Dissertations / Theses on the topic 'Conductor training'
To see the other types of publications on this topic, follow the link: Conductor training.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Conductor training.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Sinclair, Robert Louis. "The conducting pedagogy of B.R. Henson : a systematic approach to conductor training /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999315.
Full text
2
Stewart, Robert D. "Reflections on the Choral Rehearsal Cycle: An Approach to Professional Practice." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/411530.
Full textAbstract:
This dissertation explores and reflects on the professional practice of the author and a group of five experts through case studies. Incorporating interviews, observations, reflective journals, video footage, and a choral project, this research aims to explore how five expert choral conductors work in the rehearsal setting. Rehearsal techniques are as diverse as the individuals who practise them. Yet, even though conductors have their differences, the varied outcomes can still be judged as satisfactory. These techniques are not necessarily skills that have been taught in an undergraduate conducting class. Conducting courses and textbooks focus on beat patterns and other skills that must be mastered by the novice and which, in turn, lend themselves more readily to assessment. However, the running of a rehearsal is a complex mixture of musicianship and teaching skills that are continually developed over a lifetime of practice. The following questions emerge: how, then, do highly successful conductors work in rehearsal? What do they consider to be important parts of their own practice? What skills and attributes are crucial for successful ensemble leadership? For this research, five expert choral conductors were observed on site in multiple rehearsals and in working with a variety of vocal ensembles. They also participated in a wide-ranging, semistructured interview that further explored their approaches to conducting, repertoire selection, planning, personal philosophy, and reflections on their craft. The author used the data generated from the case studies and through a survey of core literature to experiment with their own practice during a 12-week rehearsal period that culminated in a performance of Haydn’s Missa in angustiis. The research project revealed that, while each case study conductor had an individualistic approach to their rehearsal delivery, five main characteristics appeared to be common amongst them all: they recognised the conductor’s role as a teacher; they were interested in working towards a sound ideal; they believed in their responsibility to develop skills; they included performance opportunities in the rehearsal setting; and they emphasised the importance of building community. As a result, these concepts formed the foundation of the author’s work with their own ensemble. These findings have implications for the author’s own practice as well as broader implications for other conductors and the training of student conductors. The results appear to advocate a more holistic approach to conducting and conductor training as well as the importance of developing community within the avocational choir.Thesis (Professional Doctorate)
Doctor of Musical Arts (DMA)
Queensland Conservatorium
Arts, Education and Law
Full Text
3
Gravani, Anthansia. "Investigating training of staff in the conduct of clinical trials." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742993.
Full text
4
Convery, Andrew. "Identity issues in the conduct and reporting of teacher research." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296561.
Full text
5
Gregory, Michael Lee. "A profile of scientist and engineer training conducted by the Naval Avionics Center." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26714.
Full text
6
La, Reau Marcia Ann. "An auralization-based curriculum as a methodology for advanced aural skills training for wind band conductors /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672245899952.
Full text
7
Suess, Alyssa Nicole. "An evaluation of generalization, renewal, and resurgence during functional communication training conducted via telehealth." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1769.
Full textAbstract:
Previous research suggests that differential reinforcement procedures may inadvertently strengthen problem behavior, resulting in treatment relapse (i.e., recurrence of problem behavior) when chges (e.g., intentional treatment withdrawal or treatment fidelity errors) are encountered following successful treatment. The current study evaluated one potential solution to the problem of treatment relapse based on the procedures proposed by Mace et al. (2010), which involved initially implementing treatment within a context with a minimal history of reinforcement for problem behavior rather than in the treatment context. Treatment relapse was then evaluated by conducting renewal and resurgence analyses at different points of time during treatment. Participants were four young children diagnosed with autism whose problem behavior was maintained by negative reinforcement. The children's caregivers implemented all procedures in their homes within multielement and reversal designs with coaching provided by a behavior consultant via telehealth. Interobserver agreement was collected on 34.2% of sessions and averaged 97.9% across participants. Following a functional analysis and an extinction baseline, functional communication training (FCT) was initially implemented in alternative contexts (i.e., play and neutral tasks) that had minimal history of reinforcement for problem behavior. This was conducted in order to strengthen manding and task completion without inadvertently strengthening problem behavior. I programmed for the generalization of mands and task completion by training sufficient exemplars (three alternative contexts) and programming common stimuli (picture cards, safespot, microswitch). FCT was then implemented in the treatment context (target demand), and extinction probes were conducted intermittently throughout treatment. Results demonstrated that problem behavior was reduced on average by 97.8% across all participants by the end of treatment. Treatment maintenance results showed that only minimal treatment relapse occurred. Clinically significant renewal of problem behavior only occurred with one participant, and little or no resurgence of problem behavior occurred for two participants during the first extinction probe. With minimal demand fading, resurgence was reduced during the second extinction probe for the other two participants. Manding and task completion generalized to the treatment context for most participants. These behaviors also persisted during the extinction probes showing that they were strengthened across treatment. Thus, these results showed substantial improvement in achieving maintenance than what has been achieved in previous studies evaluating treatment maintenance following FCT.
8
Gruner, Greg L. "The design and evaluation of a computer-assisted error detection skills development program for beginning conductors utilizing synthetic sound sources." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861377.
Full textAbstract:
The purposes of this study were to design and to evaluate an online system designed to enhance communication skills and project tracking of computer software courses at Ball State University (BSU). Student Online Project Planning and Tracking System (SOPPTS) was designed and field tested to provide real-time feedback from faculty on student progress, offer online guidance for software project planning, produce tracking automation, and facilitate communication between faculty and students.SOPPTS technology was designed under the supervision of W. Zage and D. Zage, professors in the Computer Science Department at BSU.Participants in this study included six BSU undergraduate students, six BSU graduate students and seven BSU faculty members. Each participant was interviewed for one hour in an instructor’s office in the BSU Computer Science Department. With the participants’ permission, each interview was audio-taped and coded with a letter and number.Data evaluation consisted of narrative summaries of the interviews, an analysis of the evidence in terms of the research questions and the compilation of data to show both emerging themes and major trends.Analysis of the data showed that learning was definitely enhanced, and that faculty evaluations were also strongly enhanced. Participants recommended more SOPPTS applications, both industrial and academic. The emerging themes showed that faculty and students:1) Had more and easier access to information; students' work was better organized; student team spirit grew; students were more accurately evaluated by instructors;2) Had more efficient methods for report submission and record keeping; students interaction with teachers increased; students found SOPPTS better than email;3) Students and teachers could work from various locations, with greater access to record retrieval and submission of reports, so that documents submitted were available to all instead of getting lost;4) Students were motivated by the nature of online task assignment and tracking because of greater accountability; faculty members were happy to see students' project progress online;5) Improved time and project management through greater awareness of milestones,deadlines and date/ time "stamping" of report submissions.Major trends show that improved access to information and communication facilitated learning, and that planning and tracking skills improved.School of Music
9
Stanley, Sybil S. "The effectiveness of self-control training on a child with a conduct disorder." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1992. http://digitalcommons.auctr.edu/dissertations/1686.
