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1
Poerio, Loretta. "An evaluation of police training in handling domestic violence situations." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PM/09pmp745.pdf.
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Pleasant, Michelle L. "Improving Dementia Care through Online Training Programs: A Systematic Review and Evaluation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6745.
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Over the next thirty years, Alzheimer’s disease rates will increase alongside global aging. To handle the anticipated increase in demand, knowledgeable and skilled dementia caregivers are in need throughout the long-term care spectrum. Online training programs have emerged as a viable and convenient platform to educate both formal and informal caregivers. The first and second study systematically reviewed online dementia training programs and evaluated the CARES® Dementia Basics Training Program among formal and informal caregivers.
The first study is a systematic review of online dementia-based training programs for both formal and informal caregivers conducted using the Preferred Reporting Items for Systematic Reviews (PRISMA) method. Methodological quality of the final sample (N=15) was assessed by the Cochrane Collaboration Back Review Group criteria. Results of the systematic review suggests that online interventions improve the condition and preparedness of caregivers, but future evaluations should consider study designs with multiple time points, control groups, and content that is personalized and interactive.
In the second study, an evaluation of the online CARES® Dementia Basics Program among formal and informal caregivers was performed. The sample (N=233) included respondents from the states of OR, WA, CA and IL over three time points. Results indicate baseline differences in education, race, and caregiver type and a modest improvement in knowledge among both formal and informal caregivers. Recommendations are provided for future development and evaluation of online interventions.
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November, Karen. "Evaluation of a play therapy training programme for youth facilitators of a returned exile children's group." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51750.
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Thesis (MA)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study was aimed at evaluating the effectiveness of a play therapy training programme for youth facilitators of a returned exile children's group. The effectiveness was evaluated qualitatively by using participant observation to determine whether the facilitators were able to assess the difficulties of these children and implement the techniques of play therapy to address these difficulties. Literature was used as a general guideline to determine the criteria needed for lay play therapists dealing with specifically traumatized children. It was found that most facilitators experienced difficulty in assessing aggression, withdrawal, nightmares excessive shyness and thumb sucking as symptoms of difficult behaviour. They were, however, able to recognize more explicit symptoms like fearful behaviour and excessive clinging behaviour accurately. The majority used drawings and observations rather than interviews and history taking as assessment strategies. Mutual storytelling, painting and unstructured play were the primary means of intervention used. It was concluded that although difficulty with assessing age appropriate behaviour was present, the facilitators succeeded in using non-threatening therapeutic techniques to address difficult behaviours in children. In the classification of Overall Communication the facilitators performed quite well. They excelled at listening, understanding and empathy skills. The programme thus succeeded in providing necessary skills, but can be improved structurally to make these skills more accessible.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die doeltreffendheid van 'n opleidingsprogram in spelterapie vir jeugdiges as fasiliteerdes van kindergroepe vir teruggekeerde bannelinge te evalueer. Deelnemende waarneming is as kwalitatiewe maatstaf gebruik om die doeltreffendheid van die program te meet. Daar word gekyk na die fasiliteerder se vermoë om die kinders se probleemareas te identifiseer en om spelterapietegnieke te implementeer wat hierdie probleme aanspreek. Verder word relevante literatuur gebruik as kriteria vir leke-spelterapeute wat werk met spesifieke getraumatiseerde kinders. Die resultate van die onderhawige studie wys dat fasiliteerders dit moeilik gevind het om simptome soos aggressie, onttrekkingsgedrag, nagmerries, uitermatige skaamheid en duimsuig te identifiseer as probleemareas. Hulle het dit wel moontlik gevind om meer voor die handliggende simptome soos vreesbevange gedrag en oormatige klouerigheid akkuraat te herken. Die meerderheid fasiliteerders het gebruik gemaak van tekeninge en waarnemings vir identifisering van probleemareas eerder as onderhoudsvoering en die insameling van agtergrondsgeskiedenis. Die spelterapietegnieke wat die meeste gebruik was, is die gesamentlike vertel van stories, verf en ongestruktureerde spel. Ten slotte is gevind dat, alhoewel die fasiliteerders gesukkel het om ouderdomsgepaste gedrag te identifiseer, hulle daarin geslaag het om nie-bedreigende terapeutiese tegnieke aan te wend om sodoende probleemgedrag aan te spreek. In die klassifikasie van Oorkoepelende Kommunikasie, het die fasiliteerders uitgeblink in veral luister- begrips- en empatievaardighede. Die program slaag dus daarin om vaardighede beskikbaar te stel, maar sou struktureel verbeter kan word om hierdie vaardighede meer toeganklik te maak.
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Fontaine, Samuel G. "An evaluation of the orientation program for newly appointed Catholic primary principals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1054.
