Dissertations / Theses on the topic 'Educational and methodical support'
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Barylo, A. B., and G. I. Litvinenko. "Information-analytical subsystem methodical maintenance of educational process." Thesis, Sumy State University, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16958.
Full textГрицюк, Мар'яна Іванівна. "The formation of educational-methodical competence in different disciplines teaching in medical schools." Thesis, Сучасні підходи до вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку) : матеріали XIV Всеукр. наук.-практ. конф. з міжнар. участю, присвяченої 60-річчю ТДМУ (Тернопіль, 18–19 трав. 2017 р.) : у 2 т. / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2017. – Т. 1. – 211 с, 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/12387.
Full textGulden, Jens [Verfasser], Ulrich [Akademischer Betreuer] Frank, and Stefan [Akademischer Betreuer] Eicker. "Methodical support for model-driven software engineering with enterprise models / Jens Gulden. Gutachter: Ulrich Frank ; Stefan Eicker. Betreuer: Ulrich Frank." Duisburg, 2013. http://www.seem-method.info/.
Full textGalan, Maribel. "Educational practices to support homeless students." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556873.
Full textThis study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population.
The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students.
The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners.
Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.
Навчук, Ігор Васильович, and Галина Василівна Навчук. "Іnformation support of the educational process." Thesis, Сучасні підходи до вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку) : матеріали XIV Всеукр. наук.-практ. конф. з міжнар. участю, присвяченої 60-річчю ТДМУ (Тернопіль, 18–19 трав. 2017 р.) : у 2 т. / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2017. – Т. 1. – 211 с, 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/12385.
Full textMidekso, Dida. "Advances in educational support for software design methods." Thesis, Teesside University, 1990. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290435.
Full textHubley-Little, Tamara. "Educational reorganisation and collegial support : a case study." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4251/.
Full textBournes, Stephen Derrick. "Transforming the Underperforming| Principal Perceptions of Support in Turnaround Schools." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640877.
Full textResearch on turnaround schools suggests that school districts have had limited success in effectively turning around underperforming schools including how districts support turnaround principals. Furthermore, the research makes an explicit connection between the success of a turnaround, the principal, and district support. Absent from the literature is how turnaround principals experience this support. In this qualitative study, I examine the experiences of turnaround principals and their perceptions of the district support provided them. My research questions are: “How do turnaround principals experience district support? What do struggling and successful principals say about the support process?” The primary data collection method consisted of interviews of 20 turnaround principals, 10 who were successful and 10 who were struggling. The data was analyzed using inductive thematic analysis, and the following themes emerged: distributed leadership, self-efficacy, and capability and capability development. There were five major findings: 1) There is an interrelationship between self-efficacy, capability development, locus of control, and the success of turnaround principals; 2) Turnaround principals want differentiated support from central office; 3) Successful turnaround principals employ distributed leadership practices; 4) Both successful and struggling turnaround principals need social-emotional support from central office; and 5) The capacity of the district’s central office to support turnaround principals is crucial.
Domers, Ted M. "How do principals create a working environment to support teacher retention?" Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746345.
Full textThe high rate of turnover for K–12 teachers, especially those working in urban schools, is well documented. Accompanying this research is a range of interventions to limit teacher movement and thus create more cohesive and effective schools. While the role of the principal is recognized as a critical element in teacher retention, few studies explore how principals see their roles in impacting teacher retention. To examine this question and propose practical solutions to better support teachers and principals, this study examines a range of structures in schools that principals might use to shape their school’s culture and provide better supports for their teachers.
Through a survey, case study, and interviews, the study assesses the working conditions in schools and its implications for teacher retention in a large urban school district. In doing so, the study uses a mixed-methods approach to analyze the intersection of the nature of the teaching occupation, working conditions of schools, causes of teacher turnover, and the principal’s role. The findings that emerge from the data offers a fresh perspective to consider the ways in which principals can consider their influence, involvement, and position to support teachers and influence the working environment of a school.
The recommendations from the study seek to honor the complexities inherent in a school organization, given the tremendous range of responsibilities bestowed upon teachers and principals. They are relevant to a range of stakeholders in K–12 educational communities, including researchers, policymakers, and practitioners.
Johnson, Bridget A. "Teacher support teams: a school-based strategy for the provision of education support services and health promotion." Thesis, University of the Western Cape, 1997. http://etd.uwc.ac.za/index.php?module=etd&.