Full textAbstract:
Self-control training will decrease the frequency of aggressive behaviors displayed by subject of this paper.
Support was found for a decline in the frequency of aggressive behaviors that were sustained for a period of time. However, it cannot be assumed that the intervention was entirely responsible for changes in behavior.
10
O'Keeffe, Breda Victoria. "The Effects of Fluency Training on Implementation Fidelity of a Reading Intervention Conducted by Paraprofessionals." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/452.
Full textAbstract:
Improving educational outcomes involves many variables, including identifying effective interventions and ensuring that they are effectively implemented in schools. Within a "response to intervention" model, treatment integrity of academic interventions has become increasingly important. However, recent research has suggested that ensuring treatment integrity by instructional staff may require intensive coaching, including daily or weekly performance feedback. This system may be unsustainable in typical schools because of limited resources for supervision. Some studies have found that treatment integrity can be achieved with intense prior training that includes extensive practice followed by feedback in the training setting. Fluency-based instruction has the advantage of providing multiple practice opportunities in a relatively short amount of time. A fluency training package for paraprofessionals using the Corrective Reading: Decoding curriculum was evaluated in a multiple baseline design across individuals. The primary dependent variables included paraprofessionals' presentation rate and praise rate. Additional dependent variables included paraprofessionals' accuracy in presenting error correction procedures, ratio of positive to negative comments, students' on-task behavior, and word reading accuracy. Participants included five paraprofessionals delivering supplemental reading instruction to students in small groups, and one student from each of the paraprofessionals' groups. We provided five hours of fluency training to paraprofessionals over five days in a group setting. Following fluency training we observed paraprofessionals during a maintenance phase. Paraprofessionals generally increased their presentation rates, praise rates, and percentage of accurate error correction steps with fluency training. Three paraprofessionals with variable positive-to-negative comments ratios decreased this variability during fluency training. We subsequently provided performance feedback if a paraprofessionals' presentation rate or praise rate did not maintain at criterion levels. Four of the five paraprofessionals required performance feedback on at least one skill. Performance feedback had mixed effects on paraprofessionals' skills. Most students maintained adequate word reading accuracy throughout the study, with no clear effects when interventions for paraprofessionals were introduced and withdrawn. Students' on-task behavior was variable throughout the study, with decreases in variability for three students corresponding with fluency training for paraprofessionals.
11
Vila-Chã, Carolina. "Electrophysiological assessment of neuromuscular adaptations to training." Doctoral thesis, Universidade do Porto, Faculdade de Engenharia, 2011. http://hdl.handle.net/10198/6908.
Full textAbstract:
Over the last decades, it has been shown that the human neuromuscular system is highly adaptive and can be modified in response to different motor training programs. Depending on the demands of the motor training, the adaptations seem to involve distinct structural and functional changes across the motor cortex, spinal cord and skeletal muscle. The technological development observed in the last years, increased the use of electrophysiological techniques to assess the neuromuscular adaptations to motor training. Nonetheless, the current evidences on the neuromuscular adaptations to different motor training are inconsistent and incomplete, in particular regarding endurance and strength training. This is mainly due to lack of studies based on a rigorous consideration of the limitations of the available techniques. Therefore, the main goal of this dissertation is to give new insights on the adaptations of the neuromuscular system by systematically investigating the changes in its central and peripheral properties in response to endurance and strength training. For this purpose, recent developed techniques for recording and processing electromiographycal (EMG) signals were applied. The first study (STUDY I) investigated if 6 weeks of either endurance or strength training alters the motor unit behavior and if such changes were accompanied by alterations in muscle fiber properties. Intramuscular and multichannel surface EMG recordings were used to investigate the motor unit discharge rates and motor unit conduction velocity (MUCV) of the vastus medialis obliquus and vastus lateralis during submaximal isometric contractions. The results demonstrated that endurance training increased endurance capacity and was accompanied by a decrease of the motor unit discharge rates. In contrast, strength training enhanced maximum force output and was accompanied by an increase of the motor unit discharge rates. By the end of 6 weeks of training, both training programs elicited increases in the motor unit conduction velocity, revealing electrophysiological adaptations of the muscle fiber membrane properties in similar directions. However, in the first 3 weeks of training, when changes in motor unit discharge rates were most marked, changes in MUCV were not observed. These findings reveal different time courses of some of the neural and peripheral adaptations in response to different motor training programs. The observed changes may contribute for distinct neuromuscular fatigue profiles among endurance and strength-trained athletes. Therefore, the aim of the second study (STUDY II) was to investigate the effects of 6 weeks of endurance and a strength training program on acute responses of the muscle fiber membrane properties and discharges rates of low threshold motor units of the vastus medialis obliquus and vastus lateralis muscles during prolonged submaximal isometric contractions. The conduction velocity of the individual motor units was estimated from the averaged multichannel EMG surface potentials by a spike triggered average technique. It was shown that motor unit discharge rate declines over the duration of the sustained contraction and their trend was not significantly affected by training. Conversely, the rate of decline of motor unit conduction velocity during sustained contractions was reduced following six weeks of both endurance and strength training, however a greater reduction is observed following endurance training. These alterations likely contribute to longer times to task failure following endurance training. The third study (STUDY III) intended to clarify the mechanisms involved in the opposite adjustments of the motor unit discharge rate observed in the study I. The results revealed that following 3 weeks of endurance training the excitability in the H-reflex pathway increased but the V-wave amplitude remained unchanged. In contrast, following strength training the V-wave amplitude increased whereas subtle changes were observed in the H-reflex pathway. These results suggest that the elements of the H-reflex pathway are strongly involved in chronic adjustments in response to endurance training, contributing to enhance resistance to fatigue. Conversely, following strength training, it is more likely that increased descending neural drive during MVC and/or modulation in afferents other than Ia afferents contributed to increased motoneuron excitability and maximal voluntary contraction.