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The structure and operation of Catholic schools in Western Australia have been in a process of change since the early 1970’s. Prior to 1971, most Catholic primary schools were administered by religious orders and much of the religious character of the school reflected the charisma of the particular religious order that operated the school. In the Year 2000 most Catholic primary schools former part of a state-wide system in which the Catholic Education Office (CEO) plays a major administrative and co-ordinating role.
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Shivers, Audrey H. "Development and Evaluation of a Large-scale Pyramidal Staff Training Program for Behavior Management." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700014/.
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Training and empirically evaluating caregivers’ implementation of behavior management skills is a particularly challenging task in large residential contexts. A pyramidal training approach provides an efficient and effective way to conduct large-scale competency-based behavior skills training. The purpose of this project was to develop and evaluate a large-scale pyramidal staff training program for behavior management skills. One hundred nine caregivers and 11 behavior service professionals at a large, residential care facility participated in this project. Interobserver agreement was utilized to develop and refine measurements systems to detect caregiver acquisition of skills, behavior service professionals’ ability to score caregiver performance and behavior service professionals’ ability to deliver a specified portion of the curriculum. Pre- and post-test probes were conducted utilizing standard role play scenarios and checklists to evaluate caregiver acquisition of three specific behavior management skills. The results supported the following conclusions: first, interobserver agreement measures were useful to develop a reliable measurement system, to refine some curriculum elements, and to evaluate measurement conducted by behavior service professionals. Second, behavior skills training (BST) resulted in caregiver acquisition of all three behavior management techniques. Third, the pyramidal training approach was effective to teach behavior service professionals to deliver BST and accurately measure the performances of trainees.
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Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.
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Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times dominated by economic discourses that point to the need for the VET system to contribute to economic development. This discourse includes increasing the competence of the present and future workforce to meet the emerging needs of the economy so Australia can compete in the global market. The VET sector in Australia operates within a National Training Framework that has been constantly changing over the past decade.
This study considered the impact of the changing nature VET policy on trainers of VET. The study explored the proposition that there is a link between VET trainer competency and a high level of non-compliance in the delivery and assessment aspects of the Australian regulatory standards.
This study includes an environmental scan, a review of key literature, interviews, a survey and findings from focus groups that relate to the VET trainer profile, impacts of sector changes and benchmarks for trainers of VET. The study draws on both quantitative and qualitative data to determine some of the impacts of policy changes on trainers operating within the system, from regulatory to operational perspectives.
This study identifies a basic profile of VET trainers in Australia. It found the pace of change of government policy, regulatory changes, expectations of industry and changes in learners had placed considerable strain on VET providers and their trainers. Some of the challenges identified by trainers included the capacity to reflect the requirements of National Training Packages and meets the needs of the diverse learner’s, and the use of new technology. They identified increased stress levels and pressure of time constraints to produce results.
The evidence indicated the disparity of content, delivery and assessment and modes of the benchmark Certificate IV in Training and Assessment was not conducive to consistency in trainer competency and ability to meet the changing needs of the VET environment.
An important conclusion was that the benchmark qualification for training and assessment within the VET sector does not provide sufficient skills and knowledge to enable trainers to confidently adjust to the speed of evolution within the VET sector. The findings led to recommendations that may help to inform government and policy makers who hold responsibility for the VET sector in Australia of possible future considerations in relation to trainers of VET.
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Skelton, Evan Ann. "Acquisition of a Social Problem Solving Method by Caregivers in the Foster Care System: Evaluation and Implications." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5127.
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All youth are faced with many social issues and problems on a daily basis, and youth in foster care are often less equipped than their peers to make good decisions for themselves. The SODAS problem solving method is a component of the Transition to Independence Process (TIP) model and is intended for personnel to use with youth to help them make better decisions when faced with difficult situations. The SODAS method is designed to guide youth through a problem solving method for a current situation, and over time to acquire improved problem solving skills. Three caregivers at a group facility for youth in foster care were trained in the use of the SODAS method using Behavioral Skills Training (BST) and were evaluated by the researchers in their use of SODAS in simulated role plays with the researchers and with youth participants to test for generalization of the SODAS method to novel situations. Results showed substantial improvement of caregiver application of the steps on the SODAS method from baseline to the post-training condition when researchers simulated the youth's role. Results also showed that caregiver proficiency generalized to novel situations presented by youth participants during their role play probes.
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Chalmers, Ronald F. "An evaluation of the deputy principals' leadership development program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1133.
