Dissertations / Theses on the topic 'Educational orientation'

The lack of educational attainment among Latino youth, as evidenced by high school dropout rates, is a growing and costly problem that affects not only Latinos but society as a whole. Using a sample of 139 middle school Latino students, primarily of Mexican descendant, the current study used cluster analysis to identify a typology of students based on their educational aspirations, expectations, and perceived academic competence. Three distinct profiles emerged: a college-bound-congruent group with college aspirations and similar college expectations, and high academic confidence; a college-bound-incongruent group with college aspirations but vocational expectations, and medium academic confidence; and a vocational-bound congruent group with vocational or technical school aspirations and similar expectations, and low academic confidence. Students’ relationship with teachers was a factor that helped differentiate students across the different profiles. Relationships with parents and peers were not. Students’ gender, immigration status, and ethnic identity did not contribute to the differences in profiles. The findings suggest that future educational profiles of middle school Latino students are an important component of a comprehensive “early warning system” that could help identify students who may be at risk of dropping out school.

Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge and skills to be change agents. This study sought to expand on existing research on change orientation by examining how principal support affects the faculty's receptivity to institutional change. Thus, the focus of this study was to explore the relationship between two dimensions of principal support and three aspects of change orientation. The Principal Support Scale (PSS) and Faculty Change Orientation Scale (FCOS) were used to survey 1,276 licensed, professional teachers in 34 public high schools throughout the Commonwealth of Virginia.;Correlational statistics revealed a significant positive relationship between principal support and faculty perception of principal openness to change. When regressed with the other principal support factor, expressive support demonstrated a significant effect on principal openness to change. In addition, a significant relationship emerged between one dimension of principal support and faculty receptivity towards community pressure for change. A significant positive correlation was also found between principal openness to change and faculty openness to change.

This study examined the relationship between supervisee attachment orientation, rapport of the supervision working alliance over time, the change of supervisee attachment orientation, and the perceived impact of supervision on the lives of the supervisees. Participants were 117 master?s level counseling student at the entry (34), practicum (45), and internship (38) levels, counseling clients with supervision. This study used the Relationship Questionnaire and the Rapport score from the Supervision Working Alliance Inventory. Data was collected via e-mail at the beginning, middle, and end of the semester. Data was examined using Two-Way Factorial ANOVAs, Bowker Tests, and Chi-Square Tests. There were statistically significant changes in attachment orientation over time, and a statistically significant relationship between working alliance rapport scores and supervisee attachment. A change in attachment from preoccupied and fearful toward secure and dismissing orientations occurred. These findings may indicate the importance of considering attachment in the supervision relationship.

Knowledge of how gender affects learning is scarcely understood in the realm of nursing education. Prior studies have indicated certain learning styles are predictors of passing board examinations. Pinpointing specific learning styles could improve educational outcomes and produce thoroughly equipped nurses. Previous researchers have studied the differences in learning preferences according to gender; however, no studies have solely concentrated on gender specific learning preferences among undergraduate nursing students. Learning Interest, as well as Goal Orientation, were found to be statistically significant between genders.

The purpose of this multiple comparative case study was to examine why and how an intensive academic-orientation innovation was diffused and adopted at five different public research universities. The innovation under study was the Louisiana State University (LSU) Biology Intensive Orientation for Students (BIOS) program. Everett Rogers’ (2003) diffusion of innovation theory served as the theoretical framework for this study. Program documentation was collected and reviewed, an on-line survey was administered and completed by each program coordinator/director, and telephone interviews were conducted with each program coordinator/director. The study found there was relative fidelity in the adoption of BIOS and supported the presence of Rogers’ (2003) innovation attributes. A model was developed through this study to describe a successful innovation adoption process; essential elements, roles, and relationships were identified. Key findings of the study included the following: (a) need for a catalyst that the innovation addressed and impacted in a positive way; (b) a credible change agent, who was available to share knowledge about the innovation; (c) a champion, who was committed to the successful adoption of the innovation; and (d) an opinion leader, who supported the innovation adoption. The model further indicates there must be a productive and positive working relationship between the change agent and the champion, as well as an established positive working relationship between the champion and opinion leader. Discontinuation of the innovation adoption is possible if there is a change in opinion leadership or a less complex or less costly solution to the initial catalyst is discovered.

The present study was designed to clarify the relations between parenting practices and cognitive performance in school-aged children. Particular attention was directed toward the identification of gender differences in the pattern of relations among variables and toward investigating a model of how parenting practices may influence children's cognitive performance. The model postulated that parenting practices affect children's task orientation (i.e., mastery behaviors and impulse control), which in turn affects their cognitive performance. Using path analysis, the model was assessed in a sample of 63 female and 62 male Grade 6 children. The measure of cognitive performance was academic grades, and the possible confounding influence of cognitive ability upon academic grades was controlled. As expected, maternal encouragement of independence predicted both boys' and girls' academic performance, with mastery behaviors mediating the relation in the female sample. Paternal nurturance also predicted girls' academic performance, with impulse control mediating this association. The remaining findings of the study provided support for individual components of the model. With respect to the relations between parenting practices and task orientation, maternal nurturance predicted both higher mastery behaviors and impulse control in the female sample. For girls, paternal restrictive control predicted lower impulse control, whereas maternal restrictive control predicted higher impulse control. For boys, both maternal and paternal nurturance predicted higher impulse control. In both the male and female samples, the expected associations between academic performance and both mastery behaviors and impulse control were obtained. The implications of the results and suggestions for future research were discussed.

This research study was in the field of adult education, focusing on the role of adult educators. Sixty four adult educators in the Australian Capital Territory, from a wide range of institutions took part in the study. The educational orientation of the adult educators, on an andragogical-pedagogical continuum, was measured by The Educational Orientation Questionnaire, (Hadley, 1974). This test was based on Knowles, theory of andragogy "the art and science of helping adults learn" and its corollary, pedagogy, "the art of teaching children" (Knowles, 1985). The E.O.Q. tested adult educators' attitudes in six areas of education to discover the extent to which educators were more andragogical or pedagogical in their orientation. Four personality dimensions of adult educators were measured by The Personal Style Inventory (Champagne and Hogan, 1979) - a test based on Jung's theory of psychological types. The data was analysed and four null hypotheses were tested. Two were rejected and two were accepted. The findings revealed that there was a statistically significant correlation at the .01 level of significance, showing a definite relationship between two of the dimensions, extraversion-introversion and sensing-intuition, and the educational orientation of adult educators: extraversion and intuition with a more andragogical orientation and introversion and sensing with a more pedagogical orientation. The interpretation of these findings raised numerous questions and issues on the role of adult educators as well as recommendations for further research on the correlation of other variables with the educational orientation of adult educators.

Thesis (MEdPsych)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both.
AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.

Superintendents of residential schools for the deaf were the subjects of a study to determine what effects career orientation had on the implementation of role changes since the passage of Public Law 94-142 in 1975. Career orientation is a construct concerned with whether an individual succeeds to an executive position from a lower rank within the hiring institution from inside (place-bound) or from outside (career-bound).;Prior to this study career orientation had only been examined in terms of superintendents of public school districts where the variable was found to identify a 2 to 1 ratio of career-bound to place-bound. The current study examined the role of career orientation among top administrators of a residential school.;The study used a questionnaire mailed to 66 administrators of residential schools for the deaf. There were 58 (88%) useable surveys returned. Significant differences were found among career-bound and place-bound superintendents in residential schools for the deaf. First, career- and place-bound superintendents were found in the same ratio as public school superintendents, 2 to 1. Second, superintendents with differing career orientations also had significant differences in: age of completion of doctorate degree, full-time attendance in doctoral programs, number of years lapsed between master's and doctorate degrees, geographical mobility, attitudes of mobility, and publication rate. However, implementation of institutional change did not show significant differences between the two groups of superintendents varying in career orientation.;It was concluded that the many similarities in educational preparation and professional behavior between the two groups may account for similar administrative behavior. Further, the 1975 mandate for change was applicable to all educational programs receiving federal funds. Therefore, changes were important to nearly all educational administrators.;It was recommended that the relation between career orientation and change implementation be studied in a context free of legislative mandate, and applied to a group of educational leaders with a greater likelihood of difference in educational preparation. (Abstract shortened with permission of author.).

