Dissertations / Theses: 'Education outcome'

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Salmacia, Kaycee Ann. "Developing Outcome-Driven, Data-Literate Teachers." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599195.

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Outcome-driven data literacy is a relatively new discipline in the field of K-12 education. With the exception of a few researchers, a handful of teacher training organizations, and practices observed in some public schools, there is little guidance for how teacher training organizations interested in developing outcome-driven, data-literate teachers should go about this work. In response to this problem, this study investigates how four teacher training organizations already engaged in developing outcome-driven, data-literate teachers are going about teaching these kinds of knowledge, skills, and mindsets. Using a qualitative case study approach, the study aims to help teacher training organizations identify approaches for teaching data literacy by sharing promising practices and lessons learned from organizations that have pioneered this work over the last several years.

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Tippett, Steven R. Palmer James C. "Student outcome assessment in physical therapy education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006628.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Patricia H. Klass, William L. Tolone, Wendy G. Troxel. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.

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Lorek, Amy E. "Learning as leisure motivation, outcome, value /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358933.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.
Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1781. Adviser: Alan W. Ewert.

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Tse, Ling-ying. "The contribution of parent's academic attribution and homework involvement to children's outcome." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716917.

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Melin, Ingela. "Motivating clinical treatment of obesity : methods, education, supervision and outcome /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7140-137-7/.

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Peile, Edward Basil. "Evaluating process and outcome in the education of general practitioners." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289128.

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I set out to develop methodologies linking the educational processes adopted by General Practitioner trainers to outcomes, in terms of quality performance by their learners in later life as doctors. Evidence about educational process and about quality of practice must be collected and analysed in a format that takes full account of the judgements to be made for formative and summative assessment. This work iterates between considerations of evidence and judgements The first of three phases of research established a framework of categories and dimensions by which to describe educational behaviours of GP Trainers. This involved interviewing trained practitioners to find what had been of lasting value from training. The categories deriving from a Grounded Theoretical approach have proved useful in practice and have been incorporated into training assessments. Second Phase Research involved refining data collection methods for assessing prevalent educational behaviours in training practices. The process by which judgements are made about training was analysed and developed in the light of research findings, which support a trend towards self-assessment by trainers. The complexity of evidence collection is such that even experienced visiting teams struggled to construct meaningful aggregations across several categories in the course of a brief visit. Their limited data best serves to validate the self-assessments of trainers, carried out over an extended period of training, and involving potentially beneficial reflection-in-action and reflection-on-action. Finally, 31General Practitioners engaged in a pilot study of Insight 360® assessments of quality practice. Their self-assessments were compared against 331 patient assessments and 237 colleague perceptions. Literature review and preliminary experiments led to the conclusion that Multilevel Modelling (MLM) techniques are best suited to such data analysis. Even with small numbers, valid findings emerged around gender influences on self-perception, reinforcing the conclusion that MLM is needed if we are to relate complex data around quality of practice to the level of prior educational experience. .. Using the framework developed in this project, trainers can now be encouraged to examine their prevalent educational behaviours and record the evidence for formative and summative assessment. This work gives confidence that accumulated 3600 assessments of practitioners may in future be analysed using MLM techniques to shed light on different quality outcomes of varying educational processes

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Mok, Doris S. "The impact of student-faculty interaction on undergraduate international students' academic outcome." Thesis, University of Southern California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609959.

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International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.

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Jewell, Sarah. "Human capital acquisition and labour market outcome in UK higher education." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494790.

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In recent decades participation in higher education in the UK has increased but at the same time students increasingly faced a greater burden of the costs. With the government keen to increase participation it is important to understand the costs and benefits of higher education for the individual student. This thesis is a microeconomic study investigating formal and informal human capital acquisition in UK higher education and the subsequent labour market outcomes, stemming from the human capital theory developed in the 1960s. The research is based on the 2006 and 2007 University of Reading graduate cohorts (4,577 observations) using data collected from the University of Reading student database and the Destinations of Leavers in Higher Education survey, with further data collected on 678 graduates through an employment survey. Our analysis incorporates a variety of econometric methods. including discrete choice modelling, and used a broader range of socio-economic background variables, including parents' income and education than previous studies.