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The Deputy Principals' Leadership Development Program (DPLDP) was researched and developed by the Calgary Board of Education from 1983 to 1987. It was conducted for the first time in Western Australia when deputy principals from schools in the Narrogin Education District participated in the program during the period 1989-91. This study is an evaluation of the DPLDP. It was designed to determine whether there is justification for the continued use of the program as a means of enhancing the instructional leadership capacities of deputy principals in the Narrogin Education District. This research is located within the naturalistic paradigm. It can best be described as a qualitative case study based mainly upon ethnographic methods of data collection. The organisation and analysis of the data, however, was structured largely by utilising Stufflebeam's CIPP (context, input, process, product) framework of program evaluation and a typology of instructional leadership developed from a review of the literature. This typology presents instructional leadership as a process based on three components: vision, information and action. The data for this evaluation was collected during a twenty two month period between April 1989 and November 1990. A variety of data gathering techniques was used. In depth, semi-structured interviews and participant observations generated most of the data. Document analysis and unstructured, informal interactions provided supplementary material. Data validation formed an integral component of the research design. A thorough and wide-ranging validation process involving the participants was utilized to check the accuracy and relevance of the research findings. The major conclusions of the study, that emerged within the CIPP framework of program evaluation and the typology of instructional leadership, were: 1. Participation in the DPLDP leads deputy principals to examine their role in schools, and builds a commitment to their role as instructional leaders. 2. The DPLDP has the potential, more than other available programs examined, to meet the professional development needs of deputy principals in key areas associated with instructional leadership. 3. Collegial support is the single most important element of the DPLDP for the development of deputy principals as instructional leaders. 4. The DPLDP can be implemented successfully in the Narrogin Education without significant modifications. Based on these results, and other subsidiary findings of the study, it was concluded that, on balance, there is justification for the continuation of the DPLDP in the Narrogin Education District.
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Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
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Bradshaw, Beverley. "An evaluation of a workshop on pain assessment and management for nurses." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1149.
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The purpose of this study was to assess nurses’ knowledge of pain assessment and management, examine what change occurred immediately following a pain assessment and management workshop and examine whether any changes were retained one month later. Chin and Benne’s theory of change provided the theoretical framework for this study. Their approach to planned change involves assessing the existing structure, formulating and implementing a plan to change that structure, then evaluating the change. The following hypothesis was formulated for investigation: That nurses’ knowledge of pain assessment and management would increase after a workshop on the subject and be retained over one month. Based on the assumption that nurses’ demographic characteristics can influence their styles of learning and ability to disseminate knowledge, this study also examined whether changes in nurses’ knowledge were related to their demographic characteristics. To analyse this, the following were examined in relation to nurses’ knowledge of pain assessment and management: age, years of nursing, area of employment, level of practice, level of education and previous education in pain management. The design for this study was a one-group pretest-posttest-follow-up design. The subjects were 67 Registered and State Enrolled Nurses from country hospitals in Western Australia, involved in direct patient care, who voluntarily attended a pain assessment and management workshop. A questionnaire was adapted by the researcher and an expert nurse to measure nurses' knowledge. The results of the study support the main hypothesis that the workshop significantly increased nurses' pain assessment and management knowledge (ᵽ < .001), and that this knowledge was retained one month later. The remaining hypotheses related to demographic characteristics were not supported by this study (p > .05) with the following exceptions: Level Two Clinical Nurses (CNs) had more knowledge on the pretest, gained and retained more knowledge on the posttest and follow-up test than State Enrolled Nurses (ENs). Level One Registered Nurses (RNs) retained more knowledge on the follow-up test than ENs. In this study, each item on the questionnaire was analysed for each test. The value of this analysis was that it served to highlight where there was acceptance of or resistance to change in nurses' knowledge of pain assessment and management. Although generalisation of these results is inappropriate due to the convenience sample used, they support the opinion that a one day educational workshop can improve nurses' knowledge of pain assessment and management, and embrace the need for continued education related to this subject. An implication for nursing practice is that when nurses are prepared to learn new knowledge and change outdated concepts with the aim of improving patient care, this knowledge can be gained in relatively short courses of study.
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Johnson, Bruce. "An evaluation of the use and impact of a school based child abuse prevention program /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj658.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Psychiatry, 1996.Addendum and errata are pasted in onto back end papers & back pages. Copy of author's previously published article inserted. Includes bibliographical references (leaves 451-466).
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McGowan, Wayne S. "An evaluation of a professional development model for primary school administrators." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1141.
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Better Schools advocated a decentralisation in the administrative structure and a devolution of responsibilities within Western Australian education system. One outcome was the establishment of twenty nine school districts in 1987. Since then, these districts have faced the problem of providing for the professional development needs of their primary school principals. In response to this situation different districts have developed different models for the training and development of principals. This research evaluates, as a case study, a particular model developed in one of the districts. To help preserve the anonymity of the district chosen, it is referred to throughout the study under the fictitious name of the Fairmont district. The evaluation centres around the question: From the view point of meeting corporate managerial needs, is there justification for the continued use of the Fairmont model? To answer this question, the study focuses only on primary school principals in the district.