Full textHimes, Nancy. "A psycho-educational bereavement support group for older adults." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1592580.
Full textThe baby boom generation is the fastest growing demographic. With their aging comes an increase in the loss of loved ones. Essential to the mental well-being of this population who are at risk for depression and mortality is bereavement support with the overall goal of reducing bereavement-related depression and grief. Geriatric bereavement related-depression is often overlooked by health care professionals or if it is recognized prescribed medication has been a preferred remedy instead of other options such as group therapy. The proposed Archstone Foundation grant will support an English and Spanish speaking bereavement support group for adults age 65 and over at Barbara J. Riley Senior Community Center, Downey, California. A 6-week psycho-educational course will provide attendees with depression and grief reduction techniques utilizing Reminiscence, Cognitive Behavioral and Cognitive Grief Therapy. The actual submission and/or funding of this grant were not a requirement for successful completion of this project.
Peters, Lamees. "Somali parents’ educational support of their primary school children." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86307.
Full textENGLISH ABSTRACT: Parental involvement is a term that is associated with parental participation in schools and parents’ support of their children’s education. It is subjective in nature and often difficult to evaluate. In the late 1990s, many Somali families immigrated to South Africa due to the on-going factional wars in their country to take up employment opportunities and start a new life as immigrants. Limited knowledge exists about such parents’ understandings of education and their role in the educational development of their children. In this study, the researcher explored the various forms of support that Somali immigrant parents provide to their school-going children. This basic qualitative research study is situated in an interpretive paradigm. Through snowball sampling, five parents from a Somali community in the Helderberg area of the Western Cape were selected for the study. The data was collected through semi-structured interviews, a focus group interview and observations and was subjected to content analysis. The study found that there are various forms of support that Somali parents offer their primary school children. The support that these parents offer is mostly of physiological nature, such as to feed and to clothe them. The challenges that these Somali participants face are educational, cultural and linguistic. The study found that because the majority of the participants are uneducated, they face limitations in how they can support their children academically. Due to their lack of schooling experience together with their linguistic constraints, the parents’ participation tend to be limited to attending meetings and participating in social events.
AFRIKAANSE OPSOMMING: Ouerbetrokkenheid is ’n term wat algemeen in die skoolgemeenskap gebruik word en word gewoonlik vereenselwig met ouers se deelname aan skoolaktiwiteite asook hul ondersteuning ten opsigte van hul kinders se opvoeding. Ouerbetrokkenheid is subjektief van aard en dikwels moeilik om te evalueer. In die laat 1990’s, net na die beëindiging van apartheid, het baie Somaliese families, as gevolg van die voortdurende stamoorloë in hul land, na Suid-Afrika geëmigreer om nuwe werksgeleenthede te soek en sodoende ’n nuwe lewe as immigrante te begin. Beperkte kennis bestaan oor die uitdagings wat hierdie immigrantefamilies in die gesig staar asook hul rol in die opvoedkundige ontwikkeling van hul kinders. In hierdie studie het die navorser gepoog om die verskillende vorme van ondersteuning wat Somaliese ouers bied, te verken. Hierdie basiese kwalitatiewe navorsingstudie is in ’n interpretatiewe paradigma geleë. Deur middel van ’n sneeubalsteekproef is vyf deelnemers van ’n Somaliese gemeenskap in die Helderberg-gebied in die Wes-Kaap as deelnemers aan die studie gekies. Die data is ingesamel deur semi-gestruktureerde onderhoude, ’n fokusgroeponderhoud en waarnemings, en is toe inhoudelik ontleed. Die studie het bevind dat daar verskillende vorme van ondersteuning onder Somaliese ouers bestaan, wat hulle aan hul skoolgaande kinders bied. Die ondersteuning wat hierdie ouers aan hulle kinders bied, is van fisiologiese aard, byvoorbeeld om kos en klere, te voorsien. Die uitdagings wat hierdie Somaliese deelnemers in die gesig staar is opvoedkundig, kultureel en taalkundig. Die studie het bevind dat omdat die meeste van die ouers ongeletterd is, hulle nie hul kinders met hul skoolwerk kan help nie. As gevolg van hul gebrek aan skoolopleiding asook hul taalkundige beperkinge, is dié ouers se deelname geneig om beperk te wees ten opsigte van die bywoning van skoolvergaderings en deelname aan sosiale geleenthede by die skool.
Owens, Megan E., James Lampley, and Jenny Lee. "Educational Leadership and Policy Analysis Support and Encouragement Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3026.
