graduates to enter lower-status occupations. These differences appear only partly to arise from differences in career aspirations. It is suggested that black and women graduates may be subject to some discrimination. Significant differences are found in the destinations of graduates according to their courses of study, and once allowance is made for this, the existing relationship between the social-class origins and destinations of graduates becomes much less marked. An attempt is made to explain the relationship between the social-class or1g1ns and destinations of graduates and their courses of study using the models of contest and sponsored mobility devised by Turner. Using a four-fold categorization of school curriculums, it was shown that those graduates who had undertaken a 'utilitarian' school curriculum were constrained as regards their choice of course, whilst those who had undertaken an 'academic' curriculum and had been sponsored through secondary education enjoyed a greater choice of degree subject. Graduates from working-class or1g1ns were found to be more likely than their middle-class peers to have undertaken a 'utilitarian' curriculum.

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Garren, Rikki A. « How Does a Baseline Measure of Coping Predict Post-Intervention Behavioral Outcomes for Homeless Youth in Substance Use, Housing, Education, and Employment ? » The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211389082.

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Rineer, Jennifer Rae. « Supporting the Aging Workforce : The Impact of Psychosocial Workplace Characteristics on Employees' Work Ability ». PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2216.

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It is estimated that by 2020, 25% of the US labor force will be aged 55 or older. Along with this demographic shift, Americans and employees in other industrialized nations are now working longer than before, either out of preference or financial necessity. Therefore, it is essential that we understand how to support employees so that they can continue working in a healthy, happy, and productive manner as they age. The construct of work ability (the extent to which people perceive they can meet the mental and physical demands of their jobs) has the potential to guide research and practice on how best to support employees throughout the lifespan. However, though studied extensively in the occupational health literature, work ability has only recently gained attention in the Industrial/Organizational Psychology and Occupational Health Psychology literatures. This study helps to further integrate work ability into our field and theoretically ground the construct using the Job Demands-Resources model (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001). Specifically, this study examined psychosocial characteristics of the work environment (age diversity climate, team cohesion, organizational justice, and leader-member exchange) that were expected to buffer against the negative effects of increased age and poor health on work ability. The interaction between team cohesion and poor health had a significant effect on work ability. While the other hypothesized interaction relationships were unsupported, ancillary analyses showed that both team cohesion and age diversity climate do relate positively to work ability, even after controlling for age and health. These findings highlight the importance of a positive social work environment in supporting employees' work ability throughout the lifespan. Suggestions for future research include examining additional psychosocial predictors and behavioral outcomes of work ability, as well as conducting intervention studies aimed at increasing work ability by improving social aspects of the work environment.

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Penny, Jessica Nicole. « Language Policy and Planning in Spain : A Case Study of Accessibility of Education, Employment, and Social Services in Catalonia ». Marietta College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1367240234.

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Derayeh, Minoo. « High hopes and broken promises : common and diverse concerns of Iranian women for gender equality in education and employment ». Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38478.

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The changes that affected Iranian women's lives after the coming of Islam in the seventh century were similar to the changes that occurred in their lives after the Islamic Revolution of 1979. In both cases these changes were largely wrought by men.
Iranian women have been actively involved and have participated fully in diverse religious, political, and social contexts since the eighteenth century, but frequently without due acknowledgment. In the late nineteenth and early twentieth centuries the belief that education was a pillar of freedom began to gain popularity among Iranian women. The efforts of women to secure an equal place with men in the nation's educational institutions received support from a number of women writers and poets in the form of protests and petitions. It was through this process that Iranian women learned the importance of education in freeing them from patriarchal bondage. The twentieth century, however, witnessed the destruction of most of Iranian women's hopes and quests. Different Iranian governments enacted a series of important laws and regulations touching on "women's issues." Most of the time, however, these governments failed to consider the voices, positions and demands of women concerning these "issues."
In the last two decades, under the Islamic Republic, male authority figures continue to determine women's rights, identity, education, employment, and so on. Changes which affected the status of Iranian women came in the form of different religious decrees and laws that were justified by the argument that they all complied with the Quran and the hadiths.
Iranian women have refused to abandon their quests for an improved or even equal status. Among these women, there are those who still believe that equality can be achieved under the Islamic Republic. Women such as Rahnavard and Gorgi are relying on a "dynamic jurisprudence" that would lead to "Islamic justice." There are also other women who argue that in order to bring about true social justice, women's oppression and subordination in any form must be eliminated. They find such injustice ingrained in the existing culture. Women such as Kaar and Ebadi are making women and those in power aware of the need to achieve a "civil society," based on "social justice" through the process of "revealing the law." This group is hoping that a gradual cultural revolution brought about by women will lead to the establishment of "such justice."

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Chongwony, Lewis K. E. « An Investigation of Social Presence in Postsecondary Learners Enrolled in Online Learning Environment ». Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1199472454.

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Chu, Wai-ying Demi, et 朱慧瑩. « The experience in work, family environment and expectations of young new migrants from the Mainland China ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31979294.

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Yang, TienYu Owen. « The social environment of asthma management in early adolescence ». Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ee6e9881-f85a-4e57-b046-f56aa53a28b3.

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For adolescents with asthma, adhering to asthma regimes implies not only taking medications to relieve asthma attacks, but also adjusting their life styles in order to prevent asthma attacks. These life style modifications, such as avoiding allergens or having to limit physical activity, sometimes force adolescents to compromise their social life. On the other hand, the impact of such life style modifications on their social life may in turn force adolescents to give up adhering to asthma regimes. Indeed, adolescents are learning to be more independent while they enjoy a more complicated social life at home and at school than previously, and this rapid social development may thus be a great life challenge to adolescents with asthma. This thesis reports four studies which investigated the relationship between multi-dimensional asthma management (in medication and life style regimes) and the social life of young people with asthma at the transitional age from childhood to adolescence (or early adolescence, age 9-14), which also marks the transition from primary school to secondary school. In line with the literature on other adolescent chronic illnesses, study 1 demonstrated a downward trend of multi-dimensional asthma management in early adolescence. This developmental change was further investigated in study 2, 3 and 4, in which theories in behavioural psychology were followed to emphasise human behaviour influenced by the social activities and social relationships in the living environment, or the social environment. This was supplemented by theories in developmental psychology to identify relevant aspects of the social environment in early adolescence, especially the social relationships with parents, school staff and peers. Using quantitative and qualitative approaches, the studies not only supported the direct influence of asthma-specific social support, but also explored some mechanisms with which social relationships influenced asthma management in a more subtle and context-dependent way. By approaching asthma management behaviour with theories from behavioural and developmental psychology, it is also hoped that this thesis could be an example that shows the importance of recognising and to understanding the social life of young adolescents when adolescent behaviour is concerned.

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