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Brereton, John. "An evaluation of introducing advanced airway skills in the Western Australian Ambulance Service." University of Western Australia. Emergency Medicine Discipline Group, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0065.
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[Truncated abstract] Objective: To investigate the demographics, success rate of application, nature and frequency of complication and the survival outcome of patients receiving advanced airway management in the pre-hospital setting. Design: Prospective observational cohort study. Participants: Patients who were attended to by St. John Ambulance Paramedics in the Perth Metropolitan area and selected regional areas within Western Australia. The patients were unconscious, unresponsive with no gag reflex and where application of an advanced airway would improve ventilation. Methods: Ambulance Paramedics received mannequin training within the classroom environment on the techniques for the application of the Endo-Tracheal Tube and the Laryngeal Mask Airway. The indication for the application of an advanced airway was any patient whose ventilation may be improved by intubation. These patients would be either deeply unconscious and areflexic, long term transport, severely injured (especially head injured) or cardiac arrest patients. Results: ... Paramedic assessment demonstrated that 14 (7.4%) 3 patients had an improvement in outcome. Of the 14 patients, 5 (2.7%) cardiac arrest patients survived to discharge from hospital compared to a 2.1 % survival rate for all cardiac arrest cases attended by the WAAS in 2002. Conclusion: Ambulance Paramedics can successfully apply an advanced airway apparatus in the pre-hospital environment. There was no statistical significance to demonstrate whether the introduction of advanced airway skills was beneficial or detrimental to patient survival outcome.
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Strikwerda-Brown, J. G. "Student and teacher perceptions of a season of sport education in a regional primary school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1234.
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An interpretive case study approach was employed to examine student and teacher perceptions of the implementation of a sport education in physical education program (SEPEP) in a Western Australian regional primary school. Choi’s (1992) curriculum dimensions were used as a framework. Three year seven teachers implemented SEPEP using a team teaching approach. The focus teacher, Ms Jenson, a highly regarded classroom teacher, described herself as non-sporty and lacking confidence and expertise in PE teaching. Students in her SEPEP volleyball class were considered less popular and less athletic when compared with those in the other two SEPEP classes. A focus volleyball team comprising five girls and a boy of varying sporting interests and abilities were targeted to determine student perceptions of the program. Both the students and the teachers were positive in their overall thoughts and feelings about SEPEP. Greater enjoyment of PE classes, improved range and level of learning outcomes and liking of the student-centred structure of the program were reported.
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Puhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.
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The standards of written literacy of teacher-education students at Edith Cowan University are perceived by many staff to be inadequate. The Faculty of Education's response to this perceived inadequacy is to carry out a mandatory skills-based remedial writing programme for students whose literacy competencies are judged to be deficient, The instrument used to assess the students' literacy competencies is the English Skills Assessment test. The students' performances in the various skills which the test purports to measure, also determine the area in which they are given remedial instruction if the results of the test suggest this is necessary. However, many Faculty of Education staff are concerned that there are important conceptual, structural, and organisational inadequacies in students' writing which are not identified by the English Skills Assessment test and, therefore, are not attended to in remediation programmes based on the results generated by this test. This study was an evaluation of the remedial literacy programme conducted by the Faculty of Education at Edith Cowan University. The programme was evaluated from two perspectives (a) a theoretical perspective and (b) a practical perspective. Firstly, the study evaluated the procedures used by the Faculty of Education to diagnose and remediate writing difficulties among its first year student intake by comparing the assumptions underlying those procedures to the assumptions underlying a contemporary perspective of writing and the teaching of writing. This comparison revealed that not only were many of the procedures used by the Faculty ineffectual, but also some of the procedures used had the potential to inhibit the literacy development of its students. Secondly, the study investigated whether the English Skills Assessment test was able to identify (a) all the areas in which students experienced difficulties inwriting and (b) the students who were likely to experience the difficulties. The performances of 426 first year primary and secondary teacher education students attending the Mount Lawley Campus of the Edith Cowan University in the English Skills Assessment test were compared with their performances in a research-essay assignment, carried out as a normal part of their course work. The results of this aspect of the study reinforce the findings of an earlier study (Holbrook & Bourke, 1989) which reported that the English Skills Assessment test neither identified all the areas in which tertiary level students experience difficulty in their real writing nor the students likely to experience difficulties, This study shows that Holbrook and Bourke's findings, which related to narrative text, also applied when students wrote expository text. These results challenge the validity of the Faculty's use of the English Skills Assessment test as a means of identifying students with writing problems and show that any remedial writing programme based solely on the areas identified by the test will have a limited impact on the development of students' written literacy. In addition to the data originally sought for this study, other information came to light which showed the limitations of the way in which the Faculty conceptualises students' literacy needs. The emphasis of this programme is diagnosis and remediation. This conceptualisation has produced a literacy unit which is peripheral to the mainstream academic programme and which teaches the surface features of language in decontextualised, skills-based lessons. As a consequence, the unit: (a) is accorded marginal status by lecturers and students alike, ( b ) bears little relationship to what is happening in other units of the course, and (c) contributes little, if anything, to students' literacy development. It is clear from the findings of this study that the Faculty of Educator's remedial literacy programme contains serious flaws which cannot be rectified by attempting to modify the existing programme, The study concludes by recommending that the Faculty of Education should abandon its existing programme, along with its remedial emphasis, and institute a new programme designed to cater for the literacy needs of all its students. That is, all incoming students should be required to undertake a foundation unit which outlines the Faculty of Education's requirements and expectations of students, and teaches them the structures and processes (reading, writing, and thinking) required for successful learning in Bachelor of Arts (Education) courses.