Full textWilliams, Alison Anne, and Alison Anne Williams. "Educational applications of decision support simulations for water basins." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/626933.
Full textSutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.
Full textPerelli, Todd Edward. "Principal Support and Academic Optimism in Urban High Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192495.
Full textHeslop, Laura. "Support for the supporters : perceptions of support for support staff in comprehensive schools and the role of the educational psychologist." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/38110/.
Full textBressler, Kathleen M. "The relationship of high school teachers' job satisfaction to principal support." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618847.
Full textSpencer-Smith, Garth. "A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14754.
Full textThis mixed methods dissertation investigates whether the Matric Mathematics results and enrolments at high schools in the EMDC East zone of Cape Town have been impacted by the availability of computers and mathematical software (as provided by the Khanya Project); how the teachers at one school in Khayelitsha, Cape Town are using the computer as a tool to teach Mathematics, and whether their pedagogy changes between the Mathematics lessons in the conventional classroom and the computer lab. A series of statistical tests (Mann-Whitney U test; independent samples t-test; paired samples t-tests and the Wilcoxon Signed Rank test) were applied to various samples of the 2007 Matric Mathematics data of high schools in the EMDC East, obtained from WCED. What was concluded was that there was no significant difference between the Matric Mathematics results of the schools with the computers and those without; no significant change in the results after the Khanya labs were installed; no significant change in the percentage of pupils that passed Matric Mathematics; and no significant change in Higher Grade Mathematics enrolment rates. The overall conclusion from the quantitative research was thus that no significant differences were brought about by the use of computers in Mathematics in the EMDC East schools. So, what does happen when the computers are being used? This led to qualitative research on whether and how computers impact pedagogy: observations of ten Mathematics lessons in a selective township school in Khayelitsha were undertaken, and transcriptions made. These transcriptions were analysed in order to determine how the teachers were using the computers as a pedagogical tool, and whether their pedagogy varies across different lesson contexts (face-to-face lessons and computer lab lessons). In the case of the former question, it was found that the computers were primarily being used as a drill-and-practise tool for revision purposes; in other words, as though they were electronic textbooks. In order to answer the latter question, each sentence of each teacher was categorised according to an analytical framework in order to determine if there were any variation in semiotic mediation (in other words, teacher talk) between the classroom and the computer lab. Chi-squared tests for independence indicated that there was a significant, moderate to strong association between the location of the lesson and the type of talk; thus there is significant variation in semiotic variation between the two venues and the teachers' pedagogy does vary between the face-to-face classroom and the computer lab. Further chi-squared tests also indicated significant, moderate to strong associations between the location of the lesson and the scale of interaction (class or individual); and between the type of talk and scale of interaction.
Clouse, Nancy K. Gagen. "The Leadership Role in Online Support Programs for Beginning Teachers." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-155603/.
Full textOrtega, Erin. "Mobile Application Use to Support Family, School, and Community Partnerships." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6734.
Full textSivhabu, Tendani Emmanuel. "Teachers' experience of professional support in a changing educational setting." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09272005-134954.
Full textLau, Wing-yin Verana, and 劉穎賢. "Support for students with special educational needs in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48128594.
Full textpublished_or_final_version
Education
Doctoral
Doctor of Education
Benjuma, Nuria Mahmud. "An educational framework to support industrial control system security engineering." Thesis, De Montfort University, 2017. http://hdl.handle.net/2086/15494.
Full textKruger, Johanna Aletta. "The development of educational relationship-focussed reading support strategies / Johanna Aletta Kruger." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2880.
Full textThesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.
Ruiz, Rachel Sue. "Transforming a community college in support of learning : a case study /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textHaupt, Maria M. C. "A Kirkpatrick evaluation of computer-integrated learning support material for technology education." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02032006-161125/.
Full textCagle, Karen E. "Faculty perceptions of principal support and change orientation in Virginia high schools." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618563.
Full textDavenport, Carrie A. "To Whom It May Concern: A Peer Support Group on Facebook™." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/61.
Full textLundqvist, Johanna. "Educational pathways and transitions in the early school years : Special educational needs, support provisions and inclusive education." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126011.
Full textAt the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.
Venter, Lisa Eve. "Theoretical approaches underpinning educational psychologists’ practice in district-based support teams." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71765.