The present work revealed for the first time that endurance and strength training induces opposite adjustments in the motor unit behavior. Moreover, the distinct adjustments in the spinal cord output, seems to result from changes in different neural mechanisms located at supraspinal and/or spinal level. The neural adjustments following endurance training seems to result from changes at spinal level whereas the adjustments following strength training are likely due to changes at supraspinal level. These adaptations occurred following a short period of training, while no changes in the contractile and electrophysiological properties of the muscle fibers were detectable. Changes at peripheral level occurred only following a longer period of training.
12
Schnelling, Kate. "Family connections : a parent-training programme for pre-school age children with conduct disorders." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289131.
Full text
13
Sanchez-Huerta, Denise. "Evaluation of the Efficacy of Staff Training to Conduct a Free Operant Preference Assessment." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131832.
Full textAbstract:
The efficacy of a staff training procedure comprised of video review, role play, and verbal feedback to train three paraprofessionals who worked with adults with intellectual disabilities at an adult day center was evaluated. The paraprofessionals were trained to conduct a brief 5-min free operant preference assessment following a 10-step task analysis within the context of the staff training procedure. Results showed that all three paraprofessionals were able to accurately implement a free operant preference assessment with clients at the adult day center following training. Training was also shown to be time efficient, only requiring 3 to 7 training sessions, with each session lasting approximately 10 minutes in length, including set up of materials.
14
Ryan, Laura M. "Return with honor : Code of Conduct training in the National Military Strategy security environment /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FRyan.pdf.
Full text
15
Balogh, Ruth P. "Performance monitoring for nurse & midwife training institutions : some problems for the conduct of action research." Thesis, Institute of Education (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252002.
Full text
16
Schoeman, Ulrike Charlotte Wanda. "A Training program for intermediaries for the child witness in South African courts." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-11032006-175438.
Full text
17
Lekamge, G. D. "Success in teacher education : a comparative study of the factors affecting student success in teacher education programmes conducted through distance mode." Thesis, Open University, 1993. http://oro.open.ac.uk/57420/.
Full textAbstract:
This thesis seeks to identify factors which affect 'seU-perceived success' among graduate teachers taking courses at a distance and to apply the findings to the development of a Sri Lankan distance taught teacher education programme. Interviews with eight part-time PGCE students (UK) and discussions with the PGCE and OUUK course co-ordinators together with knowledge of Sri Lankan situation helped the development of two questionnaires (Teacher Education Questionnaire I for students and II for tutors). Data were collected from the 564 0l!SL (PGDE) I 299 OUUK (Advanced Diploma) and 57 part-time PGCE students and five tutors from each of the three programmes. A series of factor analyses of 28 'agree- disagree' statements for the OVERALL and the OUSL and OUUI< samples separately produced similar results and allowed common scores to be calculated. These scores, together with data from other items were then grouped into seven sets. Each set represented a possible area of influence on 'seU-perceived success'. Discriminant analysis was used to establish the major differences between the OUUI< and OUSL student populations. The two populations only differed in terms of support systems developed by the two institutions (OUUI< and OUSL). Both factor and discriminant analyses provided evidence that the development of a common model was possible in the understanding of 'self-perceived success' (represented by items measuring overall satisfaction, course will give skills, confident about passing and satisfaction with progress) among teachers taking courses at a distance. Then, the seven sets were submitted to a series of stepwise regression analyses to identify their importance in predicting 'seUperceived success'. The order in which the seven sets of variables were entered into the regression equation is as follows: (1) Self-related Demographics (2) Family Factors (2) School-related Variables (4) Study Time and Style of Study (5) Course-related Variables (6) Contact with Fellow Students (7) Contact with Tutor. The results demonstrated that all the seven sets of variables had a role to play in predicting 'self-perceived success' with Course-related Variables playing the strongest part. 'High transfer to practice', 'workload, level and methods suits' and 'important to pass' were the best single predictors of 'self-perceived success' but some variables related to tutor contact, contact with fellow students, school, family and self and study methods also significantly contributed either in the regression process (process model) or at the final stage of the analysis (final model). Separate analyses for the OUUK and OUSL samples confirmed. that seven sets of variables counted in both populations. The contributions made by noncourse factors in explaining 'self-perceived success' were more pronounced in the OUSL than in the OUUK regression. Finally, on the basis of the major findings of the study, suggestions for changes to the Sri Lankan PGOE programme are made. It is suggested that 'self-perceived success' of the PGDE students can be strengthened by various means, including improving the applicability of the course, strengthening support for Teaching Practice, promoting more and better student-tutor contact and student-student contact and also, improving OUSL- school contact.
18
Chishimba, Felix Nkalamo. "Raising student teachers’awareness around issues of professional conduct : an action research project." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016338.
Full textAbstract:
The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
19
Rinaldi, Julie A. "Long-term outcomes of parent training and predictors of adolescent adjustment /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9004.
Full text
20
McInerney, Michael. "The development and implementation of a mental toughness training programme for cricketers." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013155.
Full textAbstract:
The professional turn in sports has prompted the search for explanations beyond the physical when discussing quality of performance. Mental Toughness has been recognised as one of the most important psychological attributes in achieving performance excellence across multiple sport settings. Yet, despite this, little research has been conducted into mental toughness development. This research seeks to answer the question: What insights can the development and implementation of a mental toughness programme for a semi-professional South African cricket team provide regarding Mental Toughness development? Based on a theoretical framework of mental toughness in cricket, a programme was developed in collaboration with the Border Cricket Team and Coaches. Incorporating elements that focussed on education, environment, awareness and mental skills, the programme was implemented in both individual and group settings during the off- and pre-seasons. An analysis of the participants’ experiences identified the need for a theoretical understanding of mental toughness within teams, facilitating the design of interventions that integrate the team and the individual. Future programmes should include measures of mastery, and individually customised approaches to mental toughness enhancement that acknowledge the potential contextual and individual variation in mental toughness.