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Dunlap, Katherine M. "Family empowerment: One outcome of parental participation in cooperative preschool education." Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1061318780.

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Esmaily, Hamideh Mohammadzadeh. "Outcome-based continuing medical education an intervention to improve rational prescribing /." Stockholm : Karolinska institutet, 2009. http://diss.kib.ki.se/2009/978-91-7409-710-8/.

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Tilot, Mistylee. "Identifying outcome based performance objectives for the Oneida Higher Education Department." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003tilotm.pdf.

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Burns, Dana. "Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281791.

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Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting.

The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as “at-risk” for failing high school courses.

The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed “at-risk” for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students.

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Stivaros, H. "An ecological perspective of children's school experiences and educational outcome." Thesis, University of Huddersfield, 2007. http://eprints.hud.ac.uk/id/eprint/959/.

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An exploration of schooling practices over the nineteenth and twentieth centuries reveals a number of ‘fixed characteristics.’ These continue to have a principle role in the organisation of schooling today and are underpinned by assumptions stemming from traditional psychological theory. Most prominent is the transmission-receiver model associated with behaviourism. This provides a simplistic view of the learning process, locating performance in the individual child or teacher. In this work, learning is re-conceptualised as experience and in doing so, any understanding is rendered much more complex than previously acknowledged. It becomes a wider phenomenon, distributed across agent, activity and world. Bronfenbrenner’s bioecological model of human development is used to elucidate this notion. To enrich the analytical power of this model, additional perspectives have been integrated to further explore the complex web of proximal, distal and environmental influences serving to shape children’s quotidian learning experiences and development; specifically, notions of metacognition and self-efficacy, Vygotskian psychology and the community of practice literature. In unison, these theoretical lenses seek to provide an explanation for learning on multiple levels: the role of the learner, the intricate mechanisms of the learning process itself and the wider conditions that surround learning. Immersed in the primary school context, the researcher adopted the dual role of researcher and teaching assistant, carrying out ethnographic research over two school terms. Following the day-to-day lives of eight children in Year 6, the research records a multiplicity of factors impacting upon their learning experiences at school. The children’s time in Year 6 is presented in story form and structured using the theories noted above. The research illuminates that the constellation of factors operating in the child’s world is unique to him or her. These combine in idiosyncratic and non-predictable ways with the child’s own repertoire of characteristics, resulting in a different learning trajectory for every child. However, analysis indicates that relationships and participation play a fundamental role in all learning journeys. Recommendations for managing children’s experiences based on this understanding are discussed.

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Queener, Jessica D. "A Post-School Outcome Study of Students with Learning Disabilities." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687892.

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The transition to adulthood for students with learning disabilities is not a single life event; rather it is a series of smaller steps that lead students to become independent adults. The Individuals with Disabilities Education Act (IDEA) 2004 and its regulations required states to deliver transition services as well as follow-up with students who had an Individual Education Plan (IEP) within one year of graduating or exiting from high school. States are required to report on student's postsecondary outcomes to the U.S. Department of Education within one year of graduating or leaving high school.

This study followed-up with former students with learning disabilities who participated in a tiered transition program that focused on career development at the Kingsbury Center in Washington, DC. The follow-up study was conducted to (a) report on former student postsecondary outcomes (e.g., education, employment, and independent living), (b) gain insight regarding levels of satisfaction, and (c) receive feedback regarding the Kingsbury Transition Program (KTP) and the Career Investigations for Transitioning Youth (C.I.T.Y.). There were 56 former students who were invited to participate in the study. A total of 16 former students was interviewed that yielded a 29% response rate. Former students were interviewed within three to five years since leaving or graduating from high school. The interview protocol consisted of questions originally developed by the National Post-School Outcomes Center. A revised interview protocol was used to interview former students after three rounds of expert review and a pilot test to achieve content validity.