Full textIncludes bibliography
ENGLISH ABSTRACT: There has been a paradigm shift occurring in the field of educational psychology over the last few decades from a predominantly medical approach towards a more inclusive and systemic approach. This development has called for a change in the way educational psychologists conceptualise problems, as well as an expansion in their practices in order to provide effective support services. However, the question arose which theoretical approach educational psychologists currently espouse and implement. This study therefore endeavoured to explore the theoretical approaches underpinning educational psychologists’ practice, with a focus on those professionals working within District Based Support Teams (DBSTs) in the Western Cape.Within this broad aim, the research aimed to identify which theoretical approach(es) the educational psychologists personally espouse and which theoretical approach(es) is/are espoused within the DBSTs. A further objective was to determine what the practice of their theory-in-use entailed. This information would ascertain whether the educational psychologists’ espoused theories and theory-in-use correspond. Qualitative research within the interpretive/constructivist paradigm was employed for the research design. The participants included eight educational psychologists practising within District-Based Support Teams (DBSTs) in the Western Cape. Data was collected by means of an extensive literature review, self-administered questionnaires and individual interviews and analysed using qualitative thematic analysis and interpretation. The key findings of this research revealed that the educational psychologists in this study personally espouse a systemic approach to their practice of educational psychology. However, it was revealed that this approach is not necessarily adopted by all members of the DBSTs. Furthermore, the educational psychologists themselves experience many challenges in implementing this theory. Their theory-in-use at the Education District Offices incorporates both medical and systemic approaches. Assessment of learners is largely based on a medical model, whilst the interventions and support they provide appeared to be focused on a more systemic level. It was concluded that the theory that the educational psychologists personally espouse; the theory espoused within DBSTs; and the theory-in-use within the DBSTs, do not entirely correspond.
AFRIKAANSE OPSOMMING: ’n Paradigma skuif wat die laaste paar dekades plaasgevind het in die veld van opvoedkundige sielkunde, het meegebring dat die benadering verander het vanaf ‘n hoofsaaklik mediese model na ‘n meer inklusiewe en sisteem gebaseerde model. Hierdie ontwikkeling vra dat opvoedkundige sielkundiges probleme op nuwe maniere konseptualiseer, asook hul praktyk uitbrei om effektiewe ondersteuningsdienste te kan verskaf. Die vraag watter teoretiese benaderings opvoedkundige sielkundiges tans onderskryf en implementeer, het onstaan. Hierdie studie poog dus om te ondersoek watter teoretiese raamwerke opvoedkundige sielkundiges se praktyke onderlê, en fokus op die opvoedkundige sielkundiges wat werk binne die Distriksgebaseerde Ondersteuningsspanne (DBSTs) in die Wes-Kaap. Binne hierdie breë doelwit, word deur die navorsing gepoog om die teoretiese benadering(s) wat opvoedkundige sielkundiges binne die DBSTs persoonlik aanhang sowel as die teoretiese benadering(s) wat binne hierdie DBSTs gepropageer word, te identifiseeer. ‘n Verdere mikpunt was om vas te stel wat die deelnemers se praktyk (teorie-in-gebruik) behels. Hierdie inligting sou dit moontlik maak om vas te stel of die teorie voorgestaan en die teorie-in-gebruik ooreenstem. Kwalitatiewe navorsingsmetodologie vanuit ‘n interpretatiewe/konstruktivistiese paradigma is gebruik in die ontwerp van die navorsing. Die deelnemers was ag opvoedkundige sielkundiges wat binne die DBSTs van die Wes-Kaap praktiseer. Data is versamel deur ‘n uitgebreide literatuur oorsig, self ingevulde oop vraelyste en individuele onderhoude. Die data is geanaliseer deur van kwalitatiewe tematiese analise en interpretasie gebruik te maak. Die kernbevindinge van die studie het gedui op ‘n sistemiese benadering tot hul praktyk, wat deur die opvoedkundige sielkundiges persoonlik onderskryf word. Die bevindige het ook gedui daarop dat nie al die lede van die DBSTs dit aangeneem het nie. Verder ervaar die opvoedkundige sielkundiges self verskeie uitdagings ten opsigte van die implementering van sodanige teoretiese benadering. Die teorie-in-gebruik binne die Onderwys Distrikskantore bevat beide mediese model benaderings sowel as meer sistemiese benaderings. Die assessering van leerders is grootliks gebaseer op ‘n mediese model, terwyl die intervensies en ondersteuning wat gebied word blyk meer sistemiese onderlê te wees. Dit kom dus vooras of die teorie wat opvoedkundige sielkundiges persoonlik aanhang, die teorie wat binne die DBSTs onderskryf word, en die teorie-in-gebruik binne die DBSTs nie noodwendig ooreenkom nie.
