Dissertations / Theses: 'Coordinators'

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Bodua-Mango, Kenneth. "Coordinators in Safaliba." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for språk- og kommunikasjonsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-16605.

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This study examines the Safaliba coordinators „ní‟ / „aní‟, „á‟, „ka‟, „chɛ‟ and „bíí‟ in their naturally occurring environments. Safaliba is a Gur language spoken by some 5000 -7000 people in the north-western part of Ghana. The main areas of study include the syntactic categories that each coordinator can coordinate, the semantic properties of each of the coordinators and the pragmatic effect that the use of theses coordinators can have. Combinations of the individual coordinators called compound coordinators are also investigated; discussing the syntactic categories that each compound coordinator can coordinate, their semantic contents and the pragmatic effect that the use of each compound coordinator can have. The main source of data is eight (8) selected and transcribed narratives collected during a two month field work carried out between July and August 2010 in Mandari, the largest Safaliba village. A general background about Safaliba is presented first. Here the language and its people are introduced. Some basic grammatical properties of Safaliba are also presented with the aim of facilitating the reader‟s understanding of various issues as they pertain in Safaliba. These constitute chapters 1and 2. Secondly, the syntactic properties of the coordinators are investigated. Here, the syntactic categories that each coordinator can coordinate are illustrated with relevant examples. At the end of the discussion on the syntactic properties of these coordinators, I look at whether the coordinators in the language adhere to Payne‟s (1985) implicational scale that is assumed to constrain the syntactic properties of coordinators across languages. Next the semantic and pragmatic properties of the coordinators are tackled. Here the discussion tries to assign specific meanings to the various coordinators by separating the meanings from connotations that are pragmatically inferred from the use of these coordinators. An attempt to account for the source of the pragmatically derived connotations is also made here. Last to be discussed are compound coordinators. Here the discussion concerns the definition of compound coordinators and how they are formed. The syntactic categories that each compound coordinator can coordinate are illustrated. Also, specific meaning is assigned to these compound coordinators by separating the pragmatically derived connotations they can carry from the bare meaning of the compounds.

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Shimizu, Derek S. "Mindlink Coordinators, LLC." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262963.

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In the state of California, about one in six adults suffer from some sort of mental illness and about one in twenty of those suffer from a serious mental illness (SMI). In the County of Los Angeles, about 4.5% of the county’s roughly 9.8 million residents suffer from a serious mental illness. Through most of history, mental health care and primary health care have represented two independent systems. The two independent systems have resulted in a double standard of quality of care, accessibility of care, and social stigmas of care. The disconnect leaves mental health care inferior to physical care, where mental illnesses are easily overlooked carrying negative social stigmas with little access. MindLink Coordinators, LLC, a not-for-profit mental health care coordinating organization, looks to bridge a major gap between mental health care and primary health care through care coordination and technology. In conjunction with care coordination, MindLink will provide various services for patients with mental illnesses. MindLink’s purpose will start with serving the Los Angeles County area with the hope of eventually serving patients throughout the state of California.

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Miller, Sally Anne. "A guide for technology coordinators." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1273.

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Renault, Wendy Janet. "Cultural Competence Education for Care Coordinators." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/553.

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Aboriginal people bear a burden of health disparities when compared to non-Aboriginal people in Canada. To date, traditional health-related programs to address these disparities have not been effective. Compounding this problem, the Aboriginal people have also reported dissatisfaction with the healthcare system and the relationships they experience with healthcare providers. However, the literature supports that when providers employ cultural competence in their practice, there is a possibility for improved relationships with patients. Using critical social theory as a framework, the purpose of this project was to conduct a 1-hour class on cultural competence for care coordinators and nurses in a homecare organization in Southern Ontario, and to determine if there was an increase in cultural competence knowledge of Aboriginal people. Fifteen registered nurses attended the educational intervention. Due to the small sample size the non-parametric Wilcoxon signed rank test was used to estimate the difference in scores between pre- and post-test evaluations. Pretest scores were significantly lower than post-test scores (z = -3.05, p < 0.01). Four of the 7 survey items relating to culture affecting daily work, comfort level with cultural competence knowledge, cultural awareness, and addressing power imbalance in the patient provider relationship were individually statistically significant. The findings were supported by comments written in the surveys. It is hoped that the results of this project will be used to demonstrate the importance of cultural competency in care delivery among the Canadian Aboriginal people.

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Hirsch, Barbara Phyllis. "Parenting Coordinators' Practices Recommendations: A Qualitative Study." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71700.

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This qualitative study used a phenomenological approach to understand the experiences of seven parenting coordinators in using parenting coordination practices that they have found to be effective and would recommend to other parenting coordinators to achieve the following goals: educating parents, increasing the quality of parenting and co-parenting, managing conflict, and involving children and other family members in the process of parenting coordination. Data were collected with semi-structured interviews and analyzed using thematic coding. Initial findings suggest that there exists useful practice techniques toward achieving these goals, and supports a practice model informed by the evaluation by parenting coordinators of the efficacy of their chosen methods in the context of their practices. Participants report promoting cooperative co-parenting, stress parental autonomy, and supported parental decision making over parenting coordinator recommendations. Practical implications are discussed.
Master of Science

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Upham, Lois Nicholson. "Relation of Personal Characteristics to Type of Position Among Bibliographic Network Coordinators, Ex-coordinators, and Selected Library Depeartment Heads." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc279122/.

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The objectives of this investigation were two-fold. The first was to determine the personal characteristics of Bibliographic Network Coordinators, both past and present; the second was to compare these identified characteristics with those of persons working in traditional library positions at comparable levels of responsibility.

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Strickland, Katherine Andrea. "Leadership Traits of School Health Coordinators in Tennessee." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1489.

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The purpose of this quantitative study was to explore the leadership traits of the school health coordinators (SHCs) for the state of Tennessee and to determine if self-perceptions of the SHC leadership traits coincide with supervisor and colleague perceptions of SHC leadership traits. The health challenges facing young Americans today are different from those of past decades and child health is a major federal and state policy platform. SHCs work at the nexus of 2 highly regulated and political entities: healthcare and education. Thus, it is critical for SHCs to possess strong leadership traits to navigate through the issues and politics that are inherent in this challenging career. By obtaining information regarding the leadership traits of current SHCs, this research provides insight into best practices and continuing education for current and future leaders. The study population consisted of all SHCs, superintendents, principals, and Healthy School Council members in the state of Tennessee, totaling approximately 3,900. Thirty-nine districts out of 221 provided full responses where the SHC, at least one supervisor, and at least 1 colleague responded to the Leadership Traits Questionnaire (LTQ). Permission to use the LTQ was granted by Peter Northouse, the developer of the questionnaire (Appendix A). Findings indicated that SHC self-reported perceptions of the leadership traits were significantly higher than colleagues' perceptions of the SHCs leadership traits. There were no significant differences between SHCs' perceptions and supervisors' perceptions of the SHC leadership traits. Lastly, within the SHC group only there were no significant differences in the perceptions of self-reported leadership traits between city and county SHCs, years of experience, or number of memberships in professional organizations.