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Florisson, Steven J. "Aboriginal Students Perceptions Of The Effect Of Vocational Education And Training On Post School Experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1547.
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Over the past decade there have been dramatic and unprecedented changes in post compulsory education, with an increase of over 40% for year 12 retention rates to 76.6% in 1992 and huge expansion of year 11 and 12 vocational education and training programs. However, for Aboriginal past compulsory age students, the picture is very different. In 1993 the year 12 Aboriginal retention rate was only 24.48% or 982 students (Australia wide), and by 1996 only 10% of the indigenous 15 and older population had any post school qualification, compared to 35% of the total population. Only 34% of West Australian Indigenous 15 to 24 year olds were employed compared with 56% of the total population. Aboriginal students not participating in education have been the subject of many reports, reviews and studies, but few of these have looked at Aboriginal vocational education and training and even fewer at the Aboriginal students own perception of education. The purpose of this study is to explore and describe the experience of Aboriginal students who have been involved in secondary school vocational education and training programs at Wongutha Christian Aboriginal Parent-directed School (Wongutha CAPS) to ascertain particular experiences that affected the students in their post school situations. Apart from the value of sharing the experiences of Aboriginal students, it is anticipated that the conclusions of this study will: help identify methods of training that have been effective for Aboriginal students, help identify particular courses that more readily articulate into further training and employment, help identify the specific needs of Aboriginal vocational education and training students, help identify factors which have led to poor year 11 and 12 retention levels, and poor participation rates in employment, assist educators in developing vocational education and training curriculum that is relevant to the needs of Aboriginal students, and deleting from vocational education and training programs material that is not relevant. This study provides educators with a student's "inside view” of vocational education and training experiences. The study involves post secondary Aboriginals who participated in secondary vocational education and training programs at Wongutha CAPS for a period of six months or longer at some time within the past nine years. The study utilises a phenomenological methodology with data collection by interview.
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Palmer, Stuart Rohan, and mikewood@deakin edu au. "An evaluation of Australian undergraduate engineering management education for flexible delivery." Deakin University. School of Engineering and Technology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.112159.
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This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context:
a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and
b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies.
The doctoral project incorporates:
an examination of the nature of engineering management;
a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses;
a review of historical and recent developments in Australian undergraduate engineering management studies;
an investigation of the management skills and competencies required by graduate engineers - based on original research;
an examination of flexible delivery of engineering education - based on professional practice experience; and
an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience.
A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice.
It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.
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Conway, Jane Frances. "Utopia unrealised: an evaluation of a consultancy to develop a national framework for police education and training to enhance frontline response to illicit drug problems in Australia." University of Southern Queensland, Faculty of Education, 2004. http://eprints.usq.edu.au/archive/00001418/.
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This dissertation presents an evaluation of a funded consultancy that was intended to bring about change in the education and training of police in Australia in response to illicit drugs. Sponsored by what was at the time known as the Commonwealth Department of Health and Aged Care, the ultimate goal of the consultancy was a national framework for police education and training to enhance frontline police response to illicit drug problems. The research used a case study design. Guba and Stufflebeam’s (1970) Context, Input, Process, and Product (CIPP) model was used to organise the presentation of a rich description of the design, development and implementation of the consultancy. Application of this framework enabled illumination of a number of issues related to social policy, change and innovation, and quality improvement processes. The study explores the role of education and training in organisational change and concludes that the potential of external consultancy activity to effect meaningful change in police education, training and practice is limited by a number of factors. Key findings of the study are that while a number of consultancy processes could have been enhanced, the primary determinants of the extent to which a change in police education and training will enhance frontline practice are contextual and conceptual factors. The study reveals that the response of frontline police to illicit drug use is influenced by multivariate factors. The findings of this study suggest that while frontline police are keen to provide solutions to a range of practice issues in response to illicit drug problems, they desire concrete strategies that are well defined and supported by management, consistent with policy and within the law. However, the complexity of police activity in response to illicit drugs; the dissonance between the conceptual frameworks of police and health agencies; and, resistance to what is perceived as externally initiated change in police practice, education and training; were found to be powerful inhibitors of an utopian attempt to enhance frontline police response to illicit drug problems. Using the metaphor of board games, the study concludes that the development of an education and training framework will be of little value in achieving enhanced frontline practice in response to illicit drug problems unless the criteria for enhanced response are made more explicit and seen to be congruent with both the conceptualisation and operationalisation of police roles and functions. Moreover, the study questions the mechanisms through which changes in policy are conceived, implemented and evaluated and highlights a need for greater congruence between evaluation frameworks and the nature of change.
