Dissertations / Theses on the topic 'Education program'

This study focused on opinions of diagnostic medical sonography program directors concerning online education within an allied health field that is clinically based. Although the study is centered around sonography, the findings can be applied to many online programs with clinical aspects. There was limited information concerning online education within a clinically based healthcare field, therefore the literature review focused on distance or online education in general. The participating program directors used online/distance learning terms interchangeably. The objective of this study was to identify factors that attributed to or hindered the progress of an online program in diagnostic medical sonography. The question that guided this research was: What are the program directors’ perception of face-to-face versus online program delivery in a clinically based subject? Individual interviews were conducted with three directors of online sonography programs. The responses showed that these directors saw improved overall outcomes in their online programs. This was ultimately attributed to a supportive staff and ease of access to resources. Resources and communication are easily accessed due to the improved technology seen in today’s online classroom.

CITE/Language Arts
Ph.D.
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.
Temple University--Theses

Urban Education
Ph.D.
ABSTRACT This is a case study of how a community education program became institutionalized at Temple University. The Pan-African Studies Community Education Program (PASCEP) has been located at Temple since 1979. The research illuminates the events that led to PASCEP coming onto Temple University's campus. The main research question was: "Why and how did Pan-African Studies Community Education Program develop from a Community Education Program in North Central Philadelphia to a Temple University campus-based program, and what were the important factors contributing to its development and institutionalization within Temple University?" The research used a qualitative case study method. Data were collected from archival repositories at Temple University and the City of Philadelphia as well as from original documents provided by the Community Education Program and participants in the study. Documents included newspaper articles, letters, reports, and organizational histories as well as transcripts from thirty semi-structured participant interviews. Semi-structured interviews were held with 30 participants who were involved or familiar with the movement and the university between 1975 and 1979. The research indicates that the Community Education Program acted as a local movement center connected with the Civil rights movement. I employed Social Movement theories and Aldon Morris's Indigenous perspective to examine the trajectory of the Community Education Program from the neighborhood to the University. Much of the organizing, mobilizing, and planning done by the members in the Community Education Program/local movement center was managed by Black women. Therefore, the research employed Belinda Robnett's perspective on Bridge Leaders and Toni King and Alease Ferguson's standpoint on Black Womanist Professional Leadership Development to illuminate the leadership styles of the Black women in the local movement center, and their relationships with Temple University faculty and administrators, as well. Results from the inquiry demonstrate that community activism constituted social movement collective action behavior as the Community Education Program and its supporters became an effective local movement center. The study indicates that leadership, political opportunity, resource mobilization, and participation during the tenure in the Program in the community as well as after the introduction of the Community Education Program to the University were indispensable factors in the institutionalization of the Community Education Program.
Temple University--Theses

Developmental education continues to be an area of concern for higher education institutions. Understanding and developing programs to provide support and increase retention, completion, and success rates for developmental education students is vital to increasing degree attainment in the United States. This study explored one developmental education program at a Midwest community college implemented in 2011. A mixed-methods approach was executed to compare completion and success rates two years prior to implementation and two years following implementation, as well as to obtain qualitative information regarding perceptions of the program. Quantitative data analysis revealed increases in developmental education rates for qualifying Connection Program students when viewed holistically; however, varying degrees of program effectiveness were seen in discipline-level results. Qualitative data analysis revealed four emerging themes: 1) Flawed Placement, 2) Positive Intentions, 3) Flawed Execution, and 4) Student Ambiguity. These findings coincided with research in the developmental education field as areas of importance in regard to increasing degree attainment for these students.

Diabetes is a devastating disease in American. The disease can cause chronic health comorbidities, and untreated diabetes has negative consequences for individuals and on our nation's economy. Newly diagnosed diabetics often have a lack of knowledge about the disease process. The purpose of this project was to design and implement a diabetes educational program to enhance participants' knowledge about diabetes management and self-care using the Health Belief Model. Diabetes Self-Management Education (DSME) is critical in improving patient outcomes and the prevention of diabetes related complications. Participation in a standardized diabetic educational intervention will improve patient knowledge, as measured by a reliable and valid pretest and posttest questionnaire. The objective was to develop a DSME curriculum that will be recognized and approved by the American Diabetes Association. A one group pretest /posttest method was employed with ten participants. A sample of ten participants between the age of 22 years old through 65 years old included eight women and two men all identified as African American. Upon completion of the 5-week DSME program, participants were noted to have started participating in weekly exercise or increased the number of days of exercise from 2 days to 3 days per week. Participants also noted a decrease in their systolic and diastolic blood pressure reading. Participants noted on average a 2-3 pound weight loss. Significant improvements were shown on both the knowledge scale and confidence scale of the modified Diabetes Project Participation Questionnaire. Results from this project indicated that participants applied knowledge from the DSME program to improve their own health status.

Technology is a critical component of modern-day success. Advancements in technology have improved communication between individuals and companies. Technological advancements have allowed students to earn college degrees online. People who habitually use technology expect a high level of performance and support. As new technologies are implemented, such as complex web services or new operating systems, the dependence for information technology (IT) support grows in demand. Even learning curves can be cumbersome without proper assistance from IT professionals. Companies and institutions must accommodate user needs by implementing fast, efficient, and friendly support. In order to offer optimal customer support, representatives must be knowledgeable of the products and services that are supported. At Western Kentucky University’s (WKU) IT Helpdesk, a training program called Consultant Accelerated Development and Education in Technology (CADET) focuses on software, hardware, customer service, and procedures mandated by the IT Division. Prior to CADET, the Student Certification program was used to train student consultants. The Student Certification program was developed to satisfy training needs that allowed consultants to support end-user technical issues. CADET was developed in 2008 to replace the Student Certification program. This study explored the question if CADET training is more effective in preparing consultants to do their jobs than the Student Certification program. The study investigated the effectiveness of CADET training compared to the Student Certification program by surveying IT Helpdesk student consultants. The survey results indicated which program was more adequate. Both programs contained the same training content, but training delivery methods differed. A t-test was used to compare both programs and determine the outcome of the study’s hypotheses. The Student Certification program did not accommodate different learning styles. The teaching methods only included traditional classroom-style delivery. CADET training did accommodate different learning styles, delivering training through a wide variety of formats including video, audio, assessment, assignment, and face-to-face training. The research focused on the importance of addressing different learning behaviors. The study suggested that CADET is more adequate in preparing students to do their job duties. When both Student Certification survey and the CADET survey were compared, CADET training is more adequate in 26 out of the 27 training sessions. The results suggested that learning style accommodation is directly related in the success in the CADET training program over the Student Certification program.