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Contreras, Armijo Jos? Miguel, Villagra Fabian Andr?s Gonz?lez, D?az Mar?a Loreto Hewstone, and L?pez Violeta Susana Madrid. "The cohesive behaviour of central coordinators in english." Tesis, Universidad de Chile, 2013. http://repositorio.uchile.cl/handle/2250/113103.

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Informe de seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa
It is agreed that in order for a stretch of language to constitute a text, it has to form a unified whole (see, for example, Halliday and Hasan, 1976, de Beaugrande and Dressler, 1981, Martins, 1992). Language cannot be seen as mere units in isolation. The components of language, whether grammatical,semantic or pragmatic, have to be interrelated and, in actual language use, they always are. It is at this level that the concept of cohesion becomes of paramount importance because it is a supra-sentential phenomenon (Corval?n and Zenteno, 2009). By supra-sentential, we mean that it is a phenomenon whose boundaries go beyond the sentence and which is related to the meaning conveyed by linguistic units used in combination.

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Valenzuela, Jaime, Iván Ahumada, Andrea Rubilar, Verónica López, and Carolina Urbina. "School Climate Coordinators in Chile: Understanding their Labor Identity." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/123826.

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Addressing school climate and violence in schools requires school management skills. The 2011 School Violence Act in Chile promulgated the mandatory creation of the school climate coordinator (SCC). However, the law did not establish a defined profile, specific functions, or working hours for the SCC, and only recently have school administrators given SCCs more time for this position. This has created a flexible operating framework for the position, which could have implications in terms of the labor identity of the SCCs. This exploratory study employed a qualitative case study. An exploratory focus group was conducted with the school climate committee and three in-depth interviews with the SCC of one municipal school. Content analyses revealed the ambiguity of the SCC figure due to a fragmentation of roles in the areas of pedagogy, administration and school climate, creating a scenario where the roles of teacher, inspector, and SCC are segmented. We discuss how the notion of school climate is separated within the school practice from the dimensions of pedagogy school management, and its possible effects.
Abordar la convivencia y violencia en las escuelas requiere de capacidades de gestión escolar. La Ley de Violencia Escolar en Chile de 2011 promulgó la creación obligatoria de la figura del encargado de convivencia escolar (ECE). Sin embargo, la ley no estableció un perfil definido, funciones específicas, ni horas de trabajo para el ECE, y solo paulatinamente los sostenedores han ido aumentando las horas laborales para ejercer este cargo. Ello ha generado un marco flexible de funcionamiento para el ECE, que podría tener implicancias en la construcción de su identidad laboral. Este estudio exploratorio utilizó un método de investigación cualitativa a partir del desarrollo de un estudio caso único de un ECE. Se produjo información a través de un grupo focal con el comité de convivencia escolar y entrevistas en profundidad al ECE de la escuela. Usando el método de análisis de contenido, los resultados revelan la ambigüedad de la identidad del ECE, por contar con roles segmentados en las áreas de pedagogía, administración y convivencia escolar. Se discute cómo en la práctica escolar la noción de convivencia es separada de las dimensiones de pedagogía y gestión, y cuáles son sus efectos.
L’approche de la coexistence et de la violence dans les écoles nécessite des compétences en gestion scolaire. La loi sur la violence scolaire au Chili de 2011 a promulgué la création obligatoire de la personne en charge de la coexistence scolaire (ECE). Cependant, la loi n’a pas établi de profil défini, de fonctions spécifiques ou d’heures de travail pour la ECE, et ce n’est que progressivement que les partisans ont augmenté leurs heures de travail pour exercer ce poste. Cela a généré un cadre opérationnel souple pour la ECE, ce qui pourrait avoir des implications pour la construction de leur identité de travail. Cette étude exploratoire a utilisé une méthode de recherche qualitative à partir du développement d’une seule étude de cas d’une ECE. L’information a été produite à travers un groupe de discussion avec le comité de coexistence de l’école et des entretiens approfondis avec l’ECE de l’école. À l’aide de la méthode d’analyse de contenu, les résultats révèlent l’ambiguïté de l’identité de la ECE, pour avoir des rôles segmentés dans les domaines de la pédagogie, de l’administration et de la coexistence scolaire. Il est discuté comment dans la pratique scolaire la notion de coexistence est séparée des notions de pédagogie et de gestion, et quels sont leurs effets.
Abordar a convivência e a violência nas escolas requer habilidades de gestão escolar. A Lei de Violência Escolar de 2011 no Chile promulgou a criação obrigatória do coordenador de convivência escolar (CCE). No entanto, a lei não estabeleceu um perfil definido, funções específicas ou horas de trabalho para a CCE, e gradualmente a equipe de suporte estava aumentando o horário de trabalho para essa posição. Isso criou um quadro operacional flexível para a CCE, que poderia ter implicações para a construção de sua identidade de trabalho. Este estudo exploratório utilizou um método de pesquisa qualitativa a partir do desenvolvimento de um único estudo de caso de um CCE. A informação foi produzida através de um grupo focal com o comitê de convivência escolar e entrevistas em profundidade com a CCE da escola. Usando o método de análise de conteúdo, os resultados revelam a ambiguidade da identidade da ECE, porque tem papéis segmentados nas áreas de pedagogia, administração e convivência escolar. É discutido como na prática escolar a noção de convivência é separada das dimensões da pedagogia e gestão, e quais são seus efeitos.

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Chambers, David Scott. "Small College Title IX Coordinators' Response to Male Complainants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5612.

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Male survivors of sexual assault face increased mental health concerns due to commonly held beliefs and lack of quality services. College and university administrators, under guidance provided by the Office for Civil Rights and the Department of Education, must respond to all incidents of sexual misconduct, no matter the gender identity of the complainant or respondent. The purpose of this multiple case study was to investigate how the Title IX Coordinators at small colleges understand and implement governmental guidelines to decrease the secondary victimization experienced by male survivors by analyzing current policies and programs. Critical theory provided the conceptual framework for the study. The participants were 4 Title IX Coordinators employed by small colleges. Two participants were selected from a list of schools under investigation by the Office for Civil Rights and two from a random selection of all small colleges in the United States. Data collection occurred through semistructured interviews with Title IX Coordinators and a review of services provided to survivors of sexual assault. Analysis of the data included cross-case synthesis to identify emergent themes. Participants focused on the equality of services provided to all survivors; however, more focus should be placed on equity in services to overcome the oppression facing male survivors. Training involving the collegiate and surrounding communities may achieve the social change needed to support male survivors of sexual assault. Title IX Coordinators may act as catalysts of social change that begins on campus and expands to the surrounding community.