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Medland, Andrew T. "A case study of two year six classes involved in a health-related fitness intervention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1135.
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Children are not as active as they may appear and they do not voluntarily engage in moderate to high intensity activity as commonly perceived by the general public. With coronary heart disease risk factors now found to have origins in childhood there is a real need for children to adopt lifestyles that will produce healthier adults. In Perth the Western Australian Schools Physical Activity and Nutrition project (WASPAN) has been implemented, as a Year 6 intervention, addressing the problems of poor nutritional habits and low activity levels. The focus of this case-study was to describe the physical activity component of the WASPAN project and to monitor the process of its implementation. The physical activity programme is founded on the concept of systematically increasing children's activity and fitness levels at school in a secure and enjoyable environment, then planning for this and associated activity to generalise into the children's own settings. Two schools were chosen for the study. One Year 6 class of children at each school was intensively monitored for levels of fitness and physical activity. Their attitudes towards fitness, sports and activity were recorded. At both schools the class teachers and their implementation of the fitness programme became an important area of the study. In addition the influence of the school principal and the children's parents in the promotion of physical activity and their contribution to the behaviour modification of the children's lifestyles was described. Multiple data methods were utilised, centering on participant observation and combining field notes, document analysis, interviewing, questionnaires, fitness testing, heart-rate monitoring, interval recording and surveys. Within both classes low and high fitness children were targeted for additional indepth investigation. The study was directed by the data, which revealed that the two teachers implemented the physical education programme in two vastly different ways. This difference in the implementation process impacted on the influence the programme had on the children at the different schools. Results showed the children were enthusiastic towards the programme and fitness and activity levels increased. Closer analysis revealed that the low fitness/low activity children did not make significant activity increases. These children tended to get little support from home compared with high fitness children. Analysis of the parent interviews indicated that the parents of the low fitness children also tended to live in lower socioeconomic areas than the high fitness children's families. A second 'at risk' group also emerged in the course of the study. These were the 'average' children whose level of fitness caused the teachers little concern. At the end of the study several of these children were antagonistic towards the fitness programme. They had received little praise or encouragement from their teachers and as a result their motivation and attitude towards the programme had declined. Some had been overtaken by several of the low fitness children in the fitness levels measured. The attitude of the principal towards physical fitness proved to have a significant effect on the teacher and the children. The two school principals studied also provided a good contrast in levels of enthusiasm and support for the implementation.
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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.
Full textAbstract:
Doctor of PhilosophyThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
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Evans, Melanie. "The impact of communication skills training in the management of paediatric HIV : examining the process of designing, implementing and evaluating a communication skills training programme for adherence counsellors in the South African context." Thesis, 2010. http://hdl.handle.net/10539/8872.
Full textAbstract:
This study examines the design, implementation and evaluation of a communication skills training programme for
adherence counsellors in a paediatric HIV clinic. Effective communication is a pre-requisite skill for any counselling
interaction. For both prevention and treatment, counselling is a critical component of the healthcare team response to
the HIV epidemic. Given the shortages of healthcare workers in sub-Saharan Africa, task-shifting of the counselling
role to less-trained cadres of workers is commonplace. In the multilingual, multicultural South African context, taskshifting
coupled with the complexity of the message in paediatric HIV presents enormous challenges. In-service
support for counsellors is lacking. Counsellor burn-out and fatigue is commonplace affecting the quality of
counselling interactions.
Measuring the quality of communication in a multilingual context poses ethical and methodological challenges and is
a neglected area of research. Traditional communication and counselling assessments appear to be largely taxonomic;
lack cultural and linguistic sensitivity; and fail to acknowledge communication as a dynamic, two-way process.
Mindful of these issues, this study utilized a non-taxonomic approach.
Verbal and non-verbal communication was analysed before and after the implementation of in-service training which
was tailored to the specific research context. The training comprised a two day multidisciplinary team workshop
followed by individual training. This consisted of video feedback and analysis of counsellors’ own sessions and was
attended by four counsellors. Results were recorded over an eighteen month period. Twenty-two consultations
between counsellors and caregivers were video-recorded, transcribed verbatim and analysed using a hybridized form
of linguistic analysis. Findings that demonstrated consensus, substantiation and cross-consultation occurrence were
triangulated with thematically analysed interview data, patient questionnaires and researcher reflections. These
methods are more sensitive to process than checklist approaches and individualised, complex dynamics emerged.