21
O'Reilly, Dermot. "Behavioural parent training : the development of a high intensity programme for children diagnosed with conduct disorder." Thesis, Queen's University Belfast, 2000. https://pure.qub.ac.uk/portal/en/theses/behavioural-parent-training-the-development-of-a-high-intensity-programme-for-children-diagnosed-with-conduct-disorder(f797457d-e249-4cd2-9102-2c256230dcf5).html.
Full textAbstract:
The impulse to develop an effective method of intervention for conduct disorder arose through practice experience. As a social worker based in a special school for children with severe emotional and behavioural problems between 1986 and 1995, I had responsibility for working with the child in the famiIy context. My clinical impression was that behavioural gains in the school setting were not transferred to the home setting, where parents of conduct-problem children reported that they continued to find the child’s behaviour unmanageable. This was confirmed by Fitzgerald, Butler, and Kinsella (1990) who found that parents having a child who was placed in a special school reported with frustration that they were not taught how to manage their child in the home setting. I shared their frustration, because it was evident that these children were usually manageable in the school setting. Generic social work training and post-qualifying training in family therapy did not however, provide the means to intervene effectively with the child’s behaviour in the home setting. I hope that this research will encourage the introduction of behavioural social work practice in Ireland, and that by doing so, it will broaden the practice options which are currently available to social workers. I also hope that the introduction of behavioural methods will lead, not to further paradigm wars, but to the necessary respect for diversity which emerges when social work is considered in a European context: The diversity of social work approaches which, despite all efforts at international harmonisation has not been levelled to one standard norm, might turn out to be one of the professions greatest assets in facing up to the diversity of the newly emerging welfare scenario (Lorenz, 1994, p. 181).
22
Russell, Fabian Owen. "Introducing Pre-Professional Training Orchestras to Austro-Germanic Orchestral Works of the Late Romantic Period: A Conductor's Perspective." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/374755.
Full textAbstract:
This
exegesis
explores
the
rehearsal
process
that
leads
to
performances
with
pre-‐professional
symphony
orchestras.
At
the
heart
of
this
study
is
my
personal
reflection
as
a
conductor
of
orchestral
training
programs,
through
practice-‐based
and
reflective
explorations
of
the
central
musical
and
educational
challenges
of
rehearsing
and
performing
major
Austro-‐Germanic
orchestral
works
of
the
Late-‐
Romantic
Period.
Borrowing
from
aspects
of
autoethnographic
practice,
a
case
study
methodology
provides
a
detailed
reflection
on
the
rehearsal
process
of
introducing
Johannes
Brahms
Symphony
No.
4
Op.
98
to
pre-‐professional
musicians.
Four
performance
projects
of
major
symphonic
works
with
four
pre-‐
professional
orchestras
conducted
by
myself
forms
the
creative
output
portfolio of
this
study.Thesis (Masters)
Master of Music Research (MMusRes)
Queensland Conservatorium
Arts, Education and Law
Full Text
23
Elwell, Richard. "Why University Park Church is committed to Bible-based life training a tool for biblical ministry /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
Full text
24
Andersen, Cristina Diane. "Evaluating Video Modeling to Teach Caregivers to Conduct Paired-Stimulus Preference Assessments." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6167.
Full textAbstract:
Stimulus preference assessments have been shown to identify stimuli that are likely to function as reinforcers for individuals with disabilities. It is important to identify these stimuli to increase the effectiveness of interventions. The ability to conduct a stimulus preference assessment is a skill that parents and caregivers should have. Research on training preference assessments is limited to staff, teachers, and students. The following study evaluated the effectiveness of video modeling to teach caregivers to conduct paired stimulus preference assessments. The results showed that video modeling was effective and that the results maintained during a one week follow up.
25
Al-Mughairi, Aliya Mohammed. "The evaluation of training and development of employees : the case of a national oil and gas industry." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/17062.
Full textAbstract:
Despite the fact that oil and gas companies invest heavily in training, there are considerable evidences to show that evaluation of the training is seldom undertaken, which leads to failure in determining the effectiveness of training. Kirkpatrick's four levels model (1959) sets out to be the key evaluation criteria to measure the effectiveness of training which has been used for more than 50 years to assess training effectiveness. This study focuses on the evaluation and improvement of Kirkpatrick's four levels model. It argues that Kirkpatrick's four levels model (1959) fails to account for factors such as work environment, individual factors, training characteristics, and their impact on training effectiveness. Accordingly, this study aims to investigate the moderating variables of training characteristics and evaluate their subsequent impacts on Kirkpatrick's four training outcomes (reaction, learning, behaviour and results) and on intention to transfer learning. The objective of this study is to identify those training variables (pre-training interventions and activities, trainee readiness, training environment, training methods, trainer performance and behaviour, training content and objectives) and their effect on improving employee performance. In this study, training characteristics are referred to as pre-training interventions and activities, trainee readiness, training environment, training methods, trainer performance and behaviour, training content and objectives. To achieve the aim of this study, quantitative research was adopted. The study was conducted at three separate times (pre-training, immediately after completion and post-training 2-3 months). The hypotheses were tested by selecting a sample of n1 = 406, n2 = 402, n3 = 391 trainees in health and safety training working in national oil and gas companies located in Oman by using convenience sampling. Structural equation model (AMOS) software is used to validate the research model. The study has contributed to the field of training evaluation by developing Kirkpatrick's four levels model through an the examination of the impact of training characteristics on Kirkpatrick's four levels (reaction, learning, behaviour and results) and on intention to transfer learning in the national oil and gas industry in Oman before and after training was completed. The findings indicated that pre-training intervention and practices were positively and significantly related to expectations of training outcomes, and only trainee readiness was found to be positively and significantly related to the expectations of training environment and expectations of trainer performance and behaviour. The result confirmed the positive and significant correlation between reaction and learning, and between behaviour and results. Moreover, the results indicated that trainer performance and behaviour were positively and significantly related to the two training outcomes: reaction and learning; and in addition, training environment had a strong and positive impact on learning. Training content and objectives were positively and significantly related to behaviour. ii Nevertheless, pre-training interventions and activities had an insignificant effect on expectations for the training outcomes. Further, trainee readiness had an insignificant effect on expectations for the training environment and on expectations of trainer performance and behaviour. Learning had an insignificant effect on intention to transfer learning. The training environment and training methods were not found to be positively and significantly related to reaction. Training methods were not found to be positively and significantly related to learning. Further, the training characteristics, such as the training environment, training methods and trainer performance and behaviour had an insignificant impact on intention to transfer learning. The findings did not support that training characteristics had a moderating role on the relationship between training outcomes. This research has empirically investigated the moderating effects of training characteristics on the relationship between reaction, learning, intention to transfer learning, behaviour and results. This study has contributed to the literature empirically by showing that pre-training interventions and activities were the strongest factor contributing to expectations of the training environment, as well as to expectations of trainer performance and behaviour. Trainee readiness was the strongest factor contributing to expectations of the training outcomes. Furthermore, this study has contributed to the extant literature empirically by showing that trainee reaction is related significantly to trainee learning. This study has contributed to the literature by showing that trainer performance and behaviour was the strongest factor contributing to reaction. Furthermore, the training environment (followed by trainer performance and behaviour) was the strongest factor supporting learning. This study has further contributed to the extant literature empirically by showing that behavioural change is related significantly to results. This study also shows that training objectives (followed by training content) was the strongest factor affecting behaviour. From a practical perspective, the findings of this research have significant and practical implications for instructors, training designers, managers and supervisors when creating effective training programmes. In addition, this study contributes a framework for the practice of evaluating training effectiveness.