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Fu, Chen-Chang. "Technical training needs assessment of Wisconsin high school technology coordinators." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fuc.pdf.

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Gomez, Lina Maria. "The selection of counties and locations of field site coordinators." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=67.

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Thesis (M.S.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains x, 143 p. : ill. (some col.), maps (some col.). Includes abstract. Includes bibliographical references (p. 86-94).

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Mason, Robert. "Burnout Among Head Start Social Services Coordinators in Region IV." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2580.

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The project was designed to study the nature of the burnout phenomenon among Head Start Social Services Coordinators in eight southeastern states. The association of age, sex, marital status, years employed, program size, caseload, race, education and perceived level of stress to the three subscales of the Maslach Burnout Inventory (MBI) were correlated on a population of 59 coordinators representing 25% of the total population. Years employed was shown to be negatively correlated to the Emotional Exhaustion subscale. Perceived stress levels due to workload were most strongly associated with emotional exhaustion. Relationship to the other factors studied was not significant. The findings provide support for the contention that burnout does exist among members of this population and that steps need to be taken at the individual and agency levels to combat the stressful conditions related to burnout. While emotional exhaustion and lack of personal accomplishment were shown to exist, the subjects showed little to no evidence of depersonalization in working with their clients.

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Salhani, Karim Salhani Rafic. "Understanding the Potential of University Teachers to Become Unit Coordinators." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5036.

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Current reports estimate that 1 in 5 unit coordinators at universities resign each year. When it comes to management of talent, universities lag behind other industries. The problem is university leaders lack empirical ways of identifying future leaders to ensure the survival and growth of the institution. The purpose of this study was to understand how university teachers demonstrate formal leadership potential by uncovering the main behavioral patterns, personal characteristics, tasks, and relationship-building activities of teachers that enable them to become excellent candidates for leading a department. With the Leadership Potential BluePrint as a conceptual framework, a multiple-case study design fostered the collection of data through in-depth interviews with 20 unit coordinators at universities in Lebanon. The results of a multiple-case and cross-case analysis suggest that successful unit coordinators are interpersonally skilled, collegial, emotionally mature, resilient, multitasking, driven, open, assertive, and cognitively intelligent. In terms of behaviors, they ensure an abundance of interactions, encourage teamwork, build consensus, delegate tasks and responsibilities, hold an open-door policy, motivate, inspire and develop others, ensure their physical presence in the department, foster an environment of honesty and transparency, and build trust in the workplace. This study is likely to produce a positive impact on university teachers' professional opportunities and students' postgraduate lives because of a better access to and development of unit coordinators.

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Nentrup, Randall. "Emergency Hazardous Materials Incidents: Case Studies for EPA Federal OnScene Coordinators." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etsu-works/8562.

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Baxter, Marissa Elizabeth. "CARE COORDINATION PRACTICES AMONG ILLINOIS PEDIATRICIANS AND EARLY INTERVENTION SERVICE COORDINATORS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1146.

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Over the course of the past three decades, largely due to advances in technology, there has been growth in the fields of early intervention (EI) and pediatrics for infants/toddlers with special health care needs (SHCN). This growth has also brought about a change in the relationship between pediatricians and EI service coordinators, creating an increased need for communication and collaboration between these groups of professionals. In order to address these changes, the American Academy of Pediatrics (AAP) presented recommendations for care coordination and stressed the placement of care coordination practices in the medical and developmental plans of infants/toddlers with SHCN. There have also been recommendations about communication and collaboration strategies from experts in the EI field. The medical home framework and Part C (EI) of the Individuals with Disabilities Education Act (IDEA) seek to establish care coordination systems with a family-centered focus of care. The purpose of this study is to examine care coordination within the context of the pediatric medical home and EI service coordination. Eighty- two pediatricians (n=1746, 4.7%) and 52 service coordinators (n=468, 11.1%) returned The Care Coordination Survey. Responses to the 40-item quantitative survey were analyzed using descriptive statistics and independent sample t-tests. Results indicated that pediatricians and service coordinators are implementing a number of key care coordination practices such as being available to clients/patients at their convenience. However, it was also found that both groups of professionals are not consistently providing a number of recommended care coordination practices such as sharing information between disciplines (e.g., contact information, assessment results). The results also offer implications across disciplines and reveal a need for future research in areas, such as training models across disciplines and developing a care coordination model to fit both disciplines.

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Webb, Liz. "Dangers, risks and blaming : the discourses and narratives of child protection coordinators." Thesis, University of East London, 2003. http://roar.uel.ac.uk/1263/.

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This thesis addressesth e impact of the child abusei nquiries of the mid-late 1980so n policy and practice in the field of childcare. Challenging social workers' claims for expertise in this area of work, these inquiries created a significant legitimation crisis for the profession, fracturing prior commitments and modes of knowledge and informing an increasingly bureaucratised approach to the protection of children. Located at the centre of such developments, the role of child protection coordinator carried a complex agenda, with rationally framed role responsibilities being throughout infused by the intense anxieties surrounding this area of work. Thus, drawing on interviews with 14 coordinators, together with contemporary documentary and academic materials, this thesis provides a detailed analysis of post-inquiry child protection policies and practices. Firstly, referring to sociological theories of risk, the contradictory recommendations of the Beckford and Cleveland reports are located in the discursive split between `determinate' and `reflexive' approaches to knowledge. Secondly, psychoanalytical concepts are used to analyse the complex emotional climate provoked by these inquiries and the, ultimately regressive, professional retreat into a somewhat victimised stance. Thirdly, analysis of the coordinators' accounts reveals the inter-penetration of these discursive and emotional trajectories across both social services and interagency contexts. Whilst confirming the dominance of defensively driven practices, this analysis also identifies the persistence of other, more reflectively framed, developments. Fourthly, the extreme, and contrasting, patterns of career identity evidenced in the coordinators' texts are perceived as reflecting the internalisation of variant discursive and emotional themes, whilst also exposing an unthinkable core at the heart of this work. Finally, extending the analysis to other contemporary sources, the conclusion addressesth e associativel ink betweent heseu nthinkable anxieties and the failure of expertise, with the recommendations stemming from this research addressing the necessary interpretative underpinning to any possibility of change.

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Jordan, Tamara. "Campus Behavior Coordinators' Perspectives of Student Discipline among Females in Middle School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5357.