Thesis (MEdPsych)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.

The study contributes to existing, but limited research on the social and academic experiences of lesbian learners in South African secondary schools. A lesbian refers to a woman who is sexually attracted to the same gender as herself. The purpose of this study was to obtain an in-depth understanding of the positive and negative experiences of lesbian youth in South African secondary schools. A qualitative research approach guided by the interpretivist paradigm was followed, as the focus was on the meaning that the individual participants awarded to their experiences and their world. A case study research design was used as it is regarded as a process of in-depth inquiry that generates detailed descriptions of a single unit or bounded system. The findings of this study are in line with existing literature on the experiences of lesbian learners in secondary schools. As in the literature this study indicated that the lesbian learners included in this study are subjected to negative social and academic experiences such as; homophobic verbal, sexual and emotional harassment and abuse, as well as school disengagement. Their positive experiences included a decrease in homophobic harassment and abuse, an increased sense of self worth and confidence, increased visibility, academic achievement and resilience and lower levels of absenteeism, truancy and school dropouts. It was interesting to note that most of the heterosexual learners’ and teachers’ at the schools included in this study’s attitude towards the lesbian learners have changed for the better. Most of the heterosexual learners and teachers seemed to be supportive and accommodative of the lesbian learners even though they still found it difficult to accept their lesbian sexual orientation. Based on the outcome of this study, it is recommended that the learners and teachers at the schools included in this study, be sensitised and capacitated with regard to homosexuality, bisexuality and trans-sexuality.
Mini-dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted

This dissertation presents a qualitative case study of students enrolled in online courses and how they perceived the orientation program they completed before starting these courses. The study was based on the perspectives of students enrolled in a fully online program at a small community college in western Maine. They were interviewed individually to find out: (a) what are the perceptions of participants toward the materials presented in the orientation after completing their first semester; (b) what aspects of the orientation resonate most with participants when it comes to completing a course (nature of online learning, how to use course management system, technical requirements or learning skills and motivation). Besides the interviews, data was collected from the college’s learning management system.

The results of the study show that participants were satisfied with the content of the orientation; however, more information pertaining to specific aspects of the learning management system should be included for additional satisfaction. Participants requested additional information concerning navigating courses, turning in assignments, and posting on discussion boards. The information provided in the interviews was consistent with the theory presented by Rovai’s (2003) persistence model. Participants’ perceptions fell into tow categories, personal and technical. These results were consistent with the current literature pertaining to online courses, orientations, and persistence.

The results and findings of this study add to the body of knowledge concerning what materials in an orientation program are most effective in helping students complete online courses. The participants in this study perceived information about the use of the learning management system to be most important. Academic Deans and Student Services coordinators can learn more about what students’ perceive to be the important elements of an orientation program. The study also contributes to the existing literature on attrition, persistence, and retention.

UA Open Access Publishing Fund
Background: The transition from medical student to first-year intern can be challenging. The stress of increased responsibilities, the gap between performance expectations and varying levels of clinical skills, and the need to adapt to a new institutional space and culture can make this transition overwhelming. Orientation programs intend to help new residents prepare for their new training environment. Objective: To ease our interns’ transition, we piloted a novel clinical primer course. We believe this course will provide an introduction to basic clinical knowledge and procedures, without affecting time allotted for mandatory orientation activities, and will help the interns feel better prepared for their clinical duties. Methods: First-year Emergency Medicine residents were invited to participate in this primer course, called the Introductory Clinician Development Series (or “intern boot camp”), providing optional lecture and procedural skills instruction prior to their participation in the mandatory orientation curriculum and assumption of clinical responsibilities. Participating residents completed postcourse surveys asking for feedback on the experience. Results: Survey responses indicated that the intern boot camp helped first-year residents feel more prepared for their clinical shifts in the Emergency Department. Conclusion: An optional clinical introductory series can allow for maintenance of mandatory orientation activities and clinical shifts while easing the transition from medical student to clinician.

This exploratory study examined the predictive ability of perceived work environment characteristics on employees' level of motivation to learn and growth need strength. It looked at motivation to learn within the context of two types of training: formal training and on-the-job training. It also examined the existence of group differences in motivation and in perceptions of the work environment. The sample was 117 middle management staff at a Canadian research university, varying in age, level of education, job classification, work unit, and job and institutional tenure. Data was collected using a questionnaire consisting of scales from the management and educational literature. Using multiple regression analysis and MANOVAs, workplace environmental characteristics were found to be predictors of employee motivation. The best predictor of motivation to learn was a composite measure of incentives, while the best predictor of growth need strength was a composite measure of lack of independence and freedom of choice. No group differences in motivational characteristics were found, however, there were differences in perceptions of the work environment.

Acculturation process has been associated with various mental health outcomes among Taiwanese/Chinese international students (Wang & Mallinckrodt, 2006; Zhang & Goodson, 2011), and those who also identify as sexual orientation minority may have unique acculturation processes compared to their heterosexual counterparts (Oba & Pope, 2013; Quach, Todd, Hepp, & Mancini, 2013). Limited understanding has been established on the impact of dual cultural exposures and the multiple marginalized identities may have on international sexual orientation minority’s sexual orientation identity development, particularly for women from countries with Chinese cultural heritages. Using Consensual Qualitative Research method, this dissertation focuses on gaining understanding of the experiences of Taiwanese sexual orientation minority women (nǚ tongzhi) developing sexual orientation identity during their residence in the U.S. Results indicate the overall accepting social and political atmosphere in the U.S. was an important factor in the acculturation and enculturation processes for Taiwanese nǚ tongzhi. Yet, these women experienced acculturative stress and multiple minority stress against their multifaceted identity. They also reported acculturative stress upon re-entry to Taiwan regarding managing their identity disclosure, and experiences of pressure to conform to cultural norms related to gender and heteronormative family structure. The manuscript concludes with strengths and limitations of the present study, suggestions for future research, and clinical implications for counseling psychologists.

Examines goal orientation, ethnicity, gender, and achievement variables of 149 elementary school children (grades 3-5) at a Southern California elementary school. Research was conducted using a 2 x 2 goal orientation matrix that included mastery-approach, mastery-avoid, performance approach, and performance-avoid constructs. California Standards Test (CST) were used to determine achievement. Results supported the hypothesis that there would be no differences based on ethnicity, gender, or grade level. Statistically significant differences were found in the mastery-avoid goal because of class subject. Also, mastery-avoid was found to have a negative correlation to high test scores as measured by CST.