This thesis explored the ways in which co-curricular programming affected students' development through a case study of the Mountains, Ocean, Valley Experience (MOVE) program at University of the Pacific. This study assessed the learning outcomes related to the MOVE program based on the student participants' perceptions of development and learning. In addition to finding support for most of the program identified learning outcomes, themes including the development of self-awareness, meaningful relationship cultivation, and a connection to the university emerged. Leadership development was also explored as it pertains to this program. Students at this particular institution appeared to begin transitioning through leadership identity development as defined by Komives et al. (2006) in terms of their understanding of the concept of leadership. Implications for future research and practice are also discussed.

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2008.
Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 190-193).

This program evaluation seeks to determine whether a new expulsion program established in a suburban school district in the Mountain West region of the United States was successful in its goals of reengaging expelled students and preparing them for a successful transition back to a traditional school. This new program was designed as a foil to computer based programs of previous years and adopted a social-emotional focus to increase student resiliency. Quantitative student data, as well as qualitative data from student focus groups was analyzed to gauge program effectiveness. Findings indicate that students earned significantly more credits and had significantly fewer absences than students from the previous year’s program. Focus groups suggested that a warm, welcoming environment staffed by caring, supportive adults was critical to increasing student engagement. Additionally, direct instruction and practice of social-emotional and resiliency skills contributed to a sense of preparedness to return to a traditional school environment.

Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on Oct 2, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0458. Adviser: Frank Lester.

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2003.
Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 212-218).

The study conducted, sought to assess the effectiveness of an established divorce education program in reducing parental conflict and increasing cooperative coparenting relationships among former spouses and also to assess the participant satisfaction with the program's format.

Earning a college degree correlates with achieving financial security. Thus, improving an individual’s access to college is a key tactic used to mitigate poverty and foster intergenerational mobility. Despite the recognized value of higher education, earning a degree remains unattainable for many because of financial constraints. However, research definitively demonstrates that financial aid overcomes that obstacle. It also reveals that some program designs are more effective than others. The Kalamazoo Promise is a place-based scholarship program that offers four-year, full-tuition scholarships to residents who graduate from a Kalamazoo public high school. It is characterized by first-dollar and universal eligibility features, which are fundamental to designs that promote upward economic mobility. Leveraging a rapidly growing body of knowledge that links context (place) to upward mobility, this study examined the relationships between the Kalamazoo Promise, the place where it is based, and intergenerational mobility. My investigation focused on the interplay between the program design and its context. I examined changes, which emerged in the first five years after the program’s inception, in four Kalamazoo City characteristics that correlate with mobility. The study revealed increases in residential and school segregation by race and class, intense income inequality, elementary school quality that continued to lag behind the quality in neighboring communities despite improvements in test scores, and a reduction in family stability. These findings suggest that in the first five years the Kalamazoo Promise did not produce impacts to the context, in direction or magnitude, to improve intergenerational mobility. In the future, longitudinal research and mixed methods studies could add richness to our understanding of the people and place. In addition, changes to school assignment policies, modifications to the promise program design, and adjustments to employer recruitment/enticement programs are proposed.

Many colleges and universities have expanded their mission to include adult learners. Programs range from scheduling traditional courses in the evening to designing new programs tailored to meet the needs of working adults. Program designers have relied on theorists such, as Mezirow (1991), Houle (1996), and Knowles, Holton, and Swanson (1998), to develop programs that apply adult learning theory. Lindenwood College, now Lindenwood University, established The Lindenwood College for Individualized Education (LCIE) in 1975 to serve adult students in the St. Louis metropolitan area. The program has evolved over the course of 40 years, and this program evaluation evaluated the program effectiveness in its current delivery format.

This program evaluation employed a mixed-method design to answer one main research question and two sub-questions. The main research question asked, How does LCIE, in its current incarnation, address the ideals of adult learning theory, the needs of busy contemporary adult students, and the requirements of the accrediting agency? Sub-question #1 asked, How have LCIE learning processes evolved since 1975? Sub-question #2 asked, Is there congruency between LCIE mission and practice?

The outcome measurement data was gathered through a comparison of pre-test and post-test data collected by the university to assess critical thinking skills of entering and graduating students. The university employed the ETS Proficiency Profile, and a sample of 30 students was extracted from that data set for comparison for this study. The findings showed that the differences between pre-test and post-test scores were not significant.

The process measurement data was gathered through interviews with volunteer faculty (3) and students (9) from the program. A series of interview questions was posed, and the responses coded to identify three emerging themes. The three themes were general satisfaction, the importance of job preparation and career mobility, and program rigor.

The program evaluation found that LCIE is currently applying adult learning theory and there is congruency between the program mission statement and the program practice. The answer to sub-question 1 concerning the changes in the program was inconclusive as the students had not experienced the changes and therefore felt unqualified to comment.