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Student discipline issues can impact student achievement and disrupt the learning process in the school setting. Behavioral issues among female students have become prevalent in public schools, and disciplinary rates of African American female students are disproportionately high. School administrators have the responsibility to manage student discipline on their school campuses while ensuring a positive and safe learning environment for all students. Previous researchers have focused on student discipline of male students; there have been limited studies on the perspectives of school administrators on disciplinary practices for female students. The purpose of this study was to gain the perspectives of campus behavior coordinators (CBCs), school administrators designated by law to effectively manage student discipline on Texas public school campuses; specifically regarding female students. Social learning and labeling theories framed this generic qualitative study. Purposive sampling and discipline scenarios were used to collect in person data from 8 CBCs at 6 junior high schools in a public school district in Texas. Data content analysis entailed identifying emerging codes and themes from audiotaped and transcribed interviews. The findings of the study led to 6 themes identified; realtionships with students, student behavioral supports, traditional discipline practices, mandatory discipline practices, discipline concerns for female students, and school climate. The impact for social change will inform discipline practices of school administrators for female students; bring awareness of the state mandate and its implementation by school administrators, determine best practices to address student discipline, and explore behavioral supports for female students.

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Kirkman, Colin Peter. "The development of information technology in secondary schools under the National Curriculum." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244967.

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Smith, Marilyn Elizabeth. "A study of perceptions between the actual role and the ideal role of learning resource center coordinators/instructors as reported by administrators, vocational instructors, and learning resource center coordinators/instructors /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711446.

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Kelly, Corey Rose. "Navigating Complexity: The Challenging Role of Title IX Coordinators in Campus Sexual Assault." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108367.

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Thesis advisor: Heather T. Rowan-Kenyon
The purpose of this study on university handling of Campus Sexual Assault (CSA) was to understand the experiences of Title IX Coordinators as key administrators in this work. CSA continues to be a pervasive problem, and the dialogue on campuses and externally is highly contentious. Guidance from the federal government, combined with a recent surge in lawsuits against universities, have created a precarious legal context for CSA that is exceedingly difficult for universities to manage. How institutions handle the array of moving parts with CSA is largely absent from the current literature. This study interviewed university Title IX Coordinators, who are responsible for overseeing the institutional response to CSA and therefore are uniquely positioned to offer insight into how universities are handling the problem and the internal and external factors that are playing a role. Sixteen interviews were conducted of Title IX Coordinators responsible for overseeing student CSA matters at NCAA Division I institutions. The research questions guiding this study included: (a) how do Title IX Coordinators handle and carry out their responsibilities related to CSA; what shapes the ways in which Title IX Coordinators handle their responsibilities related to CSA, and (b) how does university culture influence Title IX Coordinators’ work related to CSA? The theory that emerged from the data indicates that Title IX Coordinators have an array of complexities to navigate in their CSA work, stemming from an interplay of both internal and external pressures and factors, that can lead to a range of outcomes that are most often negative. Using grounded theory methodological procedures, a theory and visual model were generated to explain the interactions among the following components: Title IX Coordinator values and priorities; processes involved in CSA work; university culture and structure; collaboration with and management of university partners; the legal landscape and external context; and case outcomes and Title IX Coordinator impact. The theory has implications for policy, for Title IX Coordinators and universities, and for future research
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Janes, Jill L. "The Sensemaking Experience of Newly Appointed District Teacher Leader Coordinators: A Case Study." UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/15.

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In an effort to address diverse needs in K-12 education, policymakers have proposed initiatives to increase the leadership opportunities for classroom teachers. Although teachers have undertaken leadership roles in schools throughout history, the notion of teacher leadership spurred by policy is in the emergent stages. As educators and leaders in various roles implement teacher leadership policy, learning must ensue at both an individual and collective level to adapt schools to a new model of leadership. This study examined how district-level teacher leader coordinators in one Iowa region came to understand their role as leaders. A case study approach illuminated the experience of these individuals as Iowa teacher leadership policy was initially implemented. Data were collected through the use of interviews, observations, and document reviews. Participants included district-level teacher leader coordinators and regional leaders supporting teacher leadership to gain insights from multiple levels of policy implementation. The findings of this study identified themes for sensemaking and leading within the teacher leader coordinator’s role. The study revealed that coordinators were guided in learning their new teacher leadership roles through both formal policy guidance and informal interactions with leaders and peers. Coordinators enacted their leadership roles in a bridge building capacity, linking other teacher leaders to resources and modeling leadership processes and actions.

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McKinney, Molly A. "Perceptions and Practices of University Sexual Violence Prevention Activities Coordinators: A National Survey." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493300384763405.

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Golsan, Kathryn B. "COMMUNICATION GTA COORDINATORS' IMPLEMENTATION OF DIVERSITY AND DIFFERENCE WITHIN GTA TRAINING AND DEVELOPMENT." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1891.

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This dissertation sought to unpack the ways in which GTACs understand the concepts of diversity and difference as they integrate them into communication GTA professional training and development, how GTACs integrate diversity and difference into communication GTA professional training and development, and the barriers surround the integration of diversity and difference into communication GTA professional training and development. I conducted interviews with 8 GTACs, using semi-structured interview design combined with expert interview processes, to address these questions. Using grounded theory methods, I coded the interview data and thematized them as a way to make sense of participant statements in relation to the research questions. The findings of the research show that GTACs’ perceptions regarding diversity and difference, GTA training, and barriers to training are important parts of their positions and are communicatively rich areas of analysis. Finally, I discuss the theoretical, institutional, and pedagogical dimensions of my findings. To conclude, I invite readers to consider my future recommendations and to create ways to evaluate their effectiveness toward liberatory goals—goals that should always evolve and lead us toward a path of justice, peace, and equity.

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Monero, D. "Discrepancies between service users' and care coordinators' views of need and service engagement." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445700/.

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Service engagement is paramount in ensuring effective services are delivered to help people with long-term mental health problems. Another important issue is the extent to which service users and professionals agree on recovery priorities so that these can be translated into needs to be met. Although the disagreement between service users and clinicians on opinions of need status (met or unmet) has been related to several clinical and functional outcomes the impact of discrepant views on service engagement has not been fully explored. This pilot study aimed to examine the association between differences in care coordinator and service user views of "Getting Better", need status and service engagement. A total of 30 service users with a psychotic diagnosis and their care coordinators completed a What Getting Better Means Questionnaire and the Camberwell Assessment of Need Short Appraisal Scale to compare their recovery priorities and beliefs about need status. Service engagement as was measured by the Service Engagement Scale alongside the helping alliance (Helping Alliance Scale) and services users' adjustment to psychosis (Recovery Style Questionnaire) were assessed. The result of this pilot investigation failed to support the main hypothesis that higher disagreement between staff and services users on recovery priorities and need status could lead to lower levels of service engagement. However a statistically significant correlation between staff-client agreement and the helping alliance was detected. In addition it was found that higher unmet needs and service engagement were correlated. Findings were understood in terms of health belief models. Clinical implications for the experimental results were explored.

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Ordway, Ann M. "The experiences of parenting coordinators working with couples engaged in intimate partner violence." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3715.