Alexander, Julie. "Creation of support group and educational materials for children with diabetes." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544221.
Full textDepartment of Elementary Education
Castellanos, Simons Doris, Ramírez Aldo Bazán, Belmont Aldo Mauricio Ferrari, and Rodríguez César Alberto Hernández. "Family support in high ability students from different socio-educational contexts." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/102035.
Full textEl objetivo del trabajo fue analizar la percepción del apoyo familiar al aprendizaje en 79 alumnos de 6to grado con aptitud intelectual superior de tres contextos educativos (escuela urbana pública y privada, y rural indígena) en Morelos, México. Los alumnos respondieron la prueba SAGES-2 (Johnson & Corn, 2001) y el Cuestionario de Apoyo Familiar de Bazán& Domínguez (2009). Solamente se encontraron diferencias significativas entre los contex- tos analizados en la percepción de la comunicación regular con maestros relacionada con la materia Español, que fue percibida con mayor frecuencia en el contexto de la escuela privada, respecto al público indígena, independientemente del área de capacidades detectada. Se enfatiza la urgencia de investigar las variables del contexto socioeconómico y familiar para la comprensión de la manifestación, desarrollo y educación de las altas capacidades en alumnos de entornos culturales diferentes.
Geyser, Gerhardus Albertus. "The value of psycho-educational support groups in primary healthcare clinics." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53407.
Full textMini Dissertation (MA)--University of Pretoria, 2015.
Psychology
MA
Unrestricted
Brashear, Kristen Michelle. "Teachers’ Experience with Problematic Behavior and Educational Support: A Phenomenological Inquiry." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1595196246142521.
Full textBrindley, Jane E. "The effects of a social support intervention on distance learner behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ57024.pdf.
Full textPerilla, Jessenia Y. "Support group for neonatal intensive care families| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590144.
Full textHaving an infant admitted to the neonatal intensive care unit (NICU) can be stressful and overwhelming for parents and families. Parents have developed anxiety and depression disorders, as a result of their experience from having their infant in the NICU. The stress and anxiety can also affect the parent-child attachment, as well as putting the infant/child at risk of abuse and neglect. A licensed clinical social worker will facilitate a support group using the strength based perspective to empower individuals and families. The support group goals are: to reduce the amount of stress that parents and/or caregivers encounter, as a result of their infant being in the NICU, to empower parents and/or caregivers to advocate for their infant who has been in the NICU, and to increase the parents and/or caregivers' ability to appropriately respond to the infant's needs. In selecting, Health Trust, as a funder, it values enhancing the well-being of individual and families in Santa Clara County. An actual submission to the funder was not a requirement of this project.
Jasso, Laura K. "Teacher Perceptions of Effective Instructional Coaching in Professional Development Support." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976245.
Full textMany school districts are utilizing instructional coaches to support teachers as they implement their professional learning in the classroom. This study examined teachers’ perceptions of effective instructional coaching practices to gain insight about which aspects of instructional coaching teachers find most supportive in implementing change in the classroom. Adult learning theory, andragogy, was used as the theoretical framework guiding this study. Survey data from the Perceptions of Coaching Survey (PCS) was collected from 116 teachers across six states. These teachers were engaged in professional development on supporting English learners and were receiving follow-up coaching support from their district. Five participants were interviewed to further investigate teachers’ perceptions of coaching practices. Two maintained a month-long journal to reflect on any coaching interactions that occurred. The findings of this study revealed that teachers perceive coaching to have a positive impact in supporting the implementation of change in the classroom, and a primary theme emerged that coaching aims to improve instruction. The aspects of coaching that teachers were most satisfied with focused on implementing classroom strategies including having a coach modeling strategies in the classroom, being observed and receiving feedback from a coach, and watching fellow colleagues teaching the same things. Teachers also identified desirable qualities of coaches, including knowledge, trustworthiness, confidence, positivity, and flexibility from a supportive and consistent, non-administrative presence in the classroom. Teachers reported that what they learn from coaching applies to their current teaching situation and that coaching motivates them to try new things in the classroom.
Fryer, Lizelle. "Student support officers' perceptions of student support provision in Technical and Vocational Education and Training (TVET) colleges." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95992.