The data indicated that students with learning disabilities (a) are going to college and working part-time, (b) are currently or have been employed, (c) continue to live with their parents with a few students living on or off campus, (d) are satisfied with their lives, and (e) think that the KTP/C.I.T.Y. Program helped them work toward their postsecondary goals. The student interviews did highlight some areas of concern: transition program issues, overemphasis on a college pathway, length of time to obtain postsecondary degree, disclosure, adult services, and employee benefits. Recommendations and limitations of the study were addressed to help future students transition into adult life.

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Saltzman, Dana Levin. "Examining the Feasibility of the Nisonger Outcome Assessment Tool." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397221453.

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Quantick, Robin. "Outcome effect of education for federally incarcerated males in Canada's prairie region." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/666.

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Frazier, David C. Ball Anna L. "The perception of agricultural education professionals regarding the purpose and current outcome of school-based agricultural education." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7018.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Anna Ball. Vita. Includes bibliographical references.

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Collins, Robert. "Engineering graduate preparedness for the workplace employer assessments of outcome based education /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3339098.

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Peers, Ian S. "Implementation and outcome evaluation of a multiple site educational innovation." Thesis, University of Manchester, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257474.

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Penna, Viktor. "Foreign-born Peers And Educational Outcome : Evidence From Sweden." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-449505.

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Using data on 9th grade students in Sweden for the time period of 2015-2019, this paper estimates a fixed effects model to find out whether the share migrant students has any impact on the grade of foreign-born and native Swedish students. We find that increasing the share of migrant students by one percentage point has a small negative effect on foreign-born students, but find no conclusive evidence from the same effect on Swedish students. Furthermore, we find the effect to be the largest when the share of migrants in a municipality is high, suggesting that redistribution of migrants across municipalities would decrease the negative effect of an increase in migrant students.

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謝玲瑛 and Ling-ying Tse. "The contribution of parent's academic attribution and homework involvement to children's outcome." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716917.

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Perez, Andrew. "Multicultural Counselor Supervision and Perceived Differences on Client Outcome." Thesis, The University of Texas Rio Grande Valley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784532.

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The purpose of this study is to examine the differences between counselor supervisors’ and supervisees’ perceptions of the impact of multicultural supervision on client outcome. Counselor supervisors and supervisees may have differences in how much they believe multicultural factors affect client outcome and this study aims to determine what differences exist. These differences are important in understanding how supervisors might better serve supervisees and in turn clients. There were 61 participants in the study that consisted of faculty, counselor supervisors, counselors, and graduate students in counseling-related fields. The current study found that multicultural supervision/competence alone predicted supervisor client outcome. The findings suggest that training in supervision and multicultural supervision is vital to the professional development of counselors and trainees in counseling-related fields. This training is also necessary because of the impact it has on clients. The implications of this study are to be able to improve the knowledge of those in counseling-related fields as to the importance of multicultural counseling and competence in training. Further research on what supervisees consider as important contributions to client outcome should be considered. One recommendation is to explore further what subscales of both the independent variables of supervision satisfaction, counselor self-efficacy, the supervisory working alliance, multicultural supervision/competence and the dependent variable of perceived client outcome to provide more specific information about what aspects are important contributions to perceived client outcome by supervisors and supervisees.

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Childre, A. L., Cynthia R. Chambers, and N. Clark. "True Directions IEP Planning: Building Partnerships with Diverse Families and Promoting Meaningful Life Outcome." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3898.

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Pride, Bryce L. "Sensitivity of Value Added School Effect Estimates to Different Model Specifications and Outcome Measures." University of South Florida, 2013.

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Holcombe, Rebecca Wood. "Redefining the Instructional Leader: Principals' Use of Process and Outcome Measures of Teacher Quality." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112689.