Communication barriers and facilitators were identified before training. Variations in communicative competence
between counsellors appeared to be unrelated to prior training. After training, counsellors asked more open-ended
questions, encouraged caregivers more, provided simpler explanations of treatment regimens and checked
understanding more effectively. In response, caregivers initiated more questions. These findings suggest that
communication training improves treatment literacy and results in interactions that are more patient-centered. Despite
this evidence, the results suggest limitations to the impact of communication training given the lack of agency of
women in South Africa. Interactions included frank and open discussion about cultural beliefs. However, this benefit
may be lost due to poor healthcare team cohesion. In their roles as mothers and caregivers themselves, counsellors are
effective patient advocates and bring their own lifeworld experience to the counselling interaction. These shared
stories are testimonies to the resilience of women living in poverty. Whilst allowing for greater exploration of
patients’ cultural beliefs and explanatory models, communication training has limited impact in assisting counsellors
with dealing with issues such as disclosure, non-adherence and scepticism about biomedicine. Results indicate conflict
between patient-centeredness and perceived desired medical outcomes. Caregivers and counsellors appeared to engage
in ritualistic dialogue when discussing certain topics suggesting that a shared lifeworld between caregiver and
counsellor is insufficient to overcome barriers from the meso (institutional) and macro (broader socio-political)
context.
An awareness of the impact of context is critical to our understanding of communication in a clinical setting. The
results from this research have implications for the role of the counsellor within a multidisciplinary team and establish
a need for communication specialists to work in a clinical setting within the HIV epidemic.
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Davies, Sally Louise. "An evaluation of a programmed intervention for caregivers of disadvantaged children with multiple disabilities." Thesis, 2001. http://hdl.handle.net/10413/2981.
Full textAbstract:
Many people in South Africa are aware of the need for intervention and rehabilitation of disabled children. The lack of resources in the state healthcare system has necessitated a move towards capacity building and empowerment of community members to reduce the burden of responsibility on the healthcare system. Such engagement of community members in healthcare initiatives also has the potential of re-integrating disabled people back into society. The implementation of these strategies is undertaken largely by non-governmental organisations. One such NGO, the Child Development and Resource Centre (CORC) provides a service to children with multiple disabilities and their caregivers for whom no other resources are available. In attempting to increase the range of its impact on disabled people in Kwazulu-Natal, a training programme was developed to deal with the needs of the caregivers. The purpose of this study is to describe, evaluate and recommend changes of this nine module training course facilitated by the CDRC. The target population was the primary caregivers of disabled children living in peri-urban and rural areas and educare workers from non-profit organisations who were involved in service delivery to such families. The purpose of the training programme was to raise community awareness around disability, to sensitise and educate individuals to the needs of the disabled, and to empower caregivers in caring for disabled children in their communities. The CDRC training programme was subjected to on-going evaluation and monitoring throughout the entire process. Based on an action research model, programme evaluation was implemented and data was gathered from three sources: observation notes on each of the nine modules, evaluation forms completed by the participants, and focus group discussions with the participants.Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2001.
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Johnson, Bruce. "An evaluation of the use and impact of a school based child abuse prevention program / Bruce Johnson." Thesis, 1995. http://hdl.handle.net/2440/18703.
Full textAbstract:
Addendum and errata are pasted in onto back end papers & back pages.Copy of author's previously published article inserted.
Bibliography: leaves 451-466.
466 leaves ; 30 cm.
Deals with two issues: (1) teacher's implementation and utilisation of a personal safety program in South Australia (the Protective Behaviours program) and (2) what children learn about personal safety by participating in the program.
Thesis (Ph.D.)--University of Adelaide, Dept. of Psychiatry, 1996
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Zhang, Yiran. "A comparative study of the language content of employment-related units in government-funded language programs for newcomers in Canada and Australia." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/9889.
Full textAbstract:
In response to the scant studies comparing the language content of the employment-related units in Australia's Adult Migrant English Program (AMEP) and Canada's Language Instruction for Newcomers to Canada (LINC) program, the present study examines the curriculum guidelines and the selected instructional materials of AMEP's Certificate in Spoken and Written English (CSWE) III and LINC level 4 and investigates four instructors' implementation of the curricula (two instructors from each program).
Through qualitatively analysis using NVivo, the results show that both LINC 4 and CSWE III exhibit strengths and limitations, and also alignment and misalignment, as compared to their theoretical frameworks. While LINC 4 covers more components in the framework, CSWE III demonstrates greater depth in implementing its theoretical foundation. Further, LINC 4 instructors mostly implement a task-based approach; the CSWE III instructors incorporate multiple approaches, while the curriculum claims text-based teaching as its main approach.