Full textENGLISH ABSTRACT: Technical and Vocational Education and Training (TVET) Colleges (Formerly Further Education and Training [FET] Colleges) in South Africa have undergone many changes since 1994. The sector has been reformed with much policy change. There are currently 50 multi-campus sites spread across South Africa. Government has realized the plight of many jobless youth. The lack of trained workers with certain scarce skills has therefore come to light in the world of work. TVET Colleges have the potential to answer this need. In 2007, a new curriculum, National Certificate (Vocational) [NC(V)] was rolled out to replace the National Assembly Training and Education Department or NATED (N1-6) qualifications. This new curriculum was described as an equivalent to Grades 10 to 12, with students generally being between the ages of 16 and 18. Most of the students enrolled for these courses hold bursaries. Of concern for this study is the low throughput rate of roughly 40% of this age group per year, since roll-out in 2007. In this generic qualitative research study framed with a constructivist paradigm, I set out to explore the student support officers’ perceptions of providing support to these NC(V) students that did not pass their courses. I made use of semi-structured individual and telephonic interviews to gather data and the respondents were selected based on their role within the college. I developed thematic networks to organize the data before analyzing it into themes. Bronfenbrenner’s bio-ecological framework served as the theoretical framework underlying my research. Findings showed that the roles of the student supporters were not clearly defined. This lead to many challenges within the performance of their roles. Student supporters thus seemed to be in constant battle to support the students. In addition, working with adolescent students in the TVET College sector also presented unique challenges, since they are a new cohort of students entering the colleges. The student supporters shared recommendations that could be considered for the development of their roles within the college sector.
AFRIKAANSE OPSOMMING: Tegniese- en Beroepsonderwys- en- Opleidingskolleges (TVET Colleges) in Suid-Afrika het vanaf 1994 baie veranderinge ondergaan. Daar is beleide in plek gestel wat hierdie sektor herskep het (tot onlangs bekend as verdere Onderwys en Opleiding). Daar is huidiglik 50 TVET Kolleges regoor Suid-Afrika. Die regering het besef dat daar baie jongmense sonder werk is. Dit het aan die lig gekom dat daar ’n tekort aan opgeleide mense met sekere vaardighede is. Die TVET Kolleges is geïdentifiseer as die plek waar hierdie opleiding aangebied kan word. In 2007 is ’n nuwe kurrikulum by TVET Kolleges bekend gestel. Die doel was dat dit die ou NATED (N1-6) kursusse vervang en dat dit vir jonger studente opgestel is. Hierdie kurrikulum is die NCV (Nasionale beroepsgerigte Sertifikaat) genoem. Die studente is dan tipies besig om hul Graad10-12 by die Kollege te voltooi en is tussen die ouderdomme van 16-18. Die meeste studeer met ’n beurs. As daar nou teruggekyk word na die slaagsyfer van hierdie NVC kurrikulum vanaf 2007, is die gemiddeld 40%. Dit is iets waaroor die media gereeld rapporteer. In hierdie generiese kwalitatiewe navorsingstudie met ’n konstruktivistiese paradigma, het ek besluit om ondersoek in te stel oor die persepsies van die studenteondersteuners oor hul rol as ondersteuners vir hierdie groep jonger NCV studente wat sukkel om te slaag. Ek wou verstaan wat studentondersteuning binne die TVET Kolleges beteken. Ek het gebruik gemaak van semi-gestruktureerde onderhoude met persone binne die rol van studenteondersteuners. Die resultate is volgens temas geanaliseer en georganiseer. Bronfenbrenner se bio-ekologiese raamwerk het gedien as die teoretiese raamwerk wat die navorsing rugsteun. Die resultate het aan die lig gebring dat die studenteondersteuners se rolle nie duidelik omskryf was nie en dat hulle konstant moet baklei om die student te kan ondersteun. Die nuwe adolessente wat nou deel uitmaak van die studentestelsel het ook unieke uitdagings, aangesien hulle ’n nuwe ouderdomsgroep is wat nou ondersteun moet word. Die resultate gee ook aanbevelings weer wat deur die studenteondersteuners gemaak is ten opsigte van die uitvoer van hul rol binne hul spesifieke TVET Kollege konteks.
Jones, Nicole. "Difference makers| A multi-case studyof the conditions under which superintendents build equitable learning environments to support Black students." Thesis, The University of Wisconsin - Milwaukee, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154260.