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Recent innovations in teacher evaluation include the development of standards-based frameworks for observational evaluations of teacher practice and development of test-based measures of teacher effectiveness. These tools raise questions about how best to identify good teaching, about the roles of both evaluations and principals in improving teaching, and about the relationship between school context and teacher evaluation. This qualitative study examines principals’ understanding and use of a test-based ranking of teacher quality—the Academic Growth over Time (AGT) ranking—and a standards-based observation framework—the Teaching and Learning Framework (TLF)—in the Los Angeles Unified School District. Findings suggest principals believed outcomes matter, but harbored concerns about what AGT rankings actually measured. In addition, principals felt AGT rankings provided little information about how to improve teaching. Some were concerned that in low-scoring schools, the AGT rankings might reinforce test-focused instruction in ways that disadvantaged students. Principals preferred the TLF because it was more comprehensive than previous observation tools, helped teachers evaluate their practice against clearly defined expectations, and helped principals improve instruction. Though principals used the TLF to assign teachers ratings, they primarily described it as a tool to improve the quality of teaching in their buildings. Principals noted that the TLF process placed heavy demands on the time of teachers and principals, and expressed concern about how they could sustain high-quality implementation of the TLF when they had to use it at scale. Most principals noted cases where the AGT rankings indicated a different reality about a teacher’s effectiveness than what the principals expected, based on classroom observations. How principals reconciled discrepancies varied. Principals in higher-scoring schools were more likely to discount test-based measures and more likely to emphasize the professional capability of their staff as an asset. The findings suggest principals’ use of evaluation tools is mediated by their confidence in the tools and their own leadership, by how useful they feel the tools are, and by their own school contexts. In addition, this study suggests that the unique burdens of persistent socioeconomic and racial segregation may hamper local efforts to implement promising practices at some sites.

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Baus, SheaLynne A. "The Development, Implementation, and Outcome Evaluation of a Stress Management Program for Xavier University." Xavier University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1382968971.

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Mao, Youxiang. "The effects of three grading systems on student outcome measures in table tennis /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694702784927.

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Pavol, Michael Joseph. "Biomechanical determinants of the outcome of an induced trip in healthy older adults /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119261038.

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Hautz, Stefanie [Verfasser]. "Comparability of outcome frameworks in medical education : Implications for framework development / Stefanie Hautz." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2015. http://d-nb.info/1075493528/34.

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Nieto, Faye Lotta. "A drug prevention education program serving East Los Angeles youth: Program outcome evaluation." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/431.

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Dobberstein, Trina A. Hines Edward R. "Performance gains on selected outcome measures a case analysis /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203027.

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Thesis (Ph. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 8, 2005. Dissertation Committee: Edward R. Hines (chair), Ronald S. Halinski, John R. McCarthy, Patricia A. O'Connell, George A. Padavil. Includes bibliographical references (leaves 133-144) and abstract. Also available in print.

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Muenzenmeyer, Michelle M. "The relationship between counselor hope and optimism on client outcome." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4987.

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The counselor is an important contributor to client outcome. Research findings about therapist effects are mixed. In this study positive psychology variables, hope and optimism, were evaluated with client outcome. The sample for this study consisted of 43 graduate-level counselor trainees in the first or second practicum semester and their adult clients in a university's community counseling clinic. Results revealed no statistically significant relationships between student counselors' hope and optimism and client outcomes. Post hoc analysis of student hope and their post-graduation expectations, revealed statistically significant relationships. Implications for counselor educators are presented along with areas for future research.
ID: 030423043; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 163-188).
Ph.D.
Doctorate
Education
Counselor Education

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Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.

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Dunn, Patrick Lee. "Congruence of Worker Characteristics and Vocational Outcome in Industrial Rehabilitation: The Relevance of Transferable Skill Analysis." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392131453.

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

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Rae, Jennifer. "Promoting Access to Post-Secondary Education among Youth from Low-Income Families: An Outcome Evaluation of the Youth Futures Program." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36493.