26
Pinkerton, Margaret E. "Planning, programming and budgeting for training conducted en route between permanent duty stations: a comparison of the military services." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26697.
Full textAbstract:
Approved for public release; distribution is unlimitedThe requirement to provide en route temporary duty training is not unique to the Navy, but is a requirement common to al four military services. This thesis is a comparative study as to how the Navy and its sister services plan, program and budget for active duty personnel training conducted en route between permanent duty stations. Specific attention will be given to the Navy's Temporary Duty Under Instruction (TEMDUINS). This thesis will also examine related programs used by the United States Army, Air Force and Marine Corps to determine how they manage their en route training activities. The focus will be both on the mechanics of their respective planning, programming and budgeting processes, and managerial interactions and management control procedures used.
27
Nicol, Annabelle. "Examining the efficacy of joint investigative interview training through analysing the quality of interview conducted with role-play actors." Thesis, Abertay University, 2017. https://rke.abertay.ac.uk/en/studentTheses/bf0bec84-18c8-43b2-a1da-c00c8c2189b1.
Full textAbstract:
Best-practice guidelines, grounded in psychological theory, are important for interviewers who engage with a vulnerable group such as children who allege abuse (reviewed in Chapters 1-6). Prior to conducting interviews, Scottish investigative interviewers must complete a JIIT (Joint investigative Interviewing Training) course, where they interview an adult actor who plays the role of an abused child. Limited field work suggests child interviews in Scotland are of low quality. No empirical work on the quality of JIIT precludes an understanding of whether i) interviewers are trained to an appropriate standard, ii) gains made in training diminish over time (i.e. when compared against performance in the field) and iii) whether adults from acting companies respond in a manner that reinforces best practice questioning by the trainee. This thesis examines the line of questioning and responses of actors during JIIT. Specifically, whether JIIT outcomes differ i) in two different police jurisdictions with separate untrained actors (Chapter 7), ii) according to whether training sessions are scribed or recorded (Chapter 8) and iii) according to an actor‟s expertise in the psychological literature on investigative interviewing (Chapter 9). Across studies, trainees were poor at using both "ground rules‟ and closure rules. Lines of questioning did not differ between two forces and untrained actors/trainees responded-to/used invitations to the same extent as directives. Untrained actors provided more informative responses to focussed prompts and suggestive questions than they did to open prompts. Although a „trained‟ adult actor provided a more authentic training opportunity, trainees were not sensitive to this feedback and it did not encourage better lines of questioning. Scribed versus recorded accounts of interviews captured fewer ground rules and closure rules, shorter responses to invitations, incomplete and incorrect records in response to invitations and, on average, omitted two details per interview. By way of comparison, analyses of actual Scottish field interviews with children (Chapter 10) revealed no use of any ground/closure rules at levels greater than chance. Children provided more details in response to option-posing questions and relatively short but detailed responses to suggestive questions, only in comparison to „other‟ questions in both instances. Of note in relation to earlier chapters, children gave longer average responses to invitations than directives. Overall the findings of this thesis indicate that interviewers‟ training is inconsistent across jurisdictions in Scotland and that many aspects of the training are inappropriate. For example, the adult actors hired to role-play abused children do not reinforce the use of best practice open prompts selectively as we would hope and the use of scribing as a method to record interviews is unreliable and resulted in both loss and incorrect recording of information. Further, the field interviews conducted with children in Scotland are of a low standard (6% open prompts), therefore, practical recommendations are made (Chapter 11) in light of these concerning findings.
28
Leung, Yuk-hi Patrick. "An evaluation of a nontraditional job training program for women in Ohio : an evaluation of a pilot project conducted by PREP-Ohio /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024997543.
Full text
29
Hodgkinson, Michael. "Multiple-outcome evaluation and development of a behavioural parent-training course for parents of children with conduct problems." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31316.