Full textThe purpose of this study was to analyze the stories shared by superintendents in a Midwestern state about how they approached the work of developing more equitable learning environments for Black students. The study examined the dispositions of the superintendents, the actions taken by the superintendents in each school district, and the influence of the district environment on the superintendents’ ability to carry out their work. A qualitative, multiple case study approach was used to conduct interviews and gather public documents and data from eight superintendents working in academically high performing, suburban school districts. The findings revealed that the eight superintendents possessed dispositions in alignment with the teachers and leaders identified in the research and literature on Culturally Relevant Practices. The superintendents’ actions focused on increased engagement with Black families, challenging the status quo in the educational system, and educating teachers, students and community members on Culturally Relevant Practices. The political climate of the district and issues of White Privilege factored the superintendents’ ability to carry out the work of creating equitable learning environments for Black students. Future studies should consider the examination of superintendent preparation programs as it relates to the development of culturally relevant dispositions and actions and the interactions between superintendents leading work around equity and their relationships with their school board and community members.
Morrow, Raquel Annette. "A Study of the Perceptions of First-year TRIO Student Support Service Participants." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736810.
Full textThis qualitative study was designed to investigate the perceptions of participants in the TRIO Student Support Service (SSS) program, a government-funded student retention program for first-generation college students, low-income students, and students with disabilities. There was little research on the perceptions of students who represent the target population in this government-funded program. Tinto’s (2012b) model of student departure was used to interpret the findings. The study was guided by three research questions used to investigate possible barriers or benefits to the participants while attending the university, and also asked participants for suggestions to improve the TRIO SSS program. Interviews with first-year TRIO SSS participants at a Midwest university were conducted. The students in this study discussed their experiences; and three themes emerged as issues with which they had to deal: adjustment, integration, and personal growth. These findings mirrored prior research on this target population, all of whom have been found to struggle with academic preparation, study skills, college procedural knowledge, and with wanting to fit into college both socially and academically (Johnson, 2012). The findings in this study are also consistent with the theory of student departure put forth by Tinto (2012b). Program improvement suggestions included, additional social gatherings, increasing the number of advisory meetings, provide a TRIO SSS program-specific orientation meeting, facilitate workshops to address study abroad programs and understanding income taxes. The TRIO SSS program services and staff were perceived by the participants as meeting the participants’ needs and should continue the practices already in place.
Ball, Rachel Previs. "Virginia Principals' Knowledge of Classroom Assessment and Support of Assessment for Learning Practices." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1516639525.
Full textWilson, TaJuan RaKeem. "The Impact of TRIO Student Support Services at a Midwestern Institution." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125269.
Full textFirst-generation, low-income, and disabled college students are an increasing population (Tinto, 2012). TRIO Student Support Services (SSS) is an academic support program funded by the U.S. Department of Education that seeks to support this demographic to overcome challenges and thrive while in college (Coffman, 2011). Utilizing a mixed methods approach, the goal of this study was to examine the student success outcomes of retention and grade point average of TRIO SSS students compared to students who are similarly qualified but not being served by TRIO SSS at a Midwestern, large, public, four-year institution. In addition, TRIO SSS seniors were interviewed during focus groups. During focus groups, students reflected on their overall programmatic experiences in TRIO. A total of 1,913 students were involved in the quantitative analysis, and 16 TRIO seniors participated in the focus groups. Data analysis resulted in the emergence of four major themes: (a) relationships, (b) loyalty, (c) trust, and (d) transformation. These findings were consistent with other studies conducted within the scope of Tinto’s (2012) theory of student retention. All of the interview participants identified a profound and personal emotional connection to their time in TRIO SSS. This study was significant due to the lack of previous research that couples the experiences of students with quantitative data. Implications for practice included, but were not limited to, stronger support for first-generation students through a range of campus partnerships and initiatives. Recommendations for future research included expanding this study by examining TRIO programs at other institutions and gathering perceptions of first-generation students through multiple focus groups.
Jones, Racquel. "Principals' perceptions of the effectiveness of a network support structure in a large urban school system." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791819.
Full textSheppard, Susan Anne. "Flexible support systems for children with autistic spectrum disorders : can an outreach model of support influence inclusive educational practice?" Thesis, University of East London, 2000. http://roar.uel.ac.uk/1298/.
Full textHindin-Miller, Jennifer Margaret. "Re-storying identities: Young women's narratives of teenage parenthood and educational support." Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7228.