A research study conducted by the National Council of State Boards of Nursing noted adjunct faculty educators have significant learning requirements and that nursing education throughout the United States has not met the basic needs of novice adjunct faculty educators. Adjunct faculty at a local community college noted a deficit in the orientation process for new clinical faculty. The purpose of this quality improvement project was to develop a guideline for new clinical faculty orientation. The sources of evidence were a literature review and a survey using the Delphi process with an expert panel comprising a group of 7 interested faculty, seasoned educators, and area hospital nurse educators. The Delphi process was used to achieve consensus on methods to orient adjunct faculty to their new role of clinical nurse educator. The knowledge-to-action cycle was used as the foundation for the adjunct faculty orientation recommendations. Benner's novice-to-expert theory was used as the framework to develop and to evaluate the competency level of adjunct faculty educators. Expert panelists recommended that clinical faculty orientation consist of a mixture of group orientation workshops, peer mentoring, seminar, role-modeling, role play, and written resources. An evidence-based adjunct faculty orientation guideline has the potential to positively affect social change by improving the teaching competence of nurse clinical experts who become new adjunct faculty nurse educators; thereby improving the quality of nursing care given by novice nurses beginning clinical practice, and ultimately, promoting positive outcomes in patient care.

Several studies have found that learning styles differ based on gender, but others found no differences. There are no previous studies on gender differences in intentional learning styles. The purpose of this study, therefore, was to evaluate intentional learning style differences based on gender, demographics, and psychological characteristics. The participants were junior level nursing students in a research course in two different semesters. The Learning Orientation Questionnaire of Martinez (2006) was administered in February of 2018 and 2019 to participants (n=198) and analyzed using ANOVA. The LOQ score was significantly different between males and females (p= 0.013). Males had a mean of 2.76 + .89 SD (N=26) but females had an LOQ score of 2.40 + .52 SD (N=169). The LOQ score was not significantly different for students seeking different degrees (p= 0.16). 2nd Degree-seeking students had a mean of 2.43 + 0.37 SD (N=25), LPN-BSN students had a mean of 2.63 + 0.35 SD (N=2), Main BSN students had a mean of 2.44 + 0.62 SD (N=163), RN-BSN students had a mean of 2.5 + 0.70 SD (N=6). Other types of degrees had a mean of 3.5 + 0.35 SD (N=2). The LOQ score was not significantly different for distances that students had to travel to the nearest hospital (p=.54) Students with a distance of 15-30 minutes from their house had a mean of 2.5 + 0.67 SD (N=75). A distance of 30-45 minutes had a mean of 2.62 + 0.63 SD (N=15). A distance of 5-15 minutes had a mean of 2.42 + 0.54 SD (N=86) A distance of less than 5 minutes had a mean of 2.31 + 0.55 SD (N=12). A distance of greater than 45 minutes away had a mean of 2.29 + 0.45 SD (N=9). The LOQ score for the age of responders was not significantly different (p=0.71). Students who were 23 or less had a mean of 2.45+ 0.66 SD (N=103), students who are between 24-29 had a mean of 2.35 + 0.34 SD (N=15), students who are between the ages 30-39 had a mean of 2.63 + 0.38 SD (N=6), students who are older than 40 had a mean of 2.13 + 0.37 SD (N=4), students who preferred not the answer had a mean of 3.0 + SD not available (N=1). The conclusion is that males and females have varied intentional learning styles. This supports previous studies that found differences in learning style in medicals students and practicing nurses.

School Psychology
Ph.D.
This study was designed to compare the effects of the use of worked examples and self-explanation on motivation for male and female students. More specifically, the present study examines whether there are differences between males and females with regards to their achievement goals and if gender plays a role in how students respond to questions about their motivation in the presence of other male or female students. Comparisons of student responses on Achievement Goal Questionnaire-Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) were also conducted. Participants were 147 seventh-, eighth- and ninth-grade non-honors Algebra I students (82 girls and 65 boys) from three schools and eight classrooms within the same school district on the east cost of the United States of America. Results replicated the finding that females have more mastery goals than males, however no gender differences were found for either performance. In addition, it appears that students respond differently to some questions about their motivation in the presence of other male or female students. Finally, the AGQ-R and the PALS appear to be consistent representations of students' achievement goals.
Temple University--Theses

This work focuses on how to improve medical services for veterans in a manner that will result in high levels of satisfaction and attainment of needed services. This research assess how veterans access healthcare and receive service. The problem to be addressed relates to reports by veteran healthcare organizations regarding the presence of gaps in coverage and customer service disparities in healthcare. Common concerns involve the gaps between veterans’ expectations for services and the provided services. This study created a survey instrument that contextualized components of established scales along with demographics and constructs specific to the current study. This study assessed the relationships among a variety of constructs and dimensions with healthcare expectations and service quality using a series of simple regressions. The results showed a statistically significant relationship between quality and the use or intention to use technology. The study supports the contention that respondents are willing to use self-service technologies. Technology that incorporates digital devices into healthcare services offers an opportunity to bridge service gaps and holds a promise for giving veterans faster access to service and care in a beneficial manner.

Entre les années 1900 et les années 1940, la notion d’orientation professionnelle est construite à la confluence de trois champs : des patronages et des associations laïcs se préoccupent du placement des adolescents à la fin de l’école primaire ; des responsables éducatifs s’inquiètent de nombre limité d’apprentis ; enfin, les premiers psychologues proposent l’utilisation de tests pour l’affectation de la main-d’œuvre. Les années 1920 sont marquées par la création de nombreux offices. Soutenu par des milieux sociaux et professionnels très différents, le mouvement d’orientation professionnelle se professionnalise progressivement, en partie grâce à la création de l’Institut national d’orientation professionnelle (INOP) et d’associations professionnelles. Les années 1930 constituent un tournant. La montée du chômage et les besoins en main-d’œuvre qualifiée nécessitent une réorganisation du dispositif
Between the 1900s and the 1940s, the concept of professional orientation is built at the confluence of three fields: lay of sponsorships and associations concerned with the placement youth at the end of primary school; education officials are concerned about limited number of apprentices; early psychologists propose the use of testing for the assignment of the labour force. The 1920s were marked by the creation of many offices. Supported by social and professional environments very different, the vocational guidance movement is professionalizes gradually, partly through the creation of the National Institute of vocational guidance (INOP) and professional associations. The 1930s constitute a turning point. The rise of unemployment and the skilled labour needs require a reorganization of the device