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In families where parents present with intimate partner violence dynamics, courts routinely impose restraints restricting communications between those parents. However, the same courts also routinely fashion arrangements whereby those same parents share custody of their children. Children in families with this dynamic are often used as communication facilitators and triangulated by parental conflict. This grounded theory study generated a theory about parenting coordination work with high conflict couples with intimate partner violence dynamics. This theory may have utility for parenting coordinators working more effectively with the described population. Semi-structured interviews were conducted with 10 professional parenting coordinators who have worked with high conflict parents with intimate partner violence. The qualitative data collected were analyzed through open, axial, and selective coding procedures with the additional use of research/mentor triangulation and researcher journaling. Results of this study yielded adaptive parenting coordination for intimate partner violence theory (APCIPV). This theory incorporates findings that specific modifications to the parenting coordination process, along with a concentrated effort to implement structured communication techniques and focused monitoring of exchanges between the parties can lead to coparenting despite the intimate partner violence dynamic. Further, it was revealed that high conflict parents, in general, often present with and report many of the same problematic behaviors even without a formal adjudication of domestic violence. Findings from this study can serve as an evidence basis for promoting the use of parenting coordinators as communication facilitators between high conflict parents with intimate partner violence to remove children from familial triangulation.

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Moyle, Jodie L. "Centred voices : A study of the lived experience of women's health centre coordinators." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1221.

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The purpose of this phenomenological study is to explore and describe the lived experience of women's health centre coordinators. In addition to the intrinsic value of telling these women's stories, this research provides data which can he used to strengthen the economic, political, organisational and social position of women’s health centres and the women who work in them. Four women managers from regional urban women's health centres in Australia were interviewed about their subjective experiences with respect to their current working roles. Interviews were audio taped, transcribed and coded to produce themes and to preserve anonymity. Data was analysed using Colaizzi’s phenomenological method. Credibility and validity of data was enhanced by the use of multiple interviews, member checks, a pilot study and a clearly identifiable audit trail. The findings of the study reveal that the main themes relating to the experience of women's health centre coordinators are: the importance of shared principles, passions and rewards: their feminist leadership role as managers of a specialist health service; working with the wider system: and the demanding nature of their job. Theoretical sensitivity is demonstrated by re-analysing the emergent themes and descriptions obtained from the data- against the backdrop of the current social, economic and political climate of women's health in Australia. This second order analysis reveals the processes and strategies employed by women’s health centre coordinators in carrying out their work, and highlights the many factors that have influenced their development as feminist managers. Furthermore, the findings suggest that the experience of women's health centre coordinators in this study parallels those of feminist managers elsewhere, and as such, this thesis represents a significant contribution to the dearth of literature on women managers working in feminist, consumer-based organisations.

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Schlichting, Douglas E. "Research Nurse Coordinators’ Perception of Relationship with Patients Enrolled in a Clinical Research Study." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107235.

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Thesis advisor: Dorothy Jones
Background/Purpose: The growth of clinical research trials to improve patient outcomes has significantly affected nursing and the implementation of the nurse research coordinator role. The purpose of this study was to explore how the research nurse coordinator (RNC) perceives this role and associated responsibilities for patients enrolled in a clinical research study and associated problems and ethical tensions that emerge during the delivery of a clinical research protocol. The research questions were 1) How does the RNC perceive his or her role responsibility for patients enrolled in a clinical trial? 2) Does the nurse experience ethical tension during the implementation of the RNC role? Methods: A qualitative descriptive study was used to answer the questions. RNCs from a large Northeastern teaching hospital participated in 1:1 interviews with the investigator. Data were analyzed for this study according to the methods described in Lincoln and Guba (1985) for qualitative research and presented as themes. Results: Eleven RNC participated in the study. Data from the interviews were distilled into five final themes: 1) The RNC develops intentional and mutual relationships with patients and their families that fosters trust; 2) In coming to know the patient the RNC as a clinical expert is able to advocate for the unique needs of patients enrolled in clinical trials; 3) The RNC is respected by the team for his or her skills and as a result is able to practice autonomously; 4) In reflecting on past experiences, RNCs identify with medical science philosophy of cure as opposed to nursing’s one of caring/healing and; 5) In reflecting on some aspects of clinical trials, RNCs recognize ethical tensions and as such are able to influence protocol implementation and future studies. Knowledge gained from this study provides insights about the RNC role perception and highlighted multiple dimensions of care delivery faced by nurses who practice as an RNC. The study participants described practicing in the RNC role with clarity about the role and described practicing with autonomy and independence
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing

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Radford, Rebecca. "Care coordinators' responses to clients' trauma : the role of coping and perceived organisational support." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12507/.

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Research suggests that working with trauma survivors can result in a range of negative effects including ‘vicarious trauma’, ‘secondary trauma’, ‘compassion fatigue’ and ‘burnout’ amongst other things. Although the impact of being exposed to traumatic stories has been investigated in a range of professionals no studies to date have explored the impact of this on UK mental health workers known as care coordinators. The aim of this study was to explore a sample of care coordinators responses to client’s traumatic stories and the role of coping and perceived organisational support. Twelve UK care coordinators (community psychiatric nurses, occupational therapists and social workers) from two NHS mental health recovery teams completed interviews about their experiences of hearing clients’ traumatic experiences. Grounded theory was employed to analyse the interviews. The care coordinators heard traumatic stories in their role and were ‘active participants’ in these disclosures. They also experienced short and long-term levels of distress which included a range of negative emotions, a mixture of positive and negative responses and a broadening of their perspectives on themselves, their clients and the world. Care coordinators also developed a range of individual coping strategies, experienced individual and organisational barriers to seeking support and experienced limited organisational support for hearing traumatic stories. This is the first UK study to investigate care coordinators’ responses to clients’ traumatic experiences. Therefore further exploratory studies are required in addition to studies with larger sample sizes and measures of trauma related symptoms.

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Makubung, Abram. "The role of IQMS coordinators and subject advisors in the professional development of educators." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62882.

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The purpose of this study was to explore in-depth, the role of Integrated Quality Management System coordinators and the role of subject advisors in the professional development of educators in the Tshwane South district and Northern Gauteng district of the Gauteng Department of Education. This qualitative research study used a case study design - the case being the role of two sets of district officials in educator professional development. This study was framed by the four main roles of the district officials as stipulated by the Personnel Administration Measures (1996), namely planning, support, supervision and educator engagement. These four main concepts were not just a point of reference but the conceptual framework underpinning the study. Altogether, eight district officials took part in this study. Semi-structured interviews were employed as data collection strategy in this study. The findings of this study were that the role of officials in planning EPD is varied and often overlaps, that support is mainly provide through school visits, but other means of support are also employed when required, that supervision and oversight is not always developmental in nature, and finally that educator engagement is often insufficient and does not always engage educators in the processes and planning of EPD. The study put forward recommendations that advance planning, advocacy and training for the implementation of IQMS be done, that professional development activities endorsed by SACE be adopted throughout the system, that a change of focus from monitoring and accountability methods in educator professional development to developmental supervision be adopted, and consultation and engagement with educators in designing and planning professional development activities be prioritised.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted

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Herbster, Heather. "Special Education Eligibility and the Category of Deafblindness: Examining the Perspectives of Case Coordinators." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440280369.