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Youth Futures is a community-based intervention intended to improve post-secondary education (PSE) access rates among high school youth from low-income families, who tend to be under-represented in higher education (Berger, Motte, & Parkin, 2009; Norrie & Zhao, 2011). The bilingual (French and English) program spans seven months and consists of mentoring by university students, leadership training, workplace training and skill development activities, paid summer employment, and exposure to college and university settings. This thesis examined the outcomes of the Youth Futures program through three distinct studies. First, a quasi-experimental study was conducted to investigate short-term outcomes among program participants (N = 44, mean age of 16 years old at baseline) in comparison to a group of their peers (N = 40, mean age of 16 years old at baseline). Second, a qualitative study was conducted with a purposeful sample of program participants (N = 20, mean age of 17 years old) to explore their first-hand experiences through semi-structured, open-ended interviews. Third, program alumni (N = 79, mean age of 19 years old) were briefly interviewed via telephone to investigate longer-term outcomes, including employment experience and enrolment and persistence in PSE. Overall, no evidence was found to suggest that exposure to the Youth Futures program contributed to increased access to PSE among participants. Some characteristics of the Youth Futures sample recruited in the three studies raised questions about whether participants were at risk of not accessing PSE in the absence of the intervention (Berger et al., 2009; Childs, Finnie, & Mueller, 2015; Finnie, Childs, & Wismer, 2011). Findings indicated several program improvement strategies that may be useful in modifying the Youth Futures program to ensure that students in need of the intervention receive tailored programming and that the timing of the intervention is effective. Experts have called for a stronger evidence base in this area to facilitate sound decision-making about which potential program models to establish or expand and how to match students to the programs that best address their particular needs (Barnett et al., 2012; Brock, 2010; Le, Mariano, & Faxon-Mills, 2016; Shultz & Mueller 2006; Tierney & Hagedorn, 2007).

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Wood, Robert G. "Predicting the outcome of leadership identification from a college student's experiences." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154193.

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Blomberg, Hans. "Influence of The Education and Training of Prehospital Medical Crews on Measures of Performance and Patient Outcomes." Doctoral thesis, Uppsala universitet, Anestesiologi och intensivvård, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-192629.

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Prehospital care has developed dramatically the last decades with the implementation of new devices and educational concepts. Clinical decisions and treatments have moved out from the hospitals to the prehospital setting. In Sweden this has been accompanied by an increase in the level of competence, i.e. by introducing nurses in the ambulances. With some exceptions the scientific support for these changes is poor. This thesis deals with such changes in three different subsets of prehospital care: Cardiopulmonary resuscitation (CPR), the stroke chain of survival and trauma care. We assessed the performance of ambulance crews during CPR, using a mechanical compression device, as compared to CPR using manual compressions. There was a strikingly poor quality of compressions using the mechanical device compared to CPR with manual compressions. The result calls for caution when implementing a chest compression device in clinical practice and reinforce the importance of randomised controlled trials to evaluate new interventions. Careful attention should be given to the assurance of correct application of the device. Further implementation without evaluation of the quality of mechanical compressions in a clinical setting is discouraged. Among patients with a prehospital suspicion of stroke we analysed the ambulance nurses’ ability to select the correct patient subset eligible for a CT scan as a preparation for potential thrombolysis. The results do not support an implementation of a bypass of the emergency department, using ambulance nurse competence to select patients eligible and suitable for a CT scan without a preceding assessment by a physician. The association between the Prehospital Trauma Life Support (PHTLS) course and the outcome in victims of trauma was analysed in two observational studies. A study covering one county gave some support for a protective effect from PHTLS, but the estimate had a low precision. A nationwide study, covering all of Sweden, could not confirm those results. Although there was a reduction in mortality over time coinciding with the implementation of PHTLS, it did not appear to be associated with the implementation of PHTLS. Thus, we could not detect any clear beneficial impact of the PHTLS course on the outcome of trauma patients.

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Welsh, Lorie. "THE RELATIONSHIP BETWEEN THE BASIC SKILLS PROFICIENCY OF COUNSELOR EDUCATION MASTER'S LEVEL STUDENTS AND CLIENT OUTCOME." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3843.