This quantitative research study examined the college experiences of gay, lesbian, bisexual, and transgender students at the University of South Florida, Tampa campus. Students were surveyed, via the web, using select questions from the College Student Experiences Questionnaire during the Fall 2014 semester. The data were analyzed using appropriate statistical methods and the results reported for each scale and question. Recommendations for practice and areas for future research were identified. There are four research questions that guide this study: • Question 1: What are the collegiate experiences of gay men, lesbian, bisexual and transgender students as measured using aspects of the College Student Experiences Questionnaire? • Question 2: How do the campus experiences of gay men and bisexual male students differ from lesbian and bisexual female students? • Question 3: How do the campus experiences of gay men and lesbian students differ from bisexual students? • Question 4: How do the campus experiences of gay men, lesbian, bisexual and transgender (GLBT) students differ from non-GLBT students? The sample was composed of undergraduate and graduate students from a variety of ethnic and racial backgrounds at the University of South Florida, Tampa campus. The sample was primarily composed of Caucasian individuals (66%) under the age of 29 (82%). There was a sizable number of individuals who identified as gay, lesbian, bisexual or other (N = 268). Most of the students were female and there were only a few individuals who identified as being transgender (N =10). Approximately seventy percent of those in the sample were undergraduate students. There were only a few notable differences between those who identified as gay, lesbian, bisexual, other, or transgender and those who identified as heterosexual/straight for their sexual orientation. A review of the demographics revealed only a few differences between the groups. Those differences included: • Those who identified their sexual orientation as lesbian, gay, bisexual or other or their gender as transgender were more likely to live in campus housing than those who identified their sexual orientation as heterosexual/straight. • Those who identified their sexual orientation as lesbian, gay, bisexual or other or their gender as transgender were more likely to be enrolled in fewer course hours than those who identified their sexual orientation as heterosexual/straight. • Those who identified their sexual orientation as lesbian, gay, bisexual or other, or their gender as transgender, were more likely to use loans to pay for college and less likely to have parental support in meeting those same expenses than those who identified their sexual orientation as heterosexual/straight. Analysis of the first research question, “What are the collegiate experiences of gay men, lesbian, bisexual and transgender students as measured using aspects of the College Student Experiences Questionnaire?” was conducted with descriptive statistics for each of the CSEQ questions. A review of the individual research questions, with their respective means and frequencies, revealed a few key findings: • Students do not often develop a role-play of case study for class, with this question receiving the lowest mean in the Quality of Effort Course Learning scale. • Higher level learning items, summarizing, explaining, and seeing how ideas fit together, within the Quality of Effort Course Learning scale all received high mean scores. • Students are not very likely to engage with faculty outside of class time, as revealed in analysis of items with the Quality of Effort: Experiences with Faculty scale. • Within the Quality of Effort: Campus Facilities scale students reported the highest frequency for meeting another student on campus for a discussion. All other items in the scale showed a lower frequency level. • The Quality of Effort: Clubs and Organizations scale reinforced that students are not likely to engage a faculty member outside of class, with the question about meeting a faculty member or advisor receiving the lowest mean score in the scale. • Students were more likely to become acquainted with a variety of students, rather than have a serious discussion with a variety of students, as revealed in a review of the questions in the Quality of Effort: Student Acquaintances scale. • Students reported more frequently discussing social issues than discussing the views of writers, philosophers and historians, as revealed in a review of the questions in the Quality of Effort: Topics of Conversation scale. • Within the College Environment: Scholarly and Intellectual scale, students thought that the greatest emphasis was placed on developing academic, scholarly and intellectual qualities. • Within the College Environment: Vocational and practical scale, students thought that the greatest emphasis was placed on developing an understanding and appreciation of human diversity. • Students reported, with the College Environment: Personal Relationships scale, having the best relationships with other students, followed by faculty, and then administrative personnel. For Question Two, “How do the campus experiences of gay men and bisexual male students differ from lesbian and bisexual female students?”, Question Three, “How do the campus experiences of gay men and lesbian students differ from bisexual students?” and Question Four, “How do the campus experiences of gay men, lesbian, bisexual and transgender (GLBT) students differ from non-GLBT students?” a 2 (male, female) x 3 (gay/lesbian, bisexual, straight/heterosexual) factorial between subjects ANOVA was performed, along with post hoc analysis. If an ANOVA was not able to be performed because of unequal variances, a one-way ANOVA was performed for differences between the three sexual orientations, answering questions thee and four. Overall, results showed that students do not differ greatly based on gender or sexual orientation. However, there were a few statistically significant differences. On the Quality of Effort: Campus Facilities scale, a significant interaction effect between gender and sexual orientation (F(2,1189) = 3.55, p = .02) was found in performing the ANOVA. Post hoc pairwise testing revealed that female gay/lesbian had a significantly (p = .03) higher mean (M = 2.069, SD = .416) than male gay/lesbian (M = 1.78, SD = .50), making them more likely to utilize campus facilities on a more frequent basis. Additionally, male heterosexual/straight had a significantly (p = .03) higher mean (M = 1.92, SD = .57) than female heterosexual/straight (M = 1.84, SD = .55), making them more likely to utilize campus facilities on a more frequent basis. On the Quality of Effort: Topics of Conversation scale, a significant difference between gay/lesbian, bisexual, and heterosexual/straight was found (F(2,1225) = 7.86, p = < .001) when performing a factorial ANOVA. Post hoc pairwise testing revealed a significant difference (p = .02) between those who identified as gay/lesbian and those who identified as heterosexual or straight. Additionally, there a significant difference (p = .006) between those who identified as bisexual and those who identified as heterosexual or straight. Those who identified as gay/lesbian (M = 2.61, SD = .59) as well as bisexual (M = 2.60, SD = .64) indicated a greater frequency of participating in a variety of conversation, when compared to those who identified as heterosexual or straight (M = 2.39, SD = .66).