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Jones, Rodney Sinelair. "Hospital Preparedness: Effects of Designated Preparedness Coordinators on Hospital Preparedness for Special Hazard Classes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2550.

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Since 9/11, little statistical rigor has been placed on identifying the correlates of hospital preparedness. This quantitative study explores the research question: Is there a correlation between the employment of a designated hospital preparedness coordinator and the reported level of preparedness for: (a) general preparedness; (b) chemical, biological, radiological, and nuclear (CBRN) events; (c) pandemic disease outbreaks; (d) mass casualty events; and (e) internal infrastructure failure, as assessed by an online survey. Alternative analysis was conducted to assess the relationship between access to resources and the 5 dependent variables. Using complexity theory as the theoretical framework, point biserial correlation and Pearson's method were used to assess the relations between the dependent and independent variables. Initially, no statistically significant correlative relationship was found using point biserial analysis. However, further analysis found that the correlation between full-time employment of a preparedness coordinator and pandemic preparedness reached significance. Point biserial analysis of the alternative research questions found statistically significant correlations between access to preparedness resources, CBRN, pandemic, and infrastructure failure preparedness. Pearson analysis found a statistically significant correlation between single facility coordinator responsibilities and pandemic preparedness. This identifies at least 2 significant correlates of hospital preparedness. Positive social change can be achieved by identifying strategies that leverage these assets in a fiscally sustainable constructs that maximize hospitals' ability to effectively serve the community in disasters but that do not so heavily rely on government funding and grants in a world of ever-changing priorities.

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Pollard, Anna, and apollard@parade vic edu au. "The Professional Development and Training Needs of Literacy Coordinators in Secondary Schools in Victoria, Australia." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080514.122251.

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The research presented in this thesis investigates the professional development and training needs of Literacy Coordinators in secondary schools in Victoria, Australia. This study augments the extensive body of research pertaining to knowledge about literacy programs, theory and pedagogy and it aims to explore a further dimension relating to the skills and knowledge that Literacy Coordinators need to acquire and apply in order to successfully manage their programs. The research paradigm of this study, as described by Guba and Lincoln (1994), uses constructivist (naturalistic) inquiry methodology and a case study approach. The collection of the data in these case studies has been achieved using a semi-ethnographic approach described by Denzin and Lincoln (2000) where the researcher observes the classroom program as a non-participant observer and engages in active collaborative reflection and analysis of the key knowledge and strategies required for successful p rogram management, in conjunction with the Literacy Coordinator participants. This study has also employed purposeful sampling (Patton, 1990) in the selection of the Literacy Coordinator participants and their schools and incorporates the use of teacher's voice in the construction and interpretation of key issues. The literature review examines the conceptualisation of literacy learning with a focus on the past three decades and explores current leadership and management theory as an integral component of program provision. A historical background to the industrial and political influences on the provision of literacy support for the purpose of raising the literacy achievement of students in secondary schools in Victoria is also provided. The value and relevance of having a theory that informs the Literacy Coordinators' practice is explored. The importance of professional development through participant observation and shared retelling and collaborative interpretation of the events is also examined. The case studies highlight the need for training in program design, diagnosing of student needs and for training for the leadership component of the role. The data collection involved six school sites and six Literacy Coordinators employed in secondary schools in the Northern metropolitan region of Melbourne, Victoria, Australia. Data included key informant interviews, curriculum and strategic planning documents and program materials. A number of key skills and knowledge criteria emerged as key factors in successful program management. They include the need for time and appropriate resources to effectively manage the program; the need for Literacy Coordinators to be trained in selecting and designing content, the need to master pedagogical knowledge related to literacy program provision and the need for training in the use of testing instruments and interpretation of testing data. Other key knowledge and skill requirements include training in management, the ability to develop effective partnerships and the ability to build and maintain teams. Recommendations for enhancing professional practice flow from this thesis; they have most relevance to Literacy Coordinators and other program leaders and for principals, policy makers and tertiary educators.

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Rutland, Julie Harp. "Service coordinators' use of routines to develop early intervention outcomes a study of Kentucky's IFSPs /." Lexington, Ky. : [University of Kentucky Libraries], 2007. http://lib.uky.edu/ETD/ukysped2007t00615/julierutlandthesis.pdf.

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Thesis (M.S.)--University of Kentucky, 2007.
Title from document title page (viewed on August 7, 2007). Document formatted into pages; contains: vii, 80 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 72-79).

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Robertson, Jeanette Suzanne. "Addressing professional suitability in social work education : the experience and approach of field education coordinators." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23031.

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The purpose of this research is to better understand the experience and approach of field education coordinators/directors in addressing student professional suitability in social work education so their insights can inform ongoing conversations within professional education programs on how to exercise ‘gatekeeping’ responsibilities. The study begins with a critical reflection of my five year experience as a coordinator, which leads into a comprehensive review of the literature, followed by an analysis and discussion of information collected from a focus group with eight coordinators from across Canada, and an extensive web-based survey questionnaire administered to all current, and some former social work field education coordinators in Canada. In brief, the results of this study reinforce the perception found in social work literature that gatekeeping predominantly falls to the field component of social work education. Field education coordinators report regularly encountering cases in which student’ behaviours call into question their suitability for the profession. They perceive the field to hold the highest expectation of them to assess and address student professional suitability, followed by faculty, administration, the accreditation body, and students, and they assign a high level of importance to having an approach to addressing such concerns within their practice. They report employing a number of pre- and post-placement measures to addressing suitability concerns. However, current perceptions of gatekeeping as potentially oppressive and contrary to social work values creates tension in their experience that is exacerbated by workload pressures, and by the lack of clear criteria for determining suitability within school policies and accreditation standards. Respondents emphasized that more opportunities for dialogue between coordinators, faculty, administration, and field educators is needed. Also, although the majority reported relative satisfaction with their skills and knowledge, they suggested that further training and education would be beneficial, and strongly recommended that faculty, field, and administration participate in this education. Finally, a number of respondents also expressed the need for more support for their role and the field program in general within their school, and expressed concern for an apparent lack of institutional support for addressing professional suitability.

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Rutland, Julie Harp. "SERVICE COORDINATORS USE OF ROUTINES TO DEVELOP EARLY INTERVENTION OUTOMES: A STUDY OF KENTUCKYS IFSPS." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_theses/455.