The purpose of this study was to determine the quality, relevance, benefits, and teacher preparedness of a student advisory that was implemented in a high school to improve student connectedness to the school. Students' and staff perceptions and ideas were collected and analyzed for the purpose of understanding whether the advisory was meeting its stated goals and for the purpose of providing guidance for the next phases of the advisory. One year of extant student and staff surveys were collected and a focus group with staff were held to elicit their thoughts, perceptions, and ideas of the advisory program and whether the advisory achieved its short-range outcomes of increasing student connectivity to the school. The results indicated students want a more engaging and purposeful advisory with relevant lessons that provide them the opportunity to meet other grade-level students in the school. Teachers provided similar feedback regarding the mixed grade levels and relevance, however, teacher respondents also shared more positive insights for the advisory program, compared to students, indicating it was on a purposeful trajectory.

Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 202-215). Also available for download via the World Wide Web; free to University of Oregon users.

Nurses can play integral role in collaborating with community leaders and identifying health promotion strategies, such as physical activity and nutrition classes, for people with developmental disabilities (DD). This study identified a role that nurses can establish among Direct Support Professionals (DSPs) who serve important functions in the daily supervision and care of clients with DD. The data reviews from the archival results from Association of Individual Development Health Matters Assessment Reports in August 2012 and September 2013 indicated DSPs' need for further training in their roles as health instructors. The Health Matters Assessment Report in 2012 indicated low scores in employees' confidence in terms of planning health education classes (20.8%), running a health promotion program (22.7%), evaluating health functions and behavior for people with DD (19.3%), teaching clients with DD how to exercise (26.7%), and making healthy food choices (25%). The Health Matters Assessment Report in 2013 indicated poor attendance to Health Matters Class training (20%) and reduced attendance to Health Matters Class launch events (34%). This study proposed a Train-the-Trainer education program to help DSPs prepare as health instructors of Health Matters Class. The education program can establish effective partnerships between nurses and can promote peer-to-peer support while increasing DSPs' knowledge, skills, and commitment as health instructors. This study can benefit nurses, researchers, and community workers involved in providing care to clients with DD. The findings of this study can provide direction for further research in the advocacies of health promotion programs among clients with DD in the community.

Since the 1990s the rate of divorce has consistently stayed at a high level within the United States. Almost 50% of all marriages will end in divorce (Coontz, 2006; Strow & Strow, 2006). This continued high rate of divorce has led to an increase in caseloads within the family court system. As a result, more of the court’s time and resources are being used. Courts are unable to handle the influx of cases, meaning families typically have to wait long periods of time before decisions are made about custody or visitation agreements. Therefore, families find themselves stuck in transition of divorce or separation. As a result, families find it difficult to cope with and adjust to the divorce or separation (Deutsch, 2008).

In order to alleviate some of the pressure from the court system, divorce parenting education programs have been created to inform parents about different circumstances experienced during a divorce or separation (Coates, Deutsch, Starnes, Sullivan, & Sydlik, 2004). Many of these programs aim to ease the transition for both children and adults, as well as decrease the amount of relitigation occurring within the court system. Parenting education programs are quickly becoming mandated by certain states and counties in order for final judgment to pass on a divorce or separation (Deutsch, 2008; Geasler & Blaisure, 1998).

Because courts are now mandating parenting education programs and using resources to provide such programs, it is important to ensure effectiveness of parenting education programs. Fortunately, recent program developers have started to research the effectiveness of specific programs. Additionally, new literature assesses different aspects of parenting programs to determine what pieces are necessary for an effective divorce parenting education program. Important aspects of parenting education programs to consider include content, method of delivery, and theoretical foundation. Specific content presented in parenting education programs have been found to be more effective on parenting and rate of relitigation. Additionally, certain methods for presenting the content have been found to be more effective in changing parental behaviors following divorce (Geasler & Blaisure, 1998; Kamniski, Valle, Filene, & Boyle, 2008). With the growing body of literature, courts, hopefully, will be able to determine what divorce parenting education programs are most effective to ensure resources are being spent wisely.

The current study will explore whether a newly revised parenting education program (Children First Parenting Education Program, January 2011 edition) effectively improves parental attitudes, knowledge, and likelihood. Further, the current study will explore whether the Children First Parenting Education Program January 2011 edition has a larger effect on attitudes, knowledge, and likelihood compared to the Children First Parenting Education Program, May 2006 edition. Additionally, the current study will explore whether the newly revised Children First Parenting Education Program, January 2011 edition has a larger effect on the rates of relitigation among parents who attended the program compared to participants who attended the Children First Parenting Education Program, May 2006 edition.