[EN] Nowadays, universities are finding they have more and more competition regarding postgraduate programs. As educational institutions increase the offer, the need for them to improve their knowledge about the postgraduate market becomes more evident due to the lack of existing research and scarce literature about the topic. All this will help the educational institutions to develop suitable competitive strategies in order to attract postgraduate students' talent, thus distinguishing the institutions from the competition. This proactive orientation towards the market wills, like in many other markets, end up confiding in those programs which have successful marketing and allow for innovation and differentiation. At the same time, many authors relate this proactive orientation towards the market to co-creation. More specifically in the education sector, co-creation has been researched very little and has always been focused on the undergraduate student, not postgraduate. Lastly, the consequences of the postgraduate students' participation in these co-creation processes concerning satisfaction and loyalty is something that has not been studied either. This first quantitative study has led to a validation of the proposed model which allows us to affirm that, independent of the results obtained in the co-creation process, the student involvement in it, will result in greater satisfaction and loyalty towards the institution. For this reason co-creation can help the educational institutions to develop competitive differentiating strategies which will generate not only a greater satisfaction for the student but also the possibility of achieving differentiation thanks to the resulting innovation. After this first quantitative study, a second study was carried out in a Business to Business context by sending a professional from the company to the educational institution. In this study an attempt was made to measure the consequences of co-creation in student satisfaction, strength of the relation and student loyalty. This new structural equation model (SEM) has more variables and relations than the former one, introducing the strength of the relation. In addition, the study is centered on adult students who in this case are professionals sent by their companies to study a master program, Business to Business as opposed to Business to Consumer from the former study. The conclusions of the study are that the co-creation where the adult student participates in the process takes them to higher levels of satisfaction and greater loyalty towards the educational institution. At the same time, our research shows that the strength of the relation is positively influenced by the process of creation of value. In this case, the research has only validated part of the model. Therefore, this last part of our research again reaffirms the idea that co-creation can be a beneficial tool for universities in order to develop competitive strategies which generate more value for their clients and which also makes it difficult for the competition to imitate. Finally it should be pointed out that the results of this research facilitate the implementation of a co-creation process between universities and postgraduate students as well as the possible areas of its application within the purchase process and choosing a master program. On the other hand, it has also been demonstrated that independent of the results of this process, co-creation itself leads to higher rates of satisfaction, an improvement in the strength of the relation and more student loyalty towards the institution.
[ES] En la actualidad, las universidades se encuentran con una competencia cada vez mayor en lo que se refiere a sus programas de posgrado. A la vez que se incrementa la oferta por parte de las instituciones educativas, impera la necesidad por parte de las universidades de mejorar su conocimiento sobre el mercado de posgrado, debido a la falta de investigación existente con una literatura sobre marketing escasa. Todo ello, ayudará a las instituciones educativas a desarrollar estrategias competitivas adecuadas para lograr atraer el talento de los estudiantes de posgrado diferenciándose de la competencia. Esta orientación proactiva el mercado, pasará, como en otros muchos mercados, por apostar por políticas de marketing de éxito, que permitan en un sentido o en otro, innovar y diferenciarse. Al mismo tiempo, son muchos los autores que relacionan esa orientación proactiva al mercado, con la co-creation. En el caso específico del sector educativo, la co-creation se ha estudiado poco y siempre desde una perspectiva de estudiantes universitarios, no de posgrado. Por último, las consecuencias en el alumno de posgrado de participar en estos procesos de co-creation desde el punto de vista de los efectos en su satisfacción y lealtad, es algo que tampoco se ha estudiado. Este primer estudio cuantitativo ha supuesto una validación del modelo propuesto, por lo que se puede afirmar, que con independencia de los resultados obtenidos en el proceso de co-creation, el propio proceso de involucración del alumno en ello, redundará en una mayor satisfacción y lealtad hacia la institución. Por todo ello, la co-creation puede facilitar que las instituciones educativas desarrollen estrategias competitivas diferenciadoras que generarán tanto una mayor satisfacción para el estudiante como la posibilidad de lograr diferenciación gracias la innovación que surja del mismo. Con posterioridad a este primer estudio cuantitativo, se realiza un segundo estudio si bien desde un contexto Business to Business al pretender medir las consecuencias de la co-creation en la satisfacción, fortaleza de la relación y lealtad del estudiante, en este caso profesional enviado por la empresa, hacia la institución educativa. Este nuevo modelo de ecuaciones estructurales (SEM) es más amplio en variables y relaciones que el anterior, introduciendo la fortaleza de la relación. Además se centra en estudiantes adultos que en este caso son profesionales enviados por sus empresas a realizar el programa master, vertiente Business to Business frente a Business to Consumer del anterior Las conclusiones del estudio son que la co-creation donde el estudiante adulto participa en el proceso, lleva a niveles más altos de satisfacción y a una mayor lealtad hacia la institución educativa. Al mismo tiempo, nuestra investigación muestra, que la fortaleza en la relación, está influenciada positivamente por este proceso de creación de valor si bien no media entre la co-creation y la lealtad. En este caso, la investigación sólo ha validado parte del modelo. Así, esta parte última de nuestra investigación vuelve a ser una reafirmación de la idea de que la co-creation puede ser, en sí misma, una herramienta beneficiosa para las universidades para desarrollar estrategias competitivas que generen más valor para sus clientes y que también sea difícil de imitar por la competencia Finalmente señalar que los resultados de este trabajo facilitan la implementación de un proceso de co-creation entre universidades y estudiante de posgrado así como las posibles áreas de aplicación de la misma dentro del proceso de compra y elección de un programa master. Por otra parte, también se ha demostrado, que con independencia de los resultados de este proceso, la co-creación en si misma resulta en mayores tasas de satisfacción, mejora en la fortaleza en la relación y mayor lealtad hacia la institución por parte del alumno.
[CAT] Actualment, les universitats es troben amb una competència cada vegada més gran pel que fa als seus programes de postgrau. Alhora que s'incrementa l'oferta per part de les institucions educatives, impera la necessitat per part de les universitats de millorar el seu coneixement sobre el mercat de postgrau, a causa de la falta d'investigació existent amb una literatura sobre màrqueting escassa. Tot això, ajudarà a les institucions educatives a desenvolupar estratègies competitives adequades per aconseguir atreure el talent dels estudiants de postgrau diferenciant-se de la competència. Aquesta orientació proactiva el mercat, passarà, com en molts altres mercats, per apostar per polítiques de màrqueting de éxitoexitosas, que permetin en un sentit o en un altre, innovar i diferenciar-se. Alhora, són molts els autors que relacionen aquesta orientació proactiva al mercat, amb la co-creation. En el cas específic del sector educatiu, la co-creation s'ha estudiat poc i sempre des d'una perspectiva d'estudiants universitaris, no de postgrau. Finalment, les conseqüències en l'alumne de postgrau de participar en aquests processos de co-creation des del punt de vista dels efectes en la seva satisfacció i lleialtat, és una cosa que tampoc s'ha estudiat. Aquest primer estudi quantitatiu ha suposat una validació del model proposat, de manera que es pot afirmar, que amb independència dels resultats obtinguts en el procés de co-creation, el mateix procés d'involucració de l'alumne en això, redundarà en una major satisfacció i lleialtat cap a la institució. Per tot això, la co-creation pot facilitar que les institucions educatives desenvolupin estratègies competitives diferenciadores que generaran tant una major satisfacció per a l'estudiant com la possibilitat d'aconseguir diferenciació gràcies la innovació que sorgeixi de ell mateix. Amb posterioritat a aquest primer estudi quantitatiu, es realitza un segon estudi si bé des d'un context Business to Business en pretendre mesurar les conseqüències de la co-creation a la satisfacció, fortalesa de la relació i lleialtat de l'estudiant, en aquest cas professional enviat per l'empresa, cap a la institució educativa. Aquest nou model d'equacions estructurals (SEM) és més ampli en variables i relacions que l'anterior, introduint la fortalesa de la relació. A més se centra en estudiants adults que en aquest cas són professionals enviats per les seves empreses a realitzar el programa màster, vessant Business to Business davant Business to Consumer l'anterior Les conclusions de l'estudi són que la co-creation on l'estudiant adult participa en el procés, porta a nivells més alts de satisfacció ia una major lleialtat cap a la institució educativa. Alhora, la nostra investigació mostra, que la fortalesa en la relació, està influenciada positivament per aquest procés de creació de valor si bé no hi ha entre la co-creation i la lleialtat. En aquest cas, la investigació només ha validat part del model. Així, aquesta part última de la nostra recerca torna a ser una reafirmació de la idea que la co-creation pot ser, en si mateixes, una eina beneficiosa per a les universitats per desenvolupar estratègies competitives que generin més valor per als seus clients i que també sigui difícil d'imitar per la competència Finalment assenyalar que els resultats d'aquest treball faciliten la implementació d'un procés de co-creation entre universitats i estudiant de postgrau així com les possibles àrees d'aplicació de la mateixa dins del procés de compra i elecció d'un programa màster. D'altra banda, també s'ha demostrat, que amb independència dels resultats d'aquest procés, la co-creació en si mateixa resulta en majors taxes de satisfacció, millora en la fortalesa en la relació i major lleialtat cap a la institució per part de l'alumne .
Peralt Rillo, A. (2015). Co-creation innovation for business programs for educational institutions [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/51462
TESIS

The purpose of this study was to develop guidelines for small school divisions in Virginia to use in preparing an orientation program which would meet the needs of the new school board members. These guidelines addressed state and local concerns which had been identified through the review of literature and a questionnaire which was completed by superintendents and school board members from small school divisions in Virginia. The questionnaire was distributed to all superintendents and school board members from school divisions with fewer than five thousand students. The contents of the guidelines were determined by those items which were identified as being essential by 50 percent or more of at least one of the respondent groups. The results from this study indicated that school board members and superintendents do agree on the majority of items that were essential to an orientation program for new school board members. Thirty-eight of the sixty-nine items were regarded as essential by both respondent groups. There were eight areas in which the superintendents and school board members disagreed. These areas were also included in the guidelines. As a result of this study a set of curriculum guidelines was developed which would assist small Virginia school divisions in preparing an orientation program for new school board members. The ultimate aim of these guidelines was to improve the effectiveness of the new school board member.
Ed. D.