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Current legislation and recommended practice have a primary focus on Early Intervention that meets the priorities set forth by families with children who have disabilities. Many theories and current research emphasize the importance of delivering services in a way that supports families to enhance the development of their children through models that reflect the recommendations. Although there are multiple contributions to what is recommended for family-centered philosophy and practice, one single document, the IFSP, guides the delivery of services.Using the content of 91 IFSPs from the state of Kentucky, 8 indicators were analyzed along with service coordinator demographics. This tool was used to determine the frequency of identified unsatisfactory routines that were used as the foundation for outcome development, if service coordinator demographics impacted this process and if certain domains lent more opportunity for inclusion in outcomes. In addition, frequency of sibling inclusion in priorities, concerns, outcomes and strategies were analyzed.Findings indicate that approximately 50% of the routines identified as unsatisfactory were used in outcome development. Significant interactions between service coordinator demographics were discovered as well as a strong correlation between routines and domain. Sibling interaction is discussed as well as limitations and future research.

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Miller, Elizabeth M. "Balancing Compassion Satisfaction and Compassion Fatigue| The Professional Quality of Life of Title IX Coordinators." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825128.

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Title IX Coordinators are educational administrators who play a critical role in providing campus environments free of sex discrimination, harassment, and violence. Their work is demanding, highly regulated, and set in an increasingly volatile political context. There is little research on the experiences of these administrators. Utilizing the Professional Quality of Life framework, this qualitative study explored the experiences of 20 Title IX Coordinators to understand their professional quality of life and organizational factors that influence their experiences. Findings revealed participants’ satisfaction was drawn from passion for “the work” and making a positive impact in their communities, and fatigue and burnout were tied to an intense and overwhelming workload. While fatigue can lead to a breaking point, moderating influences, e.g., coping strategies and balancing compassion with neutrality, mitigated negative factors. Institutional resistance and lack of understanding across stakeholders contributed to compassion fatigue, while institutional commitment and supportive interpersonal relationships affirmed the Title IX Coordinator’s experience. Implications include expanding the Title IX Coordinator’s passion for gender equity across the institution, and building institutional capacity to adequately respond to complaints, to benefit both the experience of the Title IX Coordinator and campus communities at large. Recommendations for policy and practice include creating Title IX teams, institutionalizing campus climate surveys, and supervision committed to building supportive working environments. Future research is recommended on how intersecting identities influence the Title IX Coordinator experience, and understanding campus attitudes toward Title IX and other civil-rights based responsibilities among constituent groups.

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Calvert, Eric C. "Linked Leadership: The Role of Technology in Gifted Education Coordinators' Approaches to Informed Decision Making." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1334671069.

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Lyles, Ivory W. "The administrative role of the Mississippi County extension coordinators : importance, expectations, behaviors and training needs /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676847118234.

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O'Sullivan, William F. "Citizenship education : an investigation of Crick's model and citizenship coordinators' perceptions of the subject's purpose." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2130/.

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In 2002 the delivery of Citizenship Education, at Key Stages Three and Four, became compulsory in English Schools. The National Curriculum Order (QCA, 1999), which defined the nature of this new subject, drew heavily on the report by the Advisory Group on Education for Citizenship and the Teaching of Democracy (The Crick Report) (QCA, 1998). This thesis examines Crick’s model of citizenship education and the way that it is perceived by citizenship coordinators, those teachers most directly responsible for its delivery. The research methodology involved two major components; a literature based analysis of Crick’s model and semi structured interviews with ten citizenship coordinators. My findings relate to four key research questions. What underlying principles and philosophies exist regarding the purpose of citizenship education in a Liberal Democracy? Which principles and philosophies did the Crick Report adopt and how are these reflected in the National Curriculum subject of ‘Citizenship Education’? What do citizenship coordinators perceive as the purpose of Citizenship Education, and to what extent is their approach influenced by theory and policy issues? And finally, Could a greater understanding of the philosophical underpinnings of Citizenship Education among citizenship coordinators, improve its provision? With regard to the first two questions I argue that Crick established a sensible compromise position between competing conservative and progressive interpretations of the subject’s purpose. With regard to the third, the interviews with citizenship coordinators indicate that whilst all showed progressive intentions for the subject the majority (80%) showed a lack of consistency in their approach, often demonstrating a much more conservative approach than they intended. I suggest that the reason for this is a combination of two factors; a lack of conceptual understanding and the impact of various policy pressures. Finally, addressing the fourth question, I argue that a clear understanding of the subject’s philosophical underpinnings could have a positive impact on the problem, and make recommendations about how this may be achieve through adjustments to both government policy and schools’ training programmes.

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Lewis, Dawn M. "A qualitative case study| Hospital emergency preparedness coordinators' perspectives of preparing for and responding to incidents." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746279.

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The purpose of this case study was to explore the perceptions and experiences of hospital emergency preparedness coordinators of preparing for and responding to incidents. Stakeholder and protection motivation theories provided the theoretical framework for the study. The nonprobability sampling technique of purposive sample was used to identify 10 hospital preparedness coordinators employed at acute care hospitals with emergency departments located in Connecticut and Massachusetts. A field-tested researcher developed 20-question interview questionnaire guided data collection. This qualitative case study answers the questions: What are hospital emergency preparedness coordinators perspectives of hospital preparedness? How do hospital emergency preparedness coordinators prepare for a hospital incident? How do hospital emergency preparedness coordinators respond to a hospital incident? What factors do hospital emergency preparedness coordinators believe best prepares a hospital for incidents? Ranked in order of replication, the researcher identified three themes using first and second cycle coding techniques with pattern coding: (a) planning, (b) training, and (c) communication. Control and motivation emerged as subthemes. Results of the study provide detail rich data for hospital emergency preparedness coordinators, and provide insight and information for stakeholders from all types of private and public organizations to improve hospital emergency preparedness programs.

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Clarke, Rochelle S. "Uncovering Meanings of Death, Trauma, and Loss as Experienced by Hospice Bereavement Coordinators: A Phenomenological Study." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/12.

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This study examined the experiences of Hospice Bereavement Coordinators (HBCs) and Hospice Chaplains working with grief narratives from patient-family units exhibiting signs of anticipatory or complicated grief. While a significant amount of research has been conducted on Hospice employees, no qualitative studies have examined the interpretation of meaning from employees whose primary role focused on the psychosocial-spiritual aspects of clients exhibiting anticipatory or complicated grief. The researcher identified shared meaning of death, trauma, and loss from six participants in the context of a high stress and high loss environment. This study‘s findings revealed ten central themes: Death is an earthly transition to immortality; Death is an intense progression; Trauma is an interpretive response to a bad experience; Trauma highlights quality of life; Loss is an adaptation to change; Loss highlights self-awareness about mortality; Cases impact views of death, trauma, and loss; Influences of spirituality; Stressful aspects of working in hospice settings; and Methods of coping. Through this study, the researcher captured five elements of the shared phenomena: the conflicting nature of anticipatory or complicated grief with the participant‘s interpretation of death; the acknowledgement of loss as the next stage for survivors of the deceased; the instability patient-family units exhibiting anticipatory or complicated grief faced; the role of faith; and the proactive efforts of participants to create a balance between work and their personal life. These meanings contributed to the continued need for future qualitative studies whereby the lived experiences of Hospice employees could be expressed to assist with the development of structured training programs specific to the requirements outlined by the nature of their work.