Full textAbstract:
The literature related to the classification cause, prognosis and treatment of childhood conduct problems is reviewed, with particular emphasis on Behavioural Parent Training intervention approaches. The Child Behaviour Management Programme was developed and was piloted with a clinic-based group of referred parents. A parallel pilot study was conducted with non-referred parent in a community setting in order to provide a 'low-demand' comparison. Following the pilots, the outcome measures were amended for inclusion in Study Three, which was intended to form part of a larger, main study. Primary Attrition emerged as a major problem but the Reasons for Attrition Questionnaire (RAQ) did not secure an adequate response from non-attenders to elucidate their reasons. However, it provided positive consumer satisfaction data implying that those who attended were essentially satisfied with what they received. Following expansion of the clinical service and an increase in its referral-rates the Child Behaviour Course was run and evaluated in June 1996. This was a derivative of the CBMP, although the programme was more intensive over a shorter time and involved the attendance of the referred child for one day of the three. Positive treatment effects were achieved on all outcome-measures apart from the Beck Depression Inventory. Chapter Eight describes a further development of the CBMP to form the Family Day Programme (FDP) which involves the attendance of whole families for a series of 6 days. A retrospective survey was conducted to compare the perceived needs of individuals who had attended the CBMP, the CBC or the FDP.
30
Anderson, David W. "A meta-analysis of cognitive intervention, parent management training, and psychopharmacological intervention in the treatment of conduct disorder." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/40060.
Full textAbstract:
Conduct disorder in children and adolescents has developed into a very costly problem with severe negative consequences to individuals, families, and communities. A void exists in the literature in that no summaries have been found which compare the effectiveness of the leading treatment modalities for conduct disorder.
The purpose of this study is to conduct a meta-analysis comparing three psychotherapeutic interventions for the treatment of conduct disorders in children and adolescents: 1) cognitive interventions, 2) parent management training, and 3) psychopharmacological intervention (i.e. the use of lithium carbonate and the use of stimulants [e.g., methylphenidate, dextroamphetamine, and pemoline]). The inclusion criteria for this meta-analysis accepted 26 studies for data collection and analysis.Ph. D.
31
Bley, John Harold. "Training a lay ministry team to conduct a divorce recovery workshop at First Baptist Church, New Roads, Louisiana." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
Full text
32
Bley, John H. "Training a lay ministry team to conduct a divorce recovery workshop at First Baptist Church, New Roads, Louisiana." Online full text .pdf document, available to Fuller patrons only, 1997. http://www.tren.com.
Full textAbstract:
Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1997.Includes abstract and vita. "September 1997." This is an electronic reproduction of TREN, #053-0133. Includes bibliographical references (leaves 132-139).
33
Millington, Devon S. "Training Non-Board Certified Behavior Analyst (BCBA) Behavior Specialists to Conduct Trial-Based Functional Analyses in Residential Settings." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7404.
Full textAbstract:
This study investigated a process for identifying the reasons why a person with an intellectual disability has problem behaviors. This process is called a trial-based functional analysis (TBFA). The researchers wanted to know if a person who was not an expert behavior analyst could be trained to perform the TBFA and if the results obtained from the TBFA could be used to create a program to reduce the problem behavior of a person with an intellectual disability living in a community-based group home for persons with disabilities. The results of this study show that a person who is not an expert behavior analyst can be trained to perform a TBFA and that the results obtained from the TBFA were useful in creating a program to reduce the problem behavior of an adult male person living in a rural area in Utah.
34
Merkley, Heather M. "Training Staff Members to Conduct and Implement the Multiple Stimulus Without Replacement (MSWO) Preference Assessment Using Video Modeling." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3572.
Full textAbstract:
For many educators, finding enough time to complete all that is require of them is a daily challenge. Those in special education have the added burden of making sure that their staff members are highly trained in the skills required to work effectively with students. There are many different ways to train staff members, one of which is using a video model. This study looked at the effects of video modeling alone on the training of staff members to use the multiple stimulus without replacement preference assessment. The participants in this study were paraprofessionals who work with preschool students who had a variety of disabilities. Data were collected on how well staff members were able to perform necessary skills to conduct the preference assessment before and after watching a video model. The results of this study showed that staff members could learn a new skill with the use of video modeling as a training tool. Using video modeling as a training tool is an effective way to save educators time while still ensuring that students are benefited.
35
Gonder, F. Carleen. "Wildlife decomposition in west central Montana a preliminary study conducted to provide field investigation material and training for wildlife officers /." CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-09022008-223359/.
Full text
36
Malmberg, Jessica L. "Preventative Behavioral Parent Training: A Preliminary Investigation of Strategies for Preventing At-Risk Children from Developing Later Conduct Problems." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/935.
Full textAbstract:
Children exhibiting conduct problems comprise the largest source of referrals to children's mental health services in this county. Significant research has been conducted in an attempt to identify specific risk factors that result in increased vulnerability of a child developing conduct problems. Knowledge of these factors increases our ability to identify young children who are at greater risk for developing conduct problems. The treatment for conduct problems that possesses the greatest amount of empirical support is behavioral parent training. Yet behavioral parent training fails to address behaviors and risk factors that are present during a child's early development. Preventative behavioral parent training is a very brief primary prevention strategy designed to prevent the development of chronic and age-inappropriate display of conduct problems. This project was an initial longitudinal assessment examining the merits of preventative behavioral parent training as a primary prevention strategy for young children at-risk of developing conduct problems. Results demonstrated that prevention participants were engaging in normative rates of noncompliance and tantruming at 6-month follow-up, whereas comparison children showed a general worsening in their disruptive behaviors over time.
37
Leung, Yuk-Hi Patrick. "An evaluation of a nontraditional job training program for women in Ohio: an evaluation of a pilot project conducted by PREP-Ohio." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1341849547.
Full text
38
Klein, David J. "The implementation of Canon 236 in the Diocese of Camden how spiritual formation is being conducted in the training of permanent deacons /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Full text
39
Bolton, Alexis. "Preventative Behavioral Parent Training: Demonstration of the Immediacy Effects of an Innovative Conduct Problem Prevention Program in Young At-Risk Children." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1345.
Full textAbstract:
Among preschool-aged children, conduct problems (CP) are the number one reason for referral to mental health professionals. Research has consistently indicated that behavioral parent training (BPT) is the most effective technique for treating children’s disruptive behavior; however, there is a lack of research regarding BPT effects in children below the age of 3. Preventive behavioral parent training (PBPT) can be considered a preventive extension of BPT. The purpose of this study was to determine the degree to which PBPT might yield immediate effects in reducing rates of conduct problems (i.e., noncompliance and tantrums) displayed by typically developing young children. Overall, findings indicated that all four child participants displayed decreased rates of noncompliance and tantrums as predicted.