Este estudo relata a geraÃÃo e sistematizaÃÃo de conhecimentos, levando a reflexÃes conceituais, teÃricas e aplicadas da avaliaÃÃo de programas educacionais e de educaÃÃo corporativa. A problemÃtica envolve duas perguntas: 1) Que modelos de avaliaÃÃo de programas educacionais e de educaÃÃo corporativa vÃm sendo divulgados e descritos na literatura em lÃngua portuguesa e inglesa, a partir do modelo apresentado por Kirkpatrick (1959)?; e 2) Esses modelos tÃm demonstrado consistÃncia teÃrica, em termos de elementos e fases que os compÃem, ou hà novas formas de avaliar programas de educaÃÃo corporativa? O objetivo geral desta dissertaÃÃo envolve a apresentaÃÃo, anÃlise e comparaÃÃo dos modelos de avaliaÃÃo de programas educacionais e de educaÃÃo corporativa presentes na literatura em lÃngua portuguesa e inglesa, produzidos a partir de 1959, e que tÃm sido apresentados como instrumentos voltados para avaliaÃÃo de programas educacionais e educaÃÃo corporativa. Esta dissertaÃÃo foi elaborada com base na metodologia quadripolar, composta dos pÃlos: epistemolÃgico, teÃrico, morfolÃgico e tÃcnico. O pÃlo epistemolÃgico fundamenta-se na filosofia Bachelardiana, a qual admite que a ciÃncia e seu objeto nÃo sÃo dados, mas se encontram em construÃÃo; logo, o objeto a ser analisado à flexÃvel a revisÃes e proposiÃÃes de melhoria. O pÃlo teÃrico aponta que a avaliaÃÃo de programas de educaÃÃo corporativa faz parte de um campo de estudo recente, com contribuiÃÃes em maior quantidade nos efeitos da aprendizagem no desempenho dos treinandos, pouco se investigando sobre os efeitos no grupo, unidades de trabalho e organizaÃÃes. Apresenta, tambÃm, contribuiÃÃes mais recentes da literatura em lÃngua inglesa aos modelos de avaliaÃÃo de programas de educaÃÃo corporativa a partir de Kirkpatrick e Hamblin. No pÃlo morfolÃgico sÃo descritos seis modelos de avaliaÃÃo de programas educacionais, quinze modelos de avaliaÃÃo de programas de educaÃÃo corporativa e um modelo de avaliaÃÃo de programas multinÃvel. O pÃlo tÃcnico apresenta a metodologia empregada (pesquisa bibliogrÃfica, com anÃlise de conteÃdos), a anÃlise dos modelos de avaliaÃÃo de programas de educaÃÃo e educaÃÃo corporativa, e cinco estudos secundÃrios. As consideraÃÃes finais referendam os pressupostos abordados neste trabalho, assinalando que: (1) pesquisas secundÃrias confirmaram que o sucesso de um curso em determinado nÃvel nÃo necessariamente produz o mesmo resultado nos nÃveis subseqÃentes, questionando-se, assim, o pressuposto teÃrico que supÃe relaÃÃes de causalidade ou correlaÃÃes positivas e estatisticamente significativas entre os diferentes nÃveis de avaliaÃÃo de programas educacionais dos modelos de Kirkpatrick e Hamblin; (2) constatou-se a inexistÃncia de estudos procurando explicar as ligaÃÃes entre os diferentes tipos de anÃlise (indivÃduo, equipe e organizaÃÃo). Para alcanÃar essa compreensÃo, seria necessÃria uma abordagem multinÃvel, confirmando-se, desse modo, o pressuposto de que hà outros modelos que explicam as relaÃÃes de causalidade e correlaÃÃes entre os diferentes nÃveis de avaliaÃÃo de programas de educaÃÃo corporativa; e, ainda, que (3) apesar dos modelos de avaliaÃÃo de programas educacionais serem diferentes, trazem no seu arcabouÃo os modelos referenciais de Kirkpatrick e Hamblin, validando-se, assim, o pressuposto de que ambos os modelos continuam servindo de base para a formulaÃÃo dos demais.
This study reports on the generation and systematization of knowledge, leading to conceptual reflections, both theoretical and applied, regarding the evaluation of educational programs and of corporative education. The issue involves two questions: 1) Which models of evaluation of educational programs and of corporative education have been brought to light and described in Portuguese and English literature since the model presented by Kirkpatrick (1959)? and 2) Have these models shown theoretical consistency as for the elements and phases that they comprise, or there are new ways to evaluate programs in corporative education? The overall objective of this dissertation involves the presentation, analysis and comparison of the models of the evaluation of both educational programs and programs in corporative education present in Portuguese and English literature, produced since 1959, and which have been presented as instruments aimed at the evaluation of educational programs and programs in corporative education. This dissertation was carried out on the basis of âquadripolarâ methodology which was composed of the following poles: epistemological, theoretical, morphological and technical. The epistemological pole is based on Bachelardian philosophy which assumes that science and its object are not given, but are on the process of being constructed; thus the object to be analyzed is flexible to be reexamined and open to propositions toward its betterment. The theoretical pole indicates that the evaluation of programs in corporative education is part of a field of recent study, with more significant contributions to learning effects on the performance of trainees, paying less attention to the investigation of the effects on the group, the work units and the organizations alike. Further, it presents more recent contributions in English literature to the models of evaluation of programs in corporative education from Kirkpatrick and Hamblin. At the morphological pole, six evaluation models of educational programs, fifteen models of evaluation of corporative education programs and one model of evaluation of multilevel programs are described. The technical pole presents the methodology used (bibliographic review, with content analysis), the analysis of evaluation models of programs in education and in corporative education, as well as five secondary studies. The final considerations confirm the assumptions studied in this work, by underlining that: (1) secondary research works have substantiated that success in a program at a given level does not necessarily bring about the same successful result at the subsequent levels, calling into question the theoretical assumption that causality relations or positive correlations, and statistically significant, among the different levels of evaluation of the educational programs in Kirkpatrick and Hamblinâs models; 2) it has been found out the nonexistence of studies attempting to explain the connections among the different types of analysis (individual, group and organizational). To reach such an understanding, it would be necessary to adopt a multilevel approach to confirm, in this manner, the assumption that there are other models that explain the relations of causality and correlations among the different levels of evaluation of programs in corporate education; and, further, that (3) even though the models of evaluation of educational programs may be different, they bring within their cores the referential models of Kirkpatrick and Hamblinâs, confirming thus the assumption that both models continue serving as the basis for the formulation of the others.