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Shylo, Karen Ruth. "The interrelationship of demographic charactersitics, Myers-Briggs personality preferences and perceived competence of career education coordinators /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580264504.

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McPherson, Donald R. "How do federal programs coordinators navigate under No Child Left Behind? a case study of Alabama /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/mcpherson.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Additional advisors: Martha Barber, Margaret Rice, William Boyd Rogan, Foster Watkins. Description based on contents viewed Oct. 8, 2008; title from PDF t.p. Includes bibliographical references (p. 136-143).

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Bull, A. P. A. "Advance directives or living wills- some reflections from general practitioners and frail care coordinators in a small town in KwaZulu Natal." Thesis, Stellenbosch : University of Stellenbosch, 2015. http://hdl.handle.net/10019.1/97224.

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Background: - Living wills have long been associated with end-of- life care. This study explored the promotion and use of living wills amongst general practitioners and frail care nursing coordinators directly involved in the care of the elderly in Howick, Kwa-Zulu Natal. The study also explored their views regarding the proforma living will disseminated by the Living Will Society. Participants: - Seven general practitioners and three frail care nursing coordinators, making ten in total. Design: - Qualitative in-depth interviews and analysis, using the Framework method. Results:- Both doctors and nursing staff understood the concept of living wills and acknowledged their varied benefits to patient, family and staff. They were concerned about the lack of legal status. They felt that the proforma document from the Living Will Society was simple and clear. Despite identifying the low level of use of living wills, they felt that third party organisations and individuals should promote living wills Conclusion: - GPs and frail care nurse coordinators were knowledgeable of living wills in general and the Living Will Society proforma document in particular. They valued the contribution that living wills can make in the care of the elderly, benefitting patients, their families, health care workers and even the health system. They also valued the proforma living will document from the Living Will Society for its clarity and simplicity. However, both GPs and frail care nursing coordinators viewed the living will process as patient- driven and their main role was as custodians and not advocates of the living will.

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Lockett, Landry. "Competencies, benefits and limitations for Master Gardener Coordinators: a delphi technique involving county extension agents in Texas." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5984.

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This study sought to develop a list of best management competencies, benefits and limitations for Texas Cooperative Extension Agents who are Master Gardener Coordinators using a Delphi technique. The study utilized fifteen expert County Extension Agent Master Gardener Coordinators throughout the State of Texas as the expert Delphi panel. Three research questions were asked of the expert panel members. Those questions included: 1. What competencies do you need to be an efficient and effective Master Gardener Coordinator?, 2. What are the perceived benefits of being a Master Gardener Coordinator? and 3. What are the limiting factors (problems) of being a Master Gardener Coordinator? One hundred-twenty consolidated statements were generated by the panel in response to these questions. These statements were subsequently rated by the panel for their strength of agreement with each statement on a six-point Likert-type scale (6 = "Strongly Agree," 5 = "Agree," 4 = "Somewhat Agree," 3 = "Somewhat Disagree," 2 = "Disagree," and 1 = "Strongly Disagree"). Consensus was reached on 64 competencies needed by Master Gardener Coordinators, answering research question one. There were a total of 19 benefit statements regarding coordinating a Master Gardener program, in response to research question two. Two statements of limiting factors or problems associated with coordinating a Master Gardener Group achieved consensus associated with research question three. Categories of competencies needed included organizational leadership, systems leadership, organizational culture, personal skills and management skills. The panel placed an emphasis on "people" skills, positive attitude and management skills to be an effective Master Gardener Coordinator. Benefits of coordinating Master Gardeners included such items as expanding the reach of the County Extension Agent and increasing Extension's impact. Problems associated with coordinating Master Gardeners included increasing the County Extension Agent's workload as well time commitments. The results of this study will provide Texas Master Gardener Coordinators a list of essential competencies for effectively managing a Master Gardener program. This list will help Extension Master Gardener Coordinators most effectively utilize their time, energy and resources for maximum impact and program success.

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Friend, Joan Gould. "A delphi study to identify the essential tasks and functions for ADA coordinators in public higher education /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012967.

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MacVicar, Nancy Frances. "Exploring the role and turnover among heart health coordinators in the Ontario Heart Health Program: A qualitative study." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/26312.

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The Ontario Heart Health Program has completed Phase I of a province-wide cardiovascular disease prevention program that employs community-based coalitions. Full-time heart health coordinates support the coalitions, but many coordinators left during Phase I, reducing coalition membership and compromising functioning. This thesis employed focused ethnography to explore the role, and turnover among heart health coordinators. A selective document review and thirteen telephone interviews with coordinators, chronic disease managers and coalition members from five different health units, found coordinators were challenged by: (1) an atypical job, (2) a lack of knowledge/experience (3) overwork, (4) a lack of support and recognition, and (5) coalition responsibilities. Coordinators required an understanding of the organizational structures, mandates, and funding requirements of the health unit, and the Ministry of Health and Long Term Care so they could mediate conflict, build relationships and advocate for heart health coalitions. Implications for education, practice, research and policy are discussed.

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McKenna, Valerie Elaine. "Addressing the Impact that Workshop Site Coordinators and Administrators have on the Teaching of Science in the Classroom." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2470.

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This dissertation studied the beliefs and practices of principals, workshop site coordinators, and science support personnel in two Central Florida school districts and compared those beliefs and practices to the literature on effective science in-service education. It is important to understand these beliefs and practices because they directly affect the content and pedagogical knowledge of classroom teachers, yet this aspect of instructional practices has been ignored in the science education literature. This study used a grounded theory methodology using open-ended individual interviews, participants observation, and documented analysis. Constant comparisons were built through analyzing the data. The research shows that in-service providers' and administrators' beliefs are aligned with the effective science education in-service literature. The conditions and context are ripe for changes because principals and workshop site coordinators' beliefs are aligned with the literature and changes are already beginning to take place. The intervening conditions may lead to improved teacher knowledge, teaching, and learning because standardized testing is expanding to incoporate the content area of science. Also workshop site coordinators are trying to set up a variety of opportunities to attend workshops on the same topic throughout the school year. Budgets are being restructured at the school level and district level to incorporate more science content professional development. However, it is too early to show how much improvement there will be in standardized test scores or whether teachers' have a deeper understanding of science content knowledge or effective science instruction.
Ed.D.
Education
Curriculum and Instruction

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Everhart, Craig. "AN IN-DEPTH ANALYSIS OF THE USE OF FOOTBALL VIDEO TECHNOLOGY: A STUDY OF COLLEGE FOOTBALL VIDEO COORDINATORS." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1176694982.

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Dissertations / Theses on the topic 'Coordinators'

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