The ubiquitous nature of digital and social media has had a tremendous impact on higher education. In essence, these new pedagogical media has required faculty members to learn new methodologies to deliver their course content—often through distance education approaches. Transactional Distance Theory, designed by distance research scholar Michael Moore, is the preferred framework for instructional design for distance education. Even though there are examples of student affairs educators teaching students online, there are limited references to distance learning theory as a foundation for the work they are doing. This study was designed to explore the ways in which two online orientation co-curricular educational opportunities (CCeOs) created for student affairs departments adhere to the tenets of Moore's Transactional Distance Theory. In addition, a secondary purpose was to identify tangible examples that could inform an operationalize definition of Moore's Transactional Distance Theory for application in student affairs online CCeO development and, ultimately, enhance learning efficacy for these online educational programs, which is the purpose of an instructional design theory. The theoretical framework for this study was Moore's Transactional Distance theory. Document analysis was used to assess and interpret materials from two online orientation programs. The findings of this investigation reveal the existence of two online CCeOs created by, or for, student affairs educators that adhere in significant, although limited, ways to a pedagogical theory traditionally used in online course design.
Ph. D.

The problem addressed in this project was the lack of experienced RNs needed in the acute care setting to deliver safe, quality patient care, while effectively managing resources and providing job satisfaction. The purpose of this project was to determine if an education module designed to educate charge and rover nurses on the Collaborative Care Model (CCM) would enhance staff nurses' abilities to provide safe, high quality care to patients, and improve staff nurse retention on one unit in an acute care setting. The theoretical frameworks utilized to guide the education module included: Lewin's theory of planned change, Benner's novice to expert model, and AACN's synergy model for patient care. The project question asked if an educative process designed around the CCM for charge nurses and rovers would result in improvement and sustainment of nursing quality indicators on the unit and improve staff nurse retention. The educational modules included two, four-hour education sessions with power point presentations and interactive assignments presented on two separate dates. Analysis of effectiveness was determined by comparing initial and post education nursing quality indicators (Hospital Consumer Assessment of Healthcare Providers & Systems Dashboard and the Human Resources Score Card) for the unit. Results showed that staff turnover was reduced from 41% to 35.9% and patients' perceptions of teamwork increased from 47.4% to 60.9% following the education modules. This project contributes to positive social change by providing education to promote quality care and staff nurse retention.

The purpose of this project is to design a computer program to help children understand a strategy for changing vantage points within an imagined space and gain knowledge of how spatial transformations work. The developed software, called Viewpoints, presents a virtual three-dimensional environment to be explored and modified by the user. Object and camera manipulations are illustrated through animation. Furthermore, the program was designed to have an intuitive interface and be easy to access. This should allow the software’s target audience of children to focus on the spatial orientation and spatial visualization aspects. A small study evaluated the software in terms of content, instructional design, technical quality, student use, and instructor use. The study provided valuable feedback on how to improve Viewpoints in the future. Information gathered suggests the issue of speed should be addressed and supplemental materials should be added.

Given the historically poor performances in mathematics and science by learners, as well as the large number of under- and unqualified mathematics and science teachers, the newly elected post-1994 government, in consultation with numerous stakeholders, initiated a project of educational redress. The project: Students and Youth into Science, Technology, Engineering and Mathematics, was given the acronym SYSTEM. The vision of SYSTEM was to address the historical imbalances within the education and training system in South Africa. The project provided a vehicle whereby historically disadvantaged mathematics and science learners could access programmes (like the Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at institutions of higher education (like the teacher-training programme of SYSTEM Phase 11). The success of SYSTEM ultimately resided in the performances and achievements of the students in the SYSTEM programmes. Within this contextual framework the study made special reference to Study orientation in mathematics, including Mathematics anxiety and Attitude towards mathematics, as possible causative factors that could inhibit/enhance performance and achievement in mathematics. An internship period linked to a mentorship programme was structured within the teacher-training programme, and interviews were conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit their perceptions towards aspects of the mentoring process. The SYSTEM students' study population (from the Northern Cape) was differentiated into dichotomous groups, each group having different entry levels into Phase 11. Examinations of group perceptions towards the study variables were done within the constructs of learning (institute-based) and teaching (field-based). Both qualitative and quantitative analyses and reporting of the results were done. The results showed that the differences between the perceptions of the two sampled groups were not of practical significance. Phase I had no influential role in preparing its group of students for teacher-training. The relevance of mentorship to SYSTEM was measured by the perceptions of the respondents (SYSTEM students and mentor teachers). The interviews attested to an acknowledgement of the relative success of SYSTEM in the Northern. Cape, notwithstanding the functional and structural problems associated with the project both at national and provincial levels. To sustain the momentum of transformation of our education and training system, lessons learnt from SYSTEM should serve as a benchmark for the envisaged reform and transformation of the FET and Higher Education sectors. In particular, educational transformation should not only be cognitively contextual, since this study has indirectly shown that the affective domain should receive more attention in curriculum development, teacher education and research on teaching and learning. By embarking on these initiatives, the current state of learners and students' performances and achievements in mathematics and science may be ameliorated. A further spin-off could possibly be an increase in the number of suitably qualified mathematics and science teachers.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

Taking an action research approach, this study explores the experiences of three intakes of undergraduate students who worked in a cohort-based learning environment where team work and classroom participation was expected. This educational setting required students from diverse backgrounds to work closely together on campus during the intense one-year program. To facilitate in the development of a face-to-face learning community, where individual differences could be celebrated and problems could be solved in an open, trusting environment, an online bridging course was developed. Aimed at decreasing the incidence of minority group marginalization and reduce feelings of isolation, the bridging course provided activities directed towards encouraging students to begin to develop an inclusive learning community prior to their arrival on campus. Exploring how online transitional activities had contributed to the development of a face-to-face learning community, as well as perceived disadvantages to that model, key stakeholders' perceptions were obtained through focus groups, interviews, and surveys. Findings include: (a) an enhanced understanding of the ways in which an online course can be used to aid in the development of a learning community for oncampus students; (b) a heightened awareness of challenges faced by those working in a learning community; (c) a systematic approach to the development of learning communities. This research suggests that an online bridging course can be an effective way for on-campus students to start developing a learning community.

School days are organised on a whole day and or a shift basis in different countries. When the school day is arranged on double shift basis, two sets of pupil attend the same school in a given day. This thesis is based on a phenomenological research which examined how the education of pupils with special educational needs (SEN) was addressed in shift primary schools in Jamaica. A case study was undertaken with a view of understanding the day-to-day experiences of the issues of how shift primary schools constructed and managed the SEN of pupils and sought to understand the ‘why’ in operation. In addition, a survey (using questionnaires) was carried out in 10 shift primary schools (including the case) in several parishes of the island which targeted administrators (n=26) and teachers (n=205) to further explore some of the issues which were picked up on in the case study such as understandings of the concept of SEN, the challenges they encountered in their attempts to cater for pupils‟ SEN and how pupils‟ SEN impacted on the school system. An interview was also conducted with an official from the Ministry of Education (MOE) which investigated the philosophical orientation which guides the education of pupils with SEN and the how they are catered for in Jamaican schools. Grounded Theory, ably assisted by the tool of Thematic Analysis, was used to explore this complex research context to help to unpack dilemmas and tensions which existed. One of the major insights gained from the data is that the Jamaican primary shift school context is ‘resource famished whilst being simultaneously ‘SEN dense’. The main research findings revealed that the shift system and its resultant time constraint were major inhibitors to the effective meeting of pupils‟ SEN. The complexity and challenges of this educational context were further exacerbated by factors such as limited understanding of the concept of SEN, inadequate resources in general and more so with specific focus on catering for pupils with SEN, low teacher efficacy for meeting pupils‟ SEN, large classes and inadequate parental support. Administrators reported concern for impact of pupils‟ SEN on their schools in ways such as lowering examination passes and the overall performance of schools. One of the main concerns of teachers was how pupils‟ SEN disrupted lessons and how this impacted on other learners without SEN. In addition, the most commonly manifested SEN of pupils were reading and behavioural difficulties. The role of the Guidance Counsellor was re-defined as the main school personnel for the management of pupils’ SEN in shift primary schools. From the point of view of the MOE the practice and provision for pupils with SEN were governed by the concept of ‘Least Restrictive Environment’ and not the current concept of inclusion that is in wide usage in the field of special education. Importantly, not only were schools experiencing difficulties in satisfactorily providing resources for the meeting pupils‟ SEN, but this is also experienced at the level of the MOE. The chief implications highlighted based on of the research findings was the dire need for the reconstruction of teacher training in Jamaica with a specific aim of equipping teachers to effectively cater for pupils‟ SEN and the dire need for legislation to safeguard the education of pupils with SEN. In addition, recommendations were made to promote improvements of pupils with SEN in general and particularly those being educated in shift primary schools. Finally, several suggestions for future research were put forward.