Although effective anti-tuberculosis agents have been available for over thirty years, tuberculosis (TB) is still a global health concern and the incident rate in Hong Kong remains high. Directly Observed Therapy, Short-course (DOTS) strategy, in combination with patient education are proved to be more effective in reducing TB incidence than the DOTS strategy alone. However, there is a lack of evidence based protocol to guide nurses through the implementation of health education for TB patients. This dissertation is a translational nursing research aims at developing an evidence-based health education guideline for nurses to deliver health education to TB patients to improve treatment adherence. The objectives are to gather evidence on the effectiveness of nursing health education in promoting treatment adherence among TB patients, conduct quality assessment of the reviewed articles, develop evidence-based health education protocol for TB patients, assess the implementation potential of the innovation and discuss its implementation and evaluation plan. In this dissertation, a systematic review of 8 relevant and up-to-date research papers was performed and a guideline was then generated based on the extracted data. The guideline consists of 3 components: effective individual health education, essential elements for health education booklet and training for nurses. The implementation potential of the guideline is considered to be high while the implementation and evaluation plan of the guideline are also discussed. With the implementation of the evidence-based protocol on TB health education, the treatment adherence of the TB patients is expected to be increased.
published_or_final_version
Nursing Studies
Master
Master of Nursing

The purposes of this study were to: (a) determine, for General Education Program (GEP) courses, what individual items on the student form are predictive of the overall instructor rating value; (b) investigate the relationship of instructional mode, class size, GEP foundational area, and GEP theme with the overall instructor rating value; (c) examine what teacher/course qualities are related to a high (Excellent) overall evaluation or a low (Poor) overall evaluation value. The data set used for analysis contained sixteen student response scores (Q1-Q16), response number, class size, term, foundational area (communication, cultural/historical, mathematics, social, or science), GEP theme (yes/no), instructional mode (face-to-face or other), and percent responding (calculated value). All identifying information such as department, course, section, and instructor was removed from the analysis file. The final data set contained 23 variables, 8,065 course sections, and 294,692 student responses. All individual items on the student evaluation form were related to the overall evaluation item score, measured using Spearman s correlation coefficients. None of the examined course variables were selected as significant when the individual form items were included in the modeling process. This indicated students employed a consistent approach to the evaluation process regardless of large or small classes, face-to-face or other instructional modes, foundational area, or percent responding differences. Data mining modeling techniques were used to understand the relationship of individual item responses and additional course information variables to the overall score. Items one to fifteen (Q1 to Q15), class size, instructional mode, foundational area, and GEP theme were the independent variables used to find splits to create homogenous groups in relation to the overall evaluation score. The model results are presented in terms of if-then rules for  Excellent or  Poor overall evaluation scores. The top three rules for  Excellent or  Poor based their classifications on some combination of the following items: communication of ideas and information; facilitation of learning; respect and concern for students; instructor s overall organization of the course; instructor s interest in your learning; instructor s assessment of your progress in the course; and stimulation of interest in the course. Proportion of student responses conforming to the top three rules for  Excellent or  Poor overall evaluation ranged from 0.89 to .60. These findings suggest that students reward, with higher evaluation scores, instructors who they perceive as organized and strive to clearly communicate course content. These characteristics can be improved through mentoring or professional development workshops for instructors. Additionally, instructors of GEP courses need to be informed that students connect respect and concern and having an interest in student learning with the overall score they give the instructor.
Ph.D.
Department of Educational and Human Sciences
Education
Education PhD

Research has shown that widespread misperceptions prevail regarding the use and sustainability of Americaâ s forest resources. Elementary school students receive only a general foundation in the area of wood science and many elementary school resources have shown to be inadequate. Virginia Tech and a few other universities have adopted Wood Magic (originated at Mississippi State University) which presents active, hands-on, and engaging science-based education to third, fourth, and fifth graders, allowing them the opportunity to obtain both a theoretical and practical knowledge in these areas of study. A distance education version of the Wood Magic Program, utilizing interactive videoconferencing, is the focus of this thesis. An instructional design model has been developed to meet the needs of designers or instructors looking to expand into the distance education environment. This model describes all steps necessary to develop and implement a distance course or program. A survey was conducted of all randomly selected third, fourth, and fifth grade elementary school science teachers in Virginia. The intentions of the survey were to discover the barriers to implementing the Wood Magic Distance Education Program into their current curriculum. The three largest barriers to implementation were cost of materials, time, and travel resources.
Master of Science

Perioperative registered nurses (RNs) are vital to the provision of safe patient care for those undergoing invasive and surgical procedures within acute care settings. Unrealistic transition-to-practice (T2P) expectations for novice RNs (newly licensed and experienced RNs new to perioperative nursing) have resulted in significant turnover and attrition rates as high as 45%. A T2P program, known as the Perioperative Orientation, Education, and Mentoring (POEM) program, was developed to address attrition and turnover through mentoring and professional development. The POEM program was a pilot program implemented at a large academic medical center. An evaluation tool known as the Surgical Skill Assessment Tool was developed to evaluate the POEM program. A preintervention score of 56 and a postintervention score of 237 demonstrate an increase in experience, skill, and knowledge acquisition. Content data analysis revealed themes and subthemes from each of the 2 focus groups as well as recommendations from the quality improvement (QI) project leader and project coleader. The recommendations include developing a nurse extern program, advertising and promoting perioperative nursing to local nursing schools, supporting the clinical advisor program, encouraging involvement in the local Association of periOperative Registered Nurses (AORN) chapter, and mentoring novice RNs and RN clinical advisors. The need to evaluate strategies for improvement, recruitment, and retention is critical to sustain the perioperative nursing workforce. Further research is necessary to refine the POEM program and to understand the role of professional mentoring in facilitating a smooth T2P for novice nurses entering perioperative services.