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A review of literature on the history of psychology and counseling revealed a limited amount of research on counselor education training programs, specifically basic skills versus client outcome. The purpose of this study was to investigate the relationship between counselor educator student's basic skills and the effects these skills had on client outcome. By way of a multiple regression, two independent variables, the Global Scale for Rating Helper Responses (GSRR) and the Counselor Skills and Professional Behavior Scale (CSPBS) were analyzed in relation to the Outcome Questionnaire (OQ-45.2). Results indicated that there was no statistical significance between basic skills and client outcome.
Ph.D.
Department of Child, Family and Community Sciences
Education
Counselor Education

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Rundare, Alfeous. "An outcome evaluation of the maternal care manual of the Perinatal Education Programme (PEP)." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10674.

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Includes bibliographical references (leaves 41-43).
This study presents an outcome evaluation of the maternal care manual of the Perinatal Education Programme (PEP) studies by 32 midwives at Mowbray Maternity Hospital, a training facility in Cape Town, South Africa. Pre-and-post course knowledge assessments and a survey of participants were used to evaluate the maternal care manual of the PEP. Knowledge assessment scores achieved by the midwives before and after the course were compared. This was done to measure the knowledge acquisition of midwives who participated in the programme. In addition, a broader survey was administered to the participants in order to map out the perceived gain in knowledge, clinical skills and acceptability of the programme. The study found out that the midwives who attended the course improved their knowledge in maternal care.

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Tran, Tan M. "An Examination of Cognitive Presence and Learning Outcome in an Asynchronous Discussion Forum." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/87.

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Web-based learning progresses as access to the Internet grows. As learners and educators in virtual learning communities, we strive for ways to measure how well teachers teach and learners learn. While the literature is replete with articles and books discussing online learning from the perspective of social and teaching presence, there are few studies that examine the relationship between cognitive presence and learning effectiveness in an online environment. The purpose of this study was to examine the relationship between cognitive presence and learning outcome in an asynchronous discussion forum. Thus, this study examined performance in an online course in relation to student interaction and level of cognitive presence in the course. The data were collected from students enrolled in 10 sections of an online class taught at a large public university in the Southeastern United States. The study was mixed-method in nature. It consisted both of qualitative content analysis and descriptive statistics with Pearson correlations between the dependent variable (student course module grades) and the independent variables (maximum levels of cognitive presence, number of messages and message lengths). The study resulted in two key theoretical contributions. The first is that maximum level of cognitive presence is a better indicator of student learning than mean level of cognitive presence. The results of the study indicate that students achieved mastery of the subject matter over time. Typically cognitive presence has been measured as a mean score for a course. This strategy is akin to giving the student a pre-test on a body of content at the beginning of the lesson, and a post test at the end, and then averaging these two to determine the student’s grade. Doing so seems to ignore, or at least diminish the fact that learning occurs over time. Student mastery of a content is a better indicator of learning than student progress. Thus, this study suggests that a more appropriate measure of student learning, in terms of cognitive presence, is the maximum level reached by every student, rather than the mean level of all students. The second theoretical contribution is that in on-line learning, a student displaying the cognitive presence “Resolution” stage in a discussion may inhibit others from displaying that stage. When a student has posted a message at the resolution stage during a discussion other students are more likely to respond with messages like “I agree” than they are to restate the resolution stage message. The “I agree” type message would not be coded at the resolution stage, thus the student who posted that message would not be seen to have reached that stage, when in fact, he or she may well have done so. This leads to a faulty perception of the overall level of cognitive presence. It may be difficult to control for this inhibitory effect but some creative structuring of course content and assignments should make it possible. Future studies addressing cognitive presence in online learning environments should take both of these ideas into consideration.

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Gonzalez, Christine. "Investigating patterns among demographics, identification practices, interventions, and educational outcomes for students with serious emotional disturbance." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4328/.