This research inquires into whether the motivation of students learning English for Academic Purposes (EAP) at the upper-intermediate level improves when thematic instruction is employed in the classroom. This is the first time that a theme-based integrated skills approach was implemented at the Department of Basic English (DBE), METU at the intermediate and upper-intermediate levels. With the outcome of the needs analysis carried out by the administration, it was realized that students at the preparatory school needed to use integrated skills as reflected in &lsquo
real life&rsquo
. Moreover, thematic instruction was seen to be a requisite in the new curriculum since content is a key motivating principle. Hence, since one of the main concerns was the motivation of students attending courses at the preparatory school, there was a need to examine whether using this mode of instruction at the upper-intermediate level was able to ameliorate student motivation. For this research, firstly a pilot study and then qualitative analysis using in-depth interviews developed on the basis of the pilot study was employed. Therefore, using a triangulation of different kinds of data on related questions, interviews were carried out with 14 students on three separate occasions at the end of each span from the upper-intermediate group, two administrators and six upper-intermediate instructors. From the point of view of the students it appeared that generally content encouraged learning and improved English proficiency if the themes/topics were found to be of interest. However, the degree of impact of the themes and topics on student motivation largely depended on whether the student was intrinsically motivated or not. If the student was intrinsically motivated, content had a nominal affect on motivating them. The study showed that if the themes are linear and have a parochial focus on topics, too much time is spent on a theme, a redundancy of lexical items are taught, unnecessary details are included, and difficult and academic language used, these led to student demotivation in respect of content. Thus, indicating a greater variety of content was needed.

L’objectif de cette thèse est de mieux comprendre le phénomène d’orientation choisie vs. subie et d’en déterminer les implications, pour les adolescents, sur le plan motivationnel. Nos recherches s’inscrivent dans la perspective de la Théorie de l’Autodétermination (Deci & Ryan, 2002) qui s’avère pertinente pour appréhender les notions de choix et de contrainte en orientation ainsi que les facteurs influençant les choix. En effet, l’un des concepts centraux de cette théorie est le besoin d’autodétermination qui correspond au fait de se sentir libre de s’engager dans des activités et à l’origine de celles-ci.Tout d’abord, il s’agissait au travers de deux études d’analyser la motivation scolaire des adolescents en filières générale, technologique et professionnelle. L’orientation vers ces filières est déterminée par de multiples facteurs susceptibles de conduire à une orientation vécue comme subie. Notre intérêt s’est porté sur l’influence des parents, des professeurs et le sentiment de liberté perçu par les élèves lors du processus d’orientation : l’objectif était donc, dans une troisième étude, de déterminer le caractère prédicteur de ces variables sur la motivation scolaire ultérieure des élèves en classe de première. Ces recherches nous ont amenés dans les études 4 et 5 à développer un nouvel outil mesurant les perceptions d’autodétermination et d’influence en orientation.Notre travail invite les professionnels de l’éducation et de l’orientation à une réflexion en termes de prévention et de remédiation, en considérant le soutien à l’autodétermination dans les contextes de l’éducation et de l’orientation comme un facteur déterminant de la motivation scolaire
The objective of this thesis is to develop a better understanding of the phenomenon of chosen or imposed academic pathway and its consequences on adolescents’ academic motivation. Our research are in line with the self-determination theory (Deci & Ryan, 2002). This perspective seems relevant to investigate the notions of choice and constraint in the field of educational and vocational guidance and the factors influencing these choices. Effectively, one of the fundamental concepts of this theory is the need of self-determination defined by a sense of freedom and a sense of choice experienced in the initiating activities.First, the two first studies’ aim was to analyze academic motivation of high school students. The adolescents were enrolled in different courses: general, technological and professional. The choice of an academic pathway is influenced or even constrained by many factors: the student thus feels forced to take part in an academic pathway that is not his or her initial choice. Our interest focuses on parents and teachers’ influence and sense of freedom in academic decision-making process. In the third study, the purpose was to determine the contribution of these variables in subsequent academic motivation. These results led us in studies 4 and 5 to develop a new questionnaire evaluating perceptions of self-determination and influence in academic decision-making.These research invite career counseling professionals and professors to thinking in terms of motivational prevention and remediation. Autonomy support in the fields of vocational guidance and education is considered as a crucial determinant of academic motivation

This study focuses on the need for an induction programme by which especially newly appointed circuit managers and circuit managers with little experience can benefit. This study is not concerned with the training programme for newly appointed circuit managers, but the emphasis is on the professional induction and continued development of educational leaders such as circuit managers. In order to get to the heart of the matter, a literature study was first undertaken to investigate the nature of professional development of which induction is one component. Also, problems that might be experienced by circuit managers and expertise they might need for functioning effectively have been lifted from the literature study. A few induction programmes in developed and developing countries have been analysed and compared to practices in the RSA. Secondly, an empirical study has been undertaken on the perceptions of circuit managers on problems they are experiencing and on expertise they need in order to function optimally in their new work environment. Findings in the literature study reveal that circuit managers experience distinctive problems, and that these problems manifest themselves within the circuit managers themselves, in their work environment, on managerial level, within society and within their careers as educators. Another distinction is that the managerial skills a circuit manager should have can be divided into four categories, viz. technical, personal, social and conceptual skills. The literature study also shows that formal induction in developed countries is run in a programme-driven manner, while in the RSA there is a lack of formal induction programmes as well as a formal mentor system for newly appointed circuit managers. Findings in the empirical study have shown that respondents experience serious problems in especially the work environment, on managerial level and in their teaching careers Less serious problems are experienced in the circuit manager's personal life and within the community. A further indication was that respondents considered all the skills as very important in order to function effectively in their new work environment. The above needs give rise to the formulation of directives for the development and implementation of an induction programme for newly appointed circuit managers. This instruction programme comprises four phases, and the themes of the respective phases have been selected in such a manner that the activities in the total induction process are purposeful and orderly, and aimed at a specific outcome. Recommendations of this study emphasize the importance of a formal induction programme as well as a formal monitoring system for newly appointed circuit managers in die RSA Also, there is an urgent necessity for a formal and structured job description. ongoing skills development and the establishment/formulation of a national policy, determining the nature and level of management training. Without doubt the most important influence on the quality of circuit managers in the RSA is their own expertise, and the induction of newly appointed circuit managers is the sine qua non for the development of competent education managers.
Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2002