Stroke is the fifth leading cause of death and primary cause of long-term disability in the United States. Public awareness of stroke symptoms and ability to activate the emergency medical system (EMS) quickly are essential for early treatment. At a large Joint Commission-certified Comprehensive Stroke Center with over 6,000 employees, a stroke champion program that included both clinical and nonclinical volunteers was initiated to determine whether stroke champion volunteers could learn and disseminate information about stroke symptoms and the importance of activating EMS within their community. Roger's diffusion-of- innovation framework was used to design and evaluate the outcome of the project. A survey of 46 stroke champion hospital clinical and nonclinical employee volunteers was conducted using a secured web-based survey that employed a Likert scale to evaluate the effectiveness of the program. The survey collected information on whether the stroke champion needed a license to perform their job at the hospital and evaluated the content of the program, the setting of the meeting, presenter's effectiveness, instructional method, and learners achievement of the programs objectives. Over 90% of respondents agreed or strongly agreed that the program achieved the objectives set forth in each category of the survey. A stroke champion program that incorporates all employees, not just nurses, could bring about positive social change by increasing health literacy through the dissemination of stroke information to all community members.

This study examined the facilitators and barriers to the implementation of an innovative, whole-school reform model, Expeditionary Learning, within the context of the high-stakes accountability policy environment. Twenty-four teachers and four principals were interviewed across four schools, two of which were high poverty and two of which were low poverty. All schools were K-8 charter schools and located either within the urban core or in an inner-ring suburb. Educators across schools reported agreement with the tenets of Expeditionary Learning and a desire to implement the program fully. They preferred this learning model that focuses on student choice, inquiry, and experiential education over more traditional learning models. Respondents pointed to the pressure and time constraints caused by high-stakes standardized tests as barriers to their full implementation of Expeditionary Learning. They also saw the standardized tests as largely misaligned with the model. Educators in high-poverty schools reported more anxiety around the tests and their students’ performance. Respondents across schools agreed that Expeditionary Learning was a team effort that required significant time and effort to implement with fidelity. Educators at high-poverty schools reported teacher retention and hiring policies as major barriers to implementing Expeditionary Learning, largely because collaborative teams of teachers were unable to coalesce. Other factors affecting implementation of the program included curricular standards that focused on breadth and not depth, a lack of resources, and parent and community support. Overall, the study found that district and state policies served primarily as a constraint to implementation of Expeditionary Learning, and high-poverty schools were more negatively affected by external policies than were low-poverty schools. The ability to function as an Expeditionary Learning school was ultimately based on how well internal practices were able to work with or counteract external policies.

The objective of this study was to inquire into the educational experiences of pregnant and parenting adolescents enrolled in a pregnant minor program and represent their voices by documenting this inquiry. This is a qualitative study that utilized phenomenological perspective and included a series of three in-depth interviews with six pregnant and parenting students. The focus and aim of the study was to represent the participant's voices on their educational experiences. The participants were pregnant teenagers attending a program in Southern California in the United States of America.

Since the 1970s’, dual credit programs have helped high school students earn college credit and gain college readiness skills. However, the standalone branch of dual credit programs lacks structured advising, educational planning, and student support. As a result, participants of the standalone dual credit option experience frustration and significant difficulties in their dual credit experience. This study adds to the literature by evaluating the effectiveness of a standalone dual credit program designed with Guided Pathways-style support services. Through quantitative analysis, this study compared two groups of standalone dual credit students. Both groups participated in standalone dual credit programs at the same host college. However, only one of the groups participated in a support-based standalone dual credit program. In addition to evaluating the effectiveness of support programs, the study also evaluated student perceptions as to the effectiveness of the following support service: Academic roadmaps with preset pattern of courses and preset degree options, coordinated dual high school and college advising, and cohort-style peer support. The demographics are consistent with the literature in the form of high achieving student participation. Students supported Guided Pathways program support style services. These results may help practitioners, designers, and administrators of standalone dual credit programs consider implementing student support programs within their program design.

The purpose of this study was to determine the relationship between prekindergarten classroom quality indicators and student achievement at the prekindergarten level. Pre-existing data on prekindergarten classroom quality measures and student achievement was utilized. Quality indicators were assessed using the Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2008) and student achievement was measured by the end of year results on the Phonological Awareness Literacy Screening (PALS) (Invernizzi, Meier, Swank, & Juel, 2004) and the Bracken School Readiness Assessment end of year results (Bracken, 2007). A quantitative ex post facto correlational research design was employed to identify relationships between program quality and student achievement among the prekindergarten classrooms. An ex post facto design was chosen because the circumstances of conducting the research did not allow for an experiment. The classrooms in this study site were rated overall as high in quality. The findings indicate that quality in classrooms established by high scores in the Emotional Support and Classroom Organizational domains, paired with scores in the middle to high range in the Instructional Support domain have no statistical correlation between high achievement related to PALS and Bracken scores, with the exception of one subgroup. For students that receive Public Assistance, there was a statistical significance in their end results for PALS and Bracken, indicating a positive relationship between classroom quality and student achievement. It is vitally important to develop prekindergarten programs that can be easily replicated. Replicating successful programs would save time, money, and effort. Practitioners can increase and standardize structural quality factors such as length of day, credentialing requirements of staff, and the maintenance of an organized system of in-service training and systematic curriculum oversight, while ensuring the presence of process quality, This focus will create prekindergarten programs that offer the most at risk students the highest quality possible.

This participant-oriented program evaluation study was prompted by the problem that a cohort remediation program for underprepared freshmen at a small, private university in Appalachia was implemented for 1 year and dropped without any review of the program's impact on retention. The purpose of this project study was to conduct a summative program evaluation that recorded perceptions from the cohort program's participants and to compare their retention rates with underprepared students' retention rates from the subsequent year's individualized remediation. The study was guided by Tinto's retention theory, which posits that academic and social integration is critical to retention. A Chi-square test was employed to compare the retention rates of underprepared students in the 2012 cohort program versus similar students in 2013 with a different remedial approach, and found no statistical significance in retention rates. Qualitative data collected sought to answer the question about cohort participants' perceptions of benefits or detriments to retention at this university. Based on content analysis of qualitative data, key findings showed communication and implementation flaws in the cohort remedial program that warranted ending it. However, continuing acceptance of underprepared students highlights the need for evidenced-based decisions about future remedial programming at this university. Local positive social change will come from presenting the evaluation report to administrative stakeholders with the power to improve programs serving underprepared students. The data gathered for this study provides the baseline retention data needed to measure gains in future remediation of underprepared students, and has a potentially wider social change, to further match which remedial program components yield gains in retention.