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This study explored potential patterns of association among the demographic characteristics, identification practices, educational interventions, and educational outcomes for students with serious emotional disturbance (SED) as well as specifically investigated the impact of age at identification with SED and the presence of co-occurring disabilities. Data was gathered from the educational records of students with SED in seven rural to semi-rural districts in Texas. Demographic information included gender, ethnicity, age at identification with SED, and identification with co-occurring disabilities. Identification variables that were investigated include the five federal qualifying criteria for SED, IQ score, and BASC and/or CBCL scores. Intervention variables that were explored included placement setting, restrictiveness of placement setting, type of related services provided, parental attendance at multidisciplinary team meetings, number of multidisciplinary team meetings, and total time spent in special education as a student with SED. Outcome variables that were examined included achievement levels in reading and math, attendance, special education status, and grade retention. Results suggested that earlier identification with SED is related to placement in less restrictive settings, achievement within two years of grade level in reading, and lower average number of absences. The presence of co-occurring disabilities in addition to SED is associated with placement in more restrictive settings and with achievement that is two or more years below grade level in reading and math. Additional findings and implications for future research as well as for current practice are discussed.

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Pellecchia, Melanie. "Predictors of Outcome for Children with Autism Receiving a Behavioral Intervention." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214762.

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School Psychology
Ph.D.
Autism spectrum disorders (ASD) are associated with many different levels of language and social impairment, differences in levels of cognitive impairment, varying levels of aberrant behavior, and discrepancies in the presence or amount of restrictive and repetitive behavior. The heterogeneity found within the ASD population is coupled with significant heterogeneity in outcome for these individuals. Although interventions based on the principles of applied behavior analysis have been repeatedly cited as evidence-based for individuals with autism, significant discrepancies in outcome are evident within the literature. The heterogeneity in treatment outcome has been hypothesized as related to the heterogeneity of children included within the autism spectrum as well as differences related to treatment variables. The current study evaluated individual child characteristics and differences related to intervention intensity and fidelity as predictors of outcome after one year of exposure to a behaviorally based intervention. The primary goal of this study was to identify individual and treatment level characteristics that were predictive of differences in outcome for children with ASD. Information was gathered from a total of 368 students with autism spectrum disorders in kindergarten through second grade classrooms in the School District of Philadelphia. Correlational analyses and multiple regression analyses indicated that increased levels of expressive language skills at the start of the intervention year were correlated with and predictive of improved outcome. However, no other child level variables were related to differential outcomes. Additionally, higher levels of treatment intensity and treatment fidelity were associated with improved outcome.
Temple University--Theses

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Dunn, Patrick Lee. "Congruence of worker characteristics and vocational outcome in industrial rehabilitation : the revelance of transferable skill analysis /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949836207243.

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45

Bursuk, Lois Ilene. "The effects of a school-based cognitive-behavioral intervention program on the depression scores of sixth-grade students: A comparison outcome study." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282610.

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The effects of a school-based cognitive-behavioral intervention approach on the depression scores of sixth grade students were examined in the study. Two hundred and one sixth grade students served as participants in one of four experimental groups: treatment group, attention-placebo group, delayed treatment group, and no treatment control group. All groups, except the control group, participated in the school-based program called "learned optimism." The learned optimism program is an eight-week curriculum-based program designed to assist adolescents in developing a more optimistic self-explanatory style that contributes to resiliency and positive mental health. All participants completed the Children's Depression Inventory (CDI) on three occasions: before the learned optimism program began (pretest), immediately after the first eight-week program was terminated (posttest 1) and eight weeks later, after the second eight-week program was terminated (posttest 2/follow-up). The results were unexpected. They showed only a significant difference on CDI total scores between the treatment group and delayed treatment group immediately following both groups' participation in the learned optimism program. No significant differences on CDI total scores were found at any other time between or within any of the four groups. Some significant differences were found on CDI subscales between the treatment and delayed treatment groups, but not in the expected direction. Results from an informal questionnaire completed by participants showed that most liked the learned optimism program and it made them feel happier. Plausible explanations for the findings were discussed along with limitations of the study and recommendations for future research in this area.

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Sabri, Farhana. "Solution-Focused Group Therapy In A Residential Care Setting: An Outcome Study Conducted in Malaysia." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1466589637.