40
Schiller, Ulene. "Development of a training programme for state prosecutors to address re-victimization of the sexually abused child during forensic procedures." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07242006-162500.
Full text
41
Malmberg, Jessica L. "Preventative Behavioral Parent Training in a Primary Care Context: Initial Evaluation of a Universal Prevention Program for Disruptive Behavior Disorders." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1763.
Full textAbstract:
Externalizing behavior problems such as noncompliance, tantrums, and aggression constitutes the most frequently cited reason for referral of young children to mental health clinics. The treatment for conduct problems (CP) that possesses the greatest amount of empirical support is referred to as behavioral parent training (BPT). Yet available data suggest that after accounting for treatment failures and dropouts, only about one third of children receiving BPT benefit significantly. More recently, there has been a shift towards the development of early intervention and prevention models for treating children at-risk for developing CP. While many of these programs have been shown to be effective, they fail to address shortcomings of BPT such as the length of treatment and the context of service delivery. Furthermore, the majority of these programs continue to be classified as selective or indicated prevention programs, thereby targeting children once they have already begun showing elevated levels of disruptive behaviors. More recently, a preventative and abbreviated version of BPT, called preventative behavioral parent training (PBPT), has been developed to address the limitations inherent in BPT. A recent evaluation of PBPT has demonstrated its utility in reducing rates of noncompliance and tantruming in children at-risk for developing CP. This study sought to add to previous findings regarding PBPT by evaluating its effectiveness when disseminated as a universal prevention program within a primary care setting. More specifically, this study aimed to evaluate whether PBPT could be utilized to support parents in learning effective strategies for managing their young child's typical misbehaviors, thereby preventing the development of clinical levels of CP and strengthening the practices of all parents. Results demonstrated that PBPT yielded positive outcomes in regards to both child and parent outcome variables. Furthermore, program evaluation data revealed that the PBPT program was socially acceptable and the strategies discussed were both feasible and effective. Taken together, the current study provides preliminary evidence of the positive proximal impact of the PBPT program. Potential clinical implications of these findings and future directions for research are discussed.
42
Henricsson, Sandra, and Janna Karlberg. "Nya verktyg – nytt föräldraskap? : En studie om Kometprogrammets syfte och påverkan på samspelet mellan förälder och barn." Thesis, Stockholm University, Department of Social Work, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26395.
Full textAbstract:
Parent training programmes is a wide phenomenon in Sweden today and is concidered to be the most effective method for parents with cildren who have conduct problems. The Komet programme is a manualbased parent training programe developed by the city of Stockholm to strengten interaction between parent and child as well as reducing conflicts in families. The aim of this study was to examine the puspose of the Komet programme as well as the influence it may have on interaction between parent and child. To fulfil the purpose six qualitative interviews were conducted, two interviews with professionals from the Komet programme and four interviews with parents who had participated in the Komet programme. A multidimensional tool for interpretation was used, containing normalisationperspective with focus on child upbringing, roletheory and attachmenttheory. The results showed that the parent’s participation in the Komet programme led to a reduction in conflicts within the family as well as improvement in interaction between parent and child. Further more the results showed that all of the parents where insecure in their parentrole before taking part in the Komet programme. After their participation in the Komet programme they all stated a feeling of having received new tools to better handle conflicts within the family. The overall results of the study led to the creation of two new conceptions introduced in the final discussion: The modern problem family and The manualbased parenthood.
43
Collins, Elizabeth. "A portfolio of study, practice and research : relationship of expressed emotion to conduct problems in children and changes during parent training intervention." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/2843/.
Full text
44
Morgan, Geoffrey John Robert. "An exploratory evaluation of a community interactive training programme for parents of children aged birth to five." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3311.
Full textAbstract:
Background: Conduct problems (CPs), a persistent pattern of challenging, oppositional, defiant or aggressive behaviour are a significant concern to educators, families and other professionals. CPs in preschool children are related to poorer educational and social outcomes in addition to a range of behavioural and emotional difficulties. Although there is evidence for hereditary and temperamental influences, parental factors are widely considered to be significant in the development of CPs. Parents experiencing psychological or social distress are considered to be at risk for challenging behaviour in their children. Psychologists and other theorists have suggested several possible reasons for this association. Firstly, it is possible that parents in distress have difficulty managing stress and as a result use harsh, inconsistent or coercive approaches to parenting. Secondly, parents with children who have CPs may be low in parental self efficacy, a consistent belief in their capacity to parent, which leads them to parent ineffectively and inconsistently. A third possibility is that parents in distress struggle to form stable attachments with their children which can lead to later behavioural difficulties. Finally, it is possible that parent’s distress is influenced by external contextual factors which also influence children such as family or social conflict. Studies suggest that training programmes for the parents of preschool children are effective in reducing child behaviour problems. Training approaches are influenced by a combination of psychological theories including behaviourist, social-cognitive, attachment and ecosystemic approaches. There have been many quantitative evaluations supporting the use of parent training programmes (PTPs). However, there has been limited inquiry into the process of PTPs from the perspective of those who attend them. Aims: The first part of this study was designed to evaluate vulnerability factors related to conduct problems; parental self efficacy, stress and child behaviour problems over the course of a community parent training programme designed to help participants to understand and manage the behaviour of young children. The overall research aim was to evaluate the outcomes and process, using different methodologies to address several questions. A realist methodology was applied to evaluating: 1. was there an association between parental stress, parental self efficacy and child behaviour problems at the start of the programme consistent with the established theory? 2. Did the parents attending the course experience higher than expected levels of stress and child behaviour problems? 3. Did quantitative and qualitative data indicate that these vulnerability factors changed over the duration of the course? Finally, an interpretivist methodology was used to explore how parents of young children evaluated as at risk of challenging behaviour described the experience of learning in the programme. Methods: The study utilised a pragmatic approach to evaluation with mixed methods and differing methodologies. At the start of the programme, a cohort of 38 parents agreed to participate in the study prior to the programme and completed self report measures related to parental stress and parental self efficacy. Parents with concerns about the behaviour of a child aged over three also completed a questionnaire relating to child behaviour problems. Of the original cohort, 27 completed self report measures at the end of the programme. 