It is common knowledge that the delivery of a high quality, well-resourced educational service to learners enrolled in state schools in the Eastern Cape has ground to a halt and this lack of service delivery has now become a pervasive problem. South African education has to a large extent failed to meet the needs of Black learners. Schools, like other contexts of childhood and adolescence are intimate places where youths construct identities, build a sense of self, read how society views them, develop the capacity to sustain relations and forge the skills to initiate change. These are the contexts where youth grow or shrink. Buildings in disrepair are not, therefore, merely a distraction; they are identity producing and selfdefining. There has been much debate on the topic of self-esteem and its relationship to school performance and academic achievement. Previous studies have highlighted that selfesteem and resilience do play a role in academic achievement. Despite the many challenges facing learners in under-resourced schools, many learners have overcome such challenges and achieved academic success. This study aimed to explore and describe the coping orientation and self-esteem of Black learners enrolled in under-resourced state schools in the Nelson Mandela Metropole. An exploratory, descriptive survey design was employed and eighty-five research participants completed the Orientation to Life Questionnaire 29 Item (OLQ 29 Item), Battle‟s Culture Free Self-Esteem Inventory Form AD (CFSEI Form AD) and a biographical questionnaire. Key findings revealed fairly high mean scores on the OLQ 29 Item and low total self-esteem scores. The General, Social and Personal self-esteem of the learners were found to be average. The results also revealed that learners with a high sense of coherence are likely to have high self-esteem; hence high sense of coherence is better explained by high self-esteem and low sense of coherence is better explained by low selfesteem.

In recent years, the challenges facing college admissions professionals have increased, and turnover in the field has become an area of concern. A review of the literature indicated that surprisingly little research had been done in the area of job satisfaction for college admissions professionals and, in particular, Christian college admissions professionals. No direct application of professional (cosmopolitan-local) orientation to the admissions profession could be found in the literature. As a result, the primary purpose of this study was to examine both the level of job satisfaction and the cosmopolitan-local orientation of Christian college admissions professionals, and to determine if any relationship existed between the level of job satisfaction and the cosmopolitan-local orientation of Christian college admissions professionals. All members of the National Association of Christian College Admissions Personnel (NACCAP), the major professional organization for Christian college admissions professionals, were surveyed to gather data for the study. The survey consisted of the 72-item Job Descriptive Index (JDI), the 18-item Job in General scale (JIG), a 19-item cosmopolitan-local instrument, and six demographic items. Of the 723 surveys mailed out, 490 were completed and returned for a 68% return rate. Two research questions and 36 hypotheses were created. Descriptive statistics, multiple regression, and Pearsons correlation were used in analyzing data. All hypothesis testing was conducted at the .05 level of significance. Twenty-five null hypotheses were rejected, and 11 null hypotheses were not rejected. The mean age of survey respondents was 30.2 years, and the mean years of admissions experience for the group was 4.7. At the admissions counselor (entry) level, the mean age was 26.1 years and the mean years of experience was 2.3. Median job satisfaction scores for admissions professionals fell into the "satisfied" range in all areas but two: "satisfaction with pay," with a median score in the "neutral or ambivalent" range, and "satisfaction with opportunities for promotion," with a median score in the "dissatisfied" range. On the cosmopolitan-local items, the group scored particularly high on the "concern with organizational goals" and "organizational immobility" variables. Significant relationships were found to exist between each of the six job satisfaction variables and the set of cosmopolitan-local variables. Additionally, significant relationships were found to exist in 19 of the 30 possible pairings of the job satisfaction and cosmopolitan-local variables.

Practicing nurses need to be qualified at the baccalaureate level at a rate of 80% by 2020 to meet the needs of the increasingly demanding healthcare industry. Designed to meet this need, the online RN-BS (registered nurses earning a Bachelor of Science) nursing program at a local university has a declining completion rate that needs to be addressed and increased. The conceptual framework for this project was a qualitative program evaluation with a case study design; the project was designed to determine if the structure of the program was limiting student success or if factors experienced by full-time working RNs in the program were impacting success. E-mail interviews were conducted with 29 students in the online RN-BS nursing program who were selected through purposeful sampling. Research questions for this study examined the barriers faced by experienced nurses when they studied in the online RN-BS nursing program while maintaining their work schedule as RNs. Predetermined, open-ended, semistructured questions produced data that were analyzed through coding and theme identification. Themes were validated through member checking and use of an external auditor. Data revealed that students preferred the online format of the program to a face-to-face program, and they felt the local university nursing faculty was responsive and supportive. Challenges the students faced were primarily time management, cost of the program, information technology issues including learning the learning management system, group projects, and study skills. Based on the findings, an orientation program was developed that will affect social change by helping the local university nursing students complete the baccalaureate preparation they need to comply with the increasing industry demands.

La loi du 11 février 2005 « pour l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées » a provoqué une profonde mutation du système éducatif et entrainé un nouveau partage entre le monde médico-social et l’Éducation nationale avec la mise en place d’un travail de partenariat. Un changement paradigmatique majeur s’est opéré avec l’émergence du concept d’inclusion. L’école devenue « inclusive » s’efforce désormais de répondre aux besoins éducatifs particuliers de chaque élève en adaptant la norme scolaire. Les dispositifs collectifs d’inclusion sont des leviers privilégiés de la scolarisation d’élèves en situation de handicap qu’ils accompagnent suite à une notification de la Maison Départementale des Personnes Handicapées.L’objectif central de cette thèse consiste à interroger, plus de 10 ans après la loi, les processus à l’œuvre lors de l’orientation d’élèves vers des ULIS école. Certains élèves sont orientés en ULIS école sans pour autant présenter de handicap avéré. Ils sont, pour la plupart, issus d’un environnement marqué par une précarité sociale assorti d’une problématique familiale. Ces orientations qui inscrivent l’enfant sur le registre du handicap se font sous couvert d’un étiquetage médico-psychologique, les difficultés scolaires étant assimilées à de la déficience légère. Elles sont rendues possibles par un élargissement de la catégorie du handicap, par des critères d’orientation de plus en plus larges et par l’accroissement actuel des réponses médico-psychologiques face à l’échec scolaire. Il semblerait que les dispositifs ULIS continuent à assurer une fonction de régulation sociale, le recours à l’enseignement spécialisé restant socialement différencié. Dans le contexte actuel de médicalisation des difficultés scolaires, sont orientés en ULIS école des élèves qui mettent le système ordinaire en difficulté et pour lesquels, il ne semble avoir d’autre réponse que l’inscription dans le champ du handicap
The 11th of February 2005 law « for disabled persons rights and opportunities equality, participation and civic rights » brought about a deep educational system change and provoked a new sharing between the medico-social system and the Éducation Nationale with the positioning of a partnership. A main changing paradigm has occured with the inclusion concept emergence. Schooling today inclusive is trying to answer pupils’ special educational needs by adjusting school standards. Group inclusion systems are privileged levers to help disabled pupils at school following the Maison Départementale des Personnes Handicapées notifications.This thesis main goal, more than ten years after the law for the disabled persons, consists in examining the process at work when pupils are guided towards a primary school ULIS (Unité Localisée d’Inclusion Scolaire). A certain number of pupils have received educational counselling towards primary school ULIS without any proven disability. They have, mostly, originated from environments with social and family problems. These notifications labelling children as disabled have been done on a medico-psychological basis, the children’s schooling difficulties labelled as mild disability. Those have occured because of a widening of the disability category, wider and vaguer educational counselling criterions and today’s increasing medico-psychological solutions to school underperforming. ULIS systems would seem to carry on ensuring a social regulating function, the recourse to special needs education being socially differentiated. Today’s context of medicalizing school underperformance is leading to guide towards primary school ULIS pupils, putting the common system in a difficult position, and, for whom there seems to be no other solution than labelling them as disabled