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47

Gerber, Linda Ann. "A Study of Community College Instructional Stakeholder Attitudes Toward Student Outcome Goals." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1275.

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This study sought to determine the importance community college instructional stakeholders--teachers, administrators, and support staff--ascribe to 23 student outcome goals and to examine the relationships between biographical variables and stakeholders' perceptions. The study addressed the following research questions: (a) Which of the 23 student outcomes do instructional stakeholders as a whole perceive to be most important?; (b) Can these outcomes be factored into a set underlying constructs?; (c) Does the perceived importance of student outcomes vary in relationship to the type of student the stakeholder serves?; (d) Which outcomes do stakeholders serving different types of students value most highly?; (e) Does the perceived importance of student outcomes vary in relationship to: professional role, number of years worked in a community college, number of years worked at the community college surveyed, campus assignment, and gender? Data were collected from 241 subjects employed by a large, urban community college. Subjects rated the importance of 23 student outcomes on a Likert-like scale. The Student Outcome Goals Inventory, a survey instrument developed by the researcher, was used to collect data. Data were analyzed using one or more of the following statistical tests where appropriate: ANOVA, t Test, Factor Analysis, and Discriminant Function Analysis. The major conclusions drawn from this study were: (a) Instructional stakeholders as a group perceived outcomes related to affective constructs, basic skills development, and goal setting to be most important; (b) six constructs represent the outcomes (Personal/Social, Transfer, Credentialing, Employment, Traditional College, and Developmental); (c) Type of student served has a significant relationship to the perceived importance of 12 of the 23 outcomes with most differences occurring between stakeholders serving lower division transfer students and those serving professional/technical students; (d) Few significant relationships exist between the remaining biographical variables and the 23 outcome variables; (e) The type of students stakeholders served can be predicted with 69% accuracy. The outcomes rated most highly by stakeholders are those that represent a foundation of skills that students are typically expected to gain in their secondary education.

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Waddell, Stephen F. (Stephen Fred). "Effects of Change Facilitator Styles on Elementary Teachers' Concerns about Adoption of Outcome-Based Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278104/.

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The impact of change facilitator styles (CFS) on elementary teachers' stages of concerns (SoC) about adopting outcome-based education (OBE) in their schools was studied. The group studied was 266 teachers from the Texas Network for Outcome-Based Education. Principal styles are based on the Concerns-Based Adoption Model (CBAM. Styles were determined by the Change Facilitator Style Questionnaire, and teachers' concerns profiles were measured by the Stages of Concern Questionnaire. ANOVA and t tests were conducted to assess the effects of CFS at each of the seven stages of concern. ANOVA assessed teachers' educational level, experience with teaching and OBE, principal gender and type of community related to SoC. Chi-square addressed the relationship among the demographic variables and CFS. With schools as the unit of analysis, significant differences at stages 0,1,2 were found. When teachers were the unit of analysis, significant differences were found at stages 0,1,2, and 3. Concerns of teachers with Initiator style principals were significantly lower at these stages. All teachers demonstrated concerns typical of nonusers, indicating resistance to OBE. Concerns were significantly lower for teachers with master's degree than for bachelor's at stages 0 to 3. Teachers with the least experience with OBE had significantly higher concerns. Chi-square compared change facilitator styles with the demographic variables. The only significant results were more males at the management style than expected. These findings support the CBAMtheory that the initiator style is more effective at impacting SoC and improving success in adopting an innovation. Teacher demographic variables do not affect SoC or CFS. The study indicates problems implementing OBE but suggests effective leadership could impact teachers' concerns.

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Elliott, Terri Anne. "A case study investigation into drama in education as an effective teaching methodology to support the goals of outcome based education." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1008306.

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The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.

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Rawlings, Mary A. "Assessing Direct Practice Skill Performance in Undergraduate Social Work Education Using Standardized Clients and Self-Reported Self-Efficacy." Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1216156818.

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Dissertations / Theses on the topic 'Education outcome'

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