Starting with the Ancient Greeks, Pilgrims, Puritans and Quakers and now all school districts across the United States of America are faced with continually increasing challenges of developing students who are well-rounded human beings capable of making moral and ethical decisions in an ever-increasing immoral and unethical world (Lickona, 1996; Riley, 2001). The purpose of this program evaluation is to examine how association between student-to-student and student-to-teacher, which includes fighting and bullying, disrespect and insubordination, have been affected from the inception of a school-wide character education program to a national character education program recognition. A Pearson’s Chi-square test of association was utilized because it is one of the most commonly used statistical approaches to repeated measures designs.

The scope of the program evaluation involved a cohort of students in a junior high school is St. Louis County from the inception of a character education program to the National School of Character recognition three years later. Discipline referrals were collected involving aggression, including fighting and bullying, disrespect and insubordination to determine the effect the character education program was having on student-to-student and student-to-teacher relationships. The result of the findings is there was no significant association between these reported behaviors, indicating the variables are independent of each other.

This program study indicates there is no significant limitation in the relationship involving discipline referrals from the inception of the character education to the national recognition. This leads to a conclusion that the national recognition may be less concerned about reduction in discipline referrals, and may put more weight on practice, procedures and policy.

A survey of graduates who participated in Project TEAM (School Psychology, Social Work, and Speech/Language Pathology) and Project PREP (Interdisciplinary Early Childhood Education) is presented. Graduates completed coursework, seminars and practica that emphasized knowledge and skills related to working with children in the birth through 5 age group and their families. The survey determined in which competencies graduates indicated they were best and least prepared by the program and which competencies were most and least applicable to their present careers. The survey also determined what teaming models the graduates are currently using and would prefer to use in their careers. Results indicated a general trend towards the interdisciplinary and trans-disciplinary teaming models as those that graduates would prefer to use. The survey also looked at the process of the programs (i.e., participating in seminars with various disciplines, participating in the practica as a team, taking courses with other disciplines, etc.) to determine whether or not participants benefited from the program's overall organization. Results indicated that graduates agreed with the program process.

Thesis (M.A.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 93 p. : ill. Includes abstract. Includes bibliographical references (p. 65-69).

The purpose of this mixed-methods study is to evaluate the impact of Morrison High School’s ninth grade transition program, the Freshman Academy, on student outcomes. Based on the outcomes, decisions will be made to determine if the Freshman Academy is meeting students’ needs or if the program elements need to be revisited to improve student achievement. Participants included teachers, school counselors, and administrators at Morrison High School in southeastern Virginia. The study employed the product component of the CIPP model of program evaluation to guide the data collection and to determine the merit, worth, and significance of the program. Quantitative data were collected using student outcome data based on GPA, attendance rates, number of discipline referrals, pass rates on Virginia Standards of Learning End of Course tests, and credits earned. Qualitative data were collected based on teacher, school counselor, and administrator interviews. Successes and challenges of the program as well as areas of recommended improvement are detailed in this study. Analysis of student outcome data revealed that students participating in the program are consistently meeting the benchmark intended outcomes for attendance, discipline, and credits earned and most students are passing the Algebra I and World Geography SOLs during the last year included in this study. Continuous monitoring and evaluation of the program elements can only assist teams in providing stronger transition programs to help students achieve the intended outcomes. Recommendations for future research and program improvement include collaboration between the Freshman Academy teachers and administrators with the eighth grade teachers and administrators at the feeder middle schools, developing a summer bridge program to target at-risk students, and increasing parental involvement and seeking their feedback on the Freshman Academy.

Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2018.
"June 2018." Cataloged from PDF version of thesis.
Includes bibliographical references (pages 57-60).
Gifted and talented students with coexisting learning disabilities, also known as twice-exceptional, are increasingly recognized in U.S. schools. This increasing awareness needs to be met with improved legal protection, better methods for identification and optimized teaching strategies for the unique needs of these students. For this thesis, literature from a range of disciplines including education, cognitive science, and psychology regarding twice-exceptionality is examined, with a specific focus on gifted students with language-based learning disabilities like dyslexia, along with commonly comorbid factors such as ADHD and anxiety. The challenges of these students are also modeled using human centered design tools. Personas of archetypal twice-exceptional students are presented to create empathy for them and awareness of their unmet needs. Design frameworks are examined that aim to improve education universally for all students. Research strongly suggests that twice-exceptional students are under-identified and underserved in our schools and that comprehensive, individualized teaching strategies are necessary in order for them to reach their full potential. Teaching methods are outlined that simultaneously highlight strengths and accommodate the challenges of this important group of gifted learners.
by John Francis Stillman.
S.M. in Engineering and Management

Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 113-115).
Learning Analytics (LA) is defined as the collection, measurement, and analysis of data related to student performance such that the feedback from the analytical insights can be used to optimize student learning and improve student outcomes. Blended Learning (BL) is a teaching paradigm that involves a mix of face-to-face interactions in a classroom based setting along with instructional material distributed through an online medium. In this thesis, we explore the role of a blended learning model coupled with learning analytics in an introductory programming class for non-computer science students. We identify the features that were necessary for setting up the infrastructure of the course. These include discussions on preparing the course content materials and producing assignment exercises. We then talk about the various dynamics that were in play during the duration of the class by describing the interplay between watching video tutorials, listening to mini-lectures and performing active learning exercises that are backed by modern software development practices. Lastly, we spend time analyzing the data collected to create a predictive model that can measure student performance by defining the specifications of a machine learning algorithm along with many of its adjustable parameters. The system thus created will allow instructors to identify possible outliers in teaching efficacy, the feedback from which could then be used to tune course material for the betterment of student outcomes.
by Anuj Bheda.
S.M. in Engineering and Management