17 parents completed the same measures at a follow up meeting at the Children’s Centre, five to six weeks after the programme was completed. At this meeting 16 parents were interviewed to discuss their experience of the programme and any subsequent changes which had occurred. Results The results of the first part of the evaluation suggested a significant relationship between parental self-efficacy and stress and between stress and child behaviour problems. However, there was no statistical association between self-efficacy and child behaviour problems, as expected. This tentatively indicates that parental self-efficacy is less important in the development of child behaviour problems than has been previously suggested. The analysis of stress data at the start of the programme indicated that the frequency of parents reporting moderate to extremely severe stress was 4.42 times that which would be expected in a typical British cohort. At the start of the programme, frequency of child behaviour problems in the cohort were 5.9 times higher with conduct problems being 9 times what would be expected based on British norms. This suggests that the programme is being accessed by parents whose children are evidencing behaviour problems and, in particular, conduct problems. However, methodological issues are likely to have led to a slight overestimate of relative prevalence of child CPs in the cohort. Results indicated that parents reported significantly increased self efficacy, significantly reduced stress and child behaviour problems, including conduct problems, between the start and end of the programme. Thematic analysis and subsequent content analysis of outcome themes from interviews suggested that the majority of parents interviewed identified changes in parenting behaviour, knowledge, confidence, reduced stress and improved child behaviour as outcomes from the programme. However, changes in the quantitative data were not observed as frequently, reliably or to the same extent in the interview subgroup as they were in the main cohort, suggesting a sampling bias or a discrepancy in findings between methods. The self report data and interviews for all interviewees were then reviewed and interviews with six parents evaluated as having moderate to high stress, social or psychological difficulties and possible child behaviour problems were sampled. These were then re-analysed using a rigorous inductive approach to Thematic Analysis to identify emergent themes relating to the experience of participating and learning through the programme. Six themes emerged from analysis including; Understanding Difficulties, Identifying and Connecting, New Knowledge, Stopping and Thinking, Approach and Interaction and Reconstructing. The Understanding Difficulties theme described the different ways in which parents understood of their difficulties relating to themselves, their children and others which motivated them to attend the programme. The Identifying and Connecting theme described the importance to parents of personal identification with several aspects of the programme in terms of “being understood” in addition to identifying connections with established support, learning objectives and personal development goals. New Knowledge was categorised into three sub-themes of theoretical, practical and contextual. Contextual knowledge was constructed as understanding the experience of other parents, for example, identifying that other parents had similar difficulties. Theoretical knowledge about child behaviour and development encouraged parents to “stop and think” about the reasons for their children’s behaviour. Practical knowledge was constructed as parenting strategies which, when used, helped parents to feel more confident in themselves, more relaxed and more in control. The Stopping and Thinking theme described parents withholding action and considering the motivations for their children’s behaviour or the best approach to interacting with them. Approach and Interaction described changes to the way parents interacted with their children. The parents in question described changed or reconstructed understandings of their children, themselves and their difficulties as a result of participating in the programme. The theoretical implications of analysing the learning experience are that it highlights the importance of personal identification with the course objectives and experience.
45
Kemp, Frederick Willem. "Ethical codes for training staff in South African collieries : a case study / F.W. Kemp." Thesis, North-West University, 2009. http://hdl.handle.net/10394/6393.
Full textAbstract:
The title of the research is "Ethical codes for training staff in South African Collieries -a case study". The research was conducted in coal mining training centres in the Free State,
Gauteng and the Mpumulanga provinces of South Africa.
The objective of the research was to examine ethical codes currently in place internationally and locally. Based on this research the research was then focused on its contribution to the human resource development arena. South African coal mining training centres staff were interviewed regarding how they perceived ethical codes and ethical conduct and the importance of these concepts to their daily work lives.
It was found that training staff were aware of ethical behaviour and conduct. Factors such as age, the type of professional association a person belongs to were found to be significant.
Recommendations were made regarding further research on ethical conduct in other mining products, companies a for human resource development practises.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
46
Yates, James Alexander. "The Jutland controversy : a case study in intra-service politics, with particular reference to the presentation of the battlecruiser fleet's training, conduct and command." Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:4633.
Full text
47
Helker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.
Full textAbstract:
This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.
48
Strydom, Verena Zita. "The support needs of life orientation teachers in the Further Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6837.
Full textAbstract:
Thesis (MEdPsych)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.
49
Lebel, Josée. "Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centre." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:du-12607.
Full textAbstract:
Most science centres in Canada employ science-educated floor staff to motivate visitorsto have fun while enhancing the educational reach of the exhibits. Although bright andsensitive to visitors’ needs, floor staff are rarely consulted in the planning,implementation, and modification phases of an exhibit. Instead, many developmentteams rely on costly third-party evaluations or skip the front-end and formativeevaluations all together, leading to costly errors that could have been avoided. This studywill seek to reveal a correlation between floor staff’s perception of visitors’ interactionswith an exhibit and visitors’ actual experiences. If a correlation exists, a recommendationcould be made to encourage planning teams to include floor staff in the formative andsummative evaluations of an exhibit. This is especially relevant to science centres withlimited budgets and for whom a divide exists between floor staff and management.In this study, a formative evaluation of one exhibit was conducted, measuring both floorstaff’s perceptions of the visitor experience and visitors’ own perceptions of the exhibit.Floor staff were then trained on visitor evaluation methods. A week later, floor staff andvisitors were surveyed a second time on a different exhibit to determine whether anincrease in accuracy existed.The training session increased the specificity of the motivation and comprehensionresponses and the enthusiasm of the staff, but not their ability to predict observedbehaviours with respect to ergonomics, learning indicators, holding power, and successrates. The results revealed that although floor staff underestimated visitors’ success ratesat the exhibits, staff accurately predicted visitors’ behaviours with respect to holdingpower, ergonomics, learning indicators, motivation and comprehension, both before andafter the staff training.
50
Steele, Kelly Dawn. "Report of an internship conducted at the Avalon East School Board including a research project entitled, A survey of counsellors' views of and involvement in parenting skills training programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ42450.pdf.
Full text