Full textCampher, Elsie J. "Educational change : a support programme for educators in an inclusive school setting." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53402.
Full textENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present challenges for educator support to facilitate educational change in South Africa. The proposed link between effective educational transformation and understanding and managing change stimulated the researcher's desire to develop an in-service education and training programme for educators within the concept of whole school development. Such a programme could ensure the simultaneous development of competence of the individual and the school as an organisation. The first phase of this study comprised the development of a particular in-service educator support programme aimed at addressing the identified needs of a specific target group of educators to facilitate educational transformation within an inclusive setting. The primary focus of the study was the development of educator competencies that would help educators cope with educational change by means of the establishment of school-based support teams. The content was based on a comprehensive overview of the literature on individual and institutional development as well as change. This was synthesized into four modules (Module one: change, transition, reviewing and clarifying vision and mission; Module two: leadership, teamwork and support; Module three; organisational change, the learning organisation and organisational culture; Module four: application). In the second phase an evaluation research design was used to conduct a comprehensive evaluation of the programme in order to make judgements (from an accountability perspective) to facilitate programme improvement (from a development perspective) and to generate knowledge (from the perspective of academic value). The programme was presented in ten sessions of three hours each over a period of seven months during and after which qualitative and quantitative data was obtained and combined to ensure higher quality data for the identification of outcomes. An interpretive version of content analysis was applied for the identification of patterns from which subcategories, categories and a main theme was constructed. The programme succeeded in achieving the primary objective of facilitating the establishment of school-based support teams: 95% of the schools that participated in the programme established school-based support teams. It also contributed to the development of personal and professional competency in educators that helped them cope with educational change. Participants experienced significant positive changes in their own thinking and perceptions regarding inclusive education, educational change, support and teamwork. They understood why they needed to change, and developed a better understanding of how to deal with the effects of change. From the patterns identified, the sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the facilitator and of transformative learning. The research flndinqs confirmed that the problem was appropriately conceptualised and that the design of the programme adequately addressed the needs of the participants. Respondents reported that they were more knowledgeable and skilful, and that they had experienced positive changes in their attitudes. These personal changes contributed to better educational service delivery and improved schools. This study demonstrated that educators can be given the support they need to cope with educational change through an in-service support programme which is needs driven and which focuses simultaneously on individual and organisational development.
AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en -opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling. So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die skool as organisasie kon verseker. Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram vir opvoeders behels wat daarop gemik is om die geïdentifiseerde behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een: verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee: leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die leerorganisasie en organisatoriese kultuur; Module vier: aanwending). In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë en 'n hooftema saamgestel is. Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die fasiliteerder en van transformatiewe leer. Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde skole. Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en organisatoriese ontwikkeling.
Chang, Christine. "A psycho-educational support group for Chinese family caregivers| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527899.
Full textThe purpose of this project was to develop and write a grant proposal to secure funds on behalf of the Herald Community Center for a psycho-educational program for Chinese adults providing direct care for aging parents. The proposed program entitled Caring for You, Caring for Me will focus on Chinese caregivers residing in the San Gabriel Valley. Traditionally, families of Chinese descent encounter numerous barriers when attempting to access support services for their aging parents. These barriers can include financial strain on the family caregiver, language incompatibility with service providers, and a lack of cultural responsiveness to the needs of the Chinese older adult community. The overarching goal of the proposed program will be to decrease the burden and stress often experienced by Chinese adult children in a caregiving role. The actual submission or funding for this program was not required for the completion of this project.
Tae, Jenny Sok. "Educational Support Group for Cambodian Women of Domestic Violence| A Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751670.
Full textThe purpose of this project was to develop an educational support group, identify potential funding sources, and complete a grant application for funding to serve Cambodian women who experience domestic violence or intimate partner violence at the Cambodian Association of America (CAA). The Southeast Asian community including the Cambodian community has been underrepresented regarding research on the prevalence of domestic violence. Studies have found that cultural beliefs, values, gender roles, poverty, language barriers, education levels, and immigration status may keep this population from seeking services when domestic violence or intimate partner violence occurs. Also, studies have found that educational support groups and advocacy services that are culturally and linguistically responsive have shown to be successful programs for this population. Therefore, this proposed project is needed. Actual submission to obtain funding is not required for this proposed project.
Bellamy, Kathy-Ann. "The Educational Aspirations of Barbadian Adolescent Mothers and Their Perceptions of Support." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3279.
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