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This work aims to study the sport in schools and their educational principles from the perspective of Second Time Program that is integrated to More Education Program (PSTPME). The central research question seeks to answer: How is the development of sport in the school and its educational principles in PST-PME in the pedagogical perspective of physical education teachers? The research objectives are: a) to analyze the development of sports in the school and its educational principles in PST-PMEs, in the pedagogical perspective of physical education teachers; b) to identify the theoretical and methodological assumptions of Second Time Program (PST); c) to identify the theoretical and methodological assumptions of the PST-PME; d) to clarify what is the understanding of the physical education teachers about the theoretical and methodological assumptions of the PST-PME; e) to verify what are the methodological theoretical presuppositions underlying the pedagogical actions of physical education teachers in the development of sport in school. The theoretical contribution of the work is subsidized by studies that address the social role of sport (Gramsci 1976; Cury, 1983; SEMERARO, 1999; Coutinho, 2011; Barbieri, 1999; BRACHT, 2000 COLLECTIVE AUTHORS, 1992; GEBARA 2002 ; Lucena, 2001); Sport Pedagogy and its contributions to the development of educational sports (Reverdito; SCAGLIA, 2009; PAES; BALBINO, 2005); Sport and social programs (TUBINO 1996, 2010; BORGES, 2009) and historical aspects, concepts and objectives related to sports social programs (TAFFAREL, 2012; ATHAYDE, 2009; Ferreira, 2012; Santos, Oliveira, 2009). The methodological basis is a descriptive qualitative approach. The survey was conducted in three (3) public schools in the municipality of Guarapuava-PR, where the Programs Second Time integrated to More Education is developed, and had as subjects of study three (3) physical education teachers who work in that program . As instruments for data collection were used to document analysis, observation of classes and interviews with the teachers. For analysis and discussion of the data it was used the Content Analysis (Bardin, 2011). Through the analysis of data It was noticed that the development of sport in the PST-PME occurs in a context permeated by contradictions, both for physical and material resources, and with regard to understanding and application of its pedagogical rationale. The PST-PME constitutes a space in which children at social risk can play, as well as, play and have fun. In this sense, the sport is seen as a means to fill the downtime and mitigate social issues. It was concluded that the sport and its development through programs and social projects related to school contributes to the effective actions designed to meet the needs and interests of the population.
Este trabalho tem por objeto de estudo o esporte na escola e seus princípios educacionais a partir do Programa Segundo Tempo integrado ao Programa Mais Educação (PST-PME). A questão central da pesquisa que buscamos responder é: Como se dá o desenvolvimento do esporte na escola e seus princípios educacionais no PST-PME na perspectiva pedagógica dos professores de Educação Física? Os objetivos da pesquisa são: a) analisar o desenvolvimento do esporte na escola e seus princípios educacionais no PST-PME, na perspectiva pedagógica dos professores de Educação Física; b) identificar os pressupostos teóricos metodológicos do Programa Segundo Tempo (PST); c) identificar os pressupostos teóricos metodológicos do PST-PME; d) explicitar qual o entendimento dos professores de Educação Física sobre os pressupostos teóricos e metodológicos do PST-PME; e) verificar quais são os pressupostos teóricos metodológicos que fundamentam as ações pedagógicas dos professores de Educação Física para o desenvolvimento do esporte na escola. O aporte teórico do trabalho está subsidiado por estudos que tratam do papel social do esporte (GRAMSCI, 1976; CURY, 1983; SEMERARO, 1999; COUTINHO, 2011; BARBIERI, 1999; BRACHT, 2000, COLETIVO DE AUTORES, 1992; GEBARA, 2002; LUCENA, 2001); da Pedagogia do esporte e suas contribuições para o desenvolvimento do esporte educacional (REVERDITO; SCAGLIA, 2009; PAES; BALBINO, 2005); do Esporte e Programas sociais (TUBINO, 1996, 2010; BORGES, 2009) e dos aspectos históricos, conceitos e objetivos referente aos programas sociais esportivos (TAFFAREL, 2012; ATHAYDE, 2009; FERREIRA, 2012;SANTOS; OLIVEIRA, 2009). A base metodológica é de cunho qualitativo descritivo. A pesquisa foi realizada em três (3) escolas públicas estaduais, do município de Guarapuava-PR, onde o Programa Segundo Tempo integrado ao Programa Mais Educação é desenvolvido, e tem como sujeitos três (3) professores de Educação Física que atuam no referido Programa.Como instrumentos para a coleta de dados foram utilizados a análise de documentos, a observação das aulas e a entrevista com os professores. Para análise e discussão dos dados utilizamos a Análise de Conteúdo (BARDIN, 2011). Por meio da análise dos dados desvelamos que o desenvolvimento do Esporte no PST-PME ocorre num âmbito permeado por contradições, tanto em relação aos recursos físicos e materiais, como em relação a compreensão e aplicação de seus fundamentos pedagógicos. O PST-PME se constitui num espaço em que crianças em risco social podem brincar, jogar e se divertir. Nesse sentido, o esporte é considerado como meio para ocupar o tempo ocioso e amenizar mazelas sociais. Concluímos que o esporte e seu desenvolvimento, por meio de programas e projetos sociais vinculados à escola, contribuem na efetivação de ações que visam atender às necessidades einteresses da população.

Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.

This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.

The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.