This study suggests that in teaching English for employment purposes, more content that introduces the different functions of language use and communication strategies would be beneficial, and authentic texts and learner experience can also be valuable. The incorporation of different teaching approaches may be advantageous. Future research can further examine newcomer language program outcomes by comparing language production data from learners of similar programs in different contexts, in order to evaluate the impact of language training on learners’ ability to engage in employment-purposed communication.Graduate
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Oldfield, Zaita. "Making the cut: an evaluation of selection into the Royal Australasian College of Surgeons’ surgical training program." Thesis, 2018. https://vuir.vu.edu.au/37841/.
Full textAbstract:
Selection of trainees for surgical training is widely acknowledged to be both complex and
important. Doctors embarking on surgical careers expend considerable time and resources in
training, as do those responsible for facilitating their learning. The aim of surgical training is to
prepare surgeons to be competent, effective, ethical practitioners in unsupervised clinical
practice as consultant surgeons (Carroll, Kennedy, Traynor & Gallagher, 2009; Elfenbein,
Sippel, McDonald, Watson, Scarborough & Migaly, 2015). The aim of selection must be to
admit those who are most likely to succeed in surgical training and beyond.
Admitting candidates who are inadequately suited to surgical training can result in
trainees who unduly struggle or are unable to satisfy training requirements, and may ultimately
jeopardise patient safety. In contrast, not accepting candidates who are well-suited to surgical
training may be unfair to both candidates and communities that miss out on skillful surgeons.
These aspects are among those that make selection to surgical training an extremely ‘highstakes’
activity.
Those responsible for selection grapple with assessing candidates’ current skills and
attributes, and with ascertaining their likely future performance. Limitations of, and tensions
between interacting elements—human agency, requirement specifications, instruments,
processes, influences—in selection to surgical training, mean that the long-term outcomes of
selection can never be assured. This study identifies principal elements in selection to surgical
training, discusses influences on, and interrelationships between the elements, and reviews
connections between selection and surgical training assessments.
This study has appraised the current instruments used for selection into the Royal
Australasian College of Surgeons’ (RACS) General Surgery (GS) training program in Australia
and New Zealand, to establish their effectiveness in predicting trainees’ performance in
assessments during the first two years of training. Data were considered for selection and
assessment items for trainees for three yearly cohorts, selected in 2008, 2009, and 2010. The study compared the performance of trainees in three selection instruments—a structured CV, a
structured referee report, and a multi-station interview—to their performance in three
examinations and three work-based assessments.
Firstly, Pearson product-moment correlations were calculated to examine the extent of
relationships within each set of variables to determine intra-relationships of the selection items,
of the examination items, and of the work-based assessment items. Secondly, Pearson productmoment
correlations were conducted to determine degrees of association between selection
items and performance in each of the subsequent assessment items. Thirdly, multiple regression
analysis was conducted to determine the extent to which trainees’ scores in the selection items
(independent variables) predicted scores in each of the assessments during training (dependent
variables). The model fit and strength was assessed using the analysis of variance (ANOVA)
step within the regression analysis. The relative strength of the associations between dependent
variables and the independent variables were assessed using regression coefficients.
The findings of this study have shown that performance in RACS GS selection partially
predicts performance in assessments during training. In general, candidates’ performance
varied across each of the selection items, performance in all examinations was highly consistent
and performance in major end of term work-based assessments was also consistent. Most
correlations between performance in selection and performance in assessments during training
were positive, with the exception that performance in the CV was usually inversely correlated
with subsequent assessments. The referee reports and total selection scores were predictive of
performance in the major end of term work-based assessments.
This study reviewed many factors that affect selection processes and outcomes. Several
of these—such as the role of procedural justice, identification of desired attributes of trainees,
and the validity, reliability, fairness, and acceptability of selection instruments and protocols—
implicitly framed RACS GS selection. However, to maximise the effectiveness of selection
instruments and protocols, these and other relevant influences could be explicitly defined for the
local context. The findings regarding the predictive capacity of the selection instruments— particularly for the referee reports and the interviews—differ from some other studies, but
highlight that the implementation and content of selection instruments are key aspects affecting
their performance. Combining scores from multiple instruments reduces the influence of any
individual selection instrument.
Overall, with the possible exception of the CV, the study has shown that the RACS GS
selection tools are performing moderately well. However, the RACS GS selection instruments
and processes could be modified to maximise their effectiveness and new, emerging selection
activities could be considered.
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Erk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”." Thesis, 2013. http://hdl.handle.net/1805/3200.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Este estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa, experiencia en los centros educativos y alojamiento. Además, plantearon varias sugerencias para el programa para futuros auxiliares y profesores. Seis auxiliares fueron entrevistados sobre los mismos temas en mayor profundidad.