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Dissertations / Theses on the topic 'Perceived needs'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Fulton, Graham, and n/a. "The Perceived needs of the terminally ill." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20050217.103844.

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While there is considerable international interest in the development of hospice and palliative care programs, as an alternative form of care for the terminally ill, there is minimal empirical research undertaken on the needs of recipients of these programs. Using a Q-sort, developed by the author, this research examined the relationship between individual patient's ranking of their needs, and the nurse's perception of the needs identified by individual patients in their care. A basic assumption of the study was that patients' needs could be categorised in four groups, namely spiritual, physical, emotional, and social. Consequently, the study also examined whether patients and nurses identified, as most important, needs from one group, more frequently than the other groups. The limited size of the sample placed severe restrictions on the analysis of results derived from this research. However, while no definite conclusions could be drawn from data obtained from the small sample, tentative analysis identified trends that may have proved significant had they continued in a larger sample.
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2

Hovatter, Rhonda. "Ohio Physical Educators’ Perceived Professional Development Needs." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.

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3

Semrau, Maya. "Perceived needs and symptoms of common mental disorder : development and use of the Humanitarian Emergency Settings Perceived Needs (HESPER) Scale." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/perceived-needs-and-symptoms-of-common-mental-disorder(9676372a-874f-4877-8986-5d720a51c76d).html.

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Aims: To address gaps in the humanitarian needs assessment and mental health research field, the Humanitarian Emergency Settings Perceived Needs (HESPER) Scale was developed, a valid and reliable scale to assess the perceived needs of adult populations affected by humanitarian emergencies in low- and middle-income countries. Methods: A previously developed draft version of the HESPER Scale was pre¬tested in the United Kingdom (UK) with seven refugees from the Democratic Republic of the Congo (DRC), and was then pilot-tested in small samples (122 participants in total) with displaced Iraqi people in Jordan, and with the local populations in Gaza and Sudan, to assess the scale’s feasibility, intelligibility, comprehensiveness and cultural applicability, and to determine the suitability of training materials. A revised version of the HESPER Scale was subsequently field-tested in larger samples (817 participants in total) with displaced Iraqi people in Jordan, with people displaced following an earthquake in Haiti, and with Bhutanese refugees in Nepal, to assess its psychometric properties, as well as testing its application in measuring perceived needs and in providing data to predict mental health outcome. Results: Participants during pilot-testing found the list of HESPER items to be comprehensive and relevant, suggesting face validity and content validity of the scale. During field-testing, inter-rater reliability, test-retest reliability and internal consistency of the HESPER Scale was good to excellent across the three sites. Most HESPER items correlated as was predicted with related questions of both a quality-of-life instrument and a distress scale, demonstrating criterion (concurrent) validity of the scale. The HESPER Scale was also able to provide useful data on perceived needs in the three field-sites, with few gender differences. Number of perceived unmet needs and number of past traumatic events were both associated with symptoms of common mental.
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4

Hereford, Wanda F. "Military retirees and their perceived health care needs." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23958.

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5

Bratkovich, Stephen Mark. "Perceived educational needs of innovative Ohio sawmill operators." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334002376.

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Bratkovich, Stephen. "Perceived educational needs of innovative Ohio Sawmill operators /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687959967036.

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7

Kaczmarski, Lorelei Jean 1960. "Perceived needs of family members of critical care patients." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/558127.

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8

Preston, Zhanna B. "Challenging Behaviors| Perceived Training Needs of Special Education Paraprofessionals." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701025.

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Purpose: The purpose of the study was to identify the most challenging and frequently occurring types of student behavioral problems that paraprofessionals in the K-12 public school setting encounter. In addition, the purpose of the study included identifying the most effective ways to prepare special education paraprofessionals to manage the most challenging and frequently occurring student behaviors through effective professional development practices.

Methodology: The mixed methods study primarily involved collecting and analyzing qualitative and quantitative data through on-line surveys of paraprofessionals, special education teachers, and school principals. Phenomenology and grounded theory elements served as the descriptive study’s theoretical foundations. A policy Delphi method used an expert panel that represented a diverse group of public school districts in Riverside County, California.

Findings: Analysis of data revealed the 12 most challenging student behavior types, including eight most frequently occurring student behaviors in the k-12 school setting. Key topics and effective professional development delivery methods for special education paraprofessionals in the area of managing challenging behaviors were identified.

Conclusions: As a result of the study and review of prior research, an outline of suggested professional development activities was developed. Effective training delivery methods involving the principles of andragogy were also identified.

Recommendations: Schools and districts must (1) include paraprofessionals’, teachers’, and principals’ input when developing professional development activities for special education paraprofessionals; (2) focus the behavioral training for paraprofessionals on the most challenging and frequently occurring student behaviors in the k-12 school setting; (3) apply principles of andragogy when providing professional development to paraprofessionals; (4) make a shift from one-day training events to on-going, systematic, research-based, consistent, relevant training that involves practice time, meaningful feedback, modeling, and activities aiming at the higher level thinking skills identified in Bloom’s taxonomy.

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9

Ellis, Laurel Taylor. "Elementary Teachers' Perceived Professional Learning Needs for the Inclusive Classroom." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6754.

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As a result of U.S. federal policy directives mandating inclusion, general education teachers in a rural elementary school in southern Maine were expected to be effective in working in inclusive classrooms with learners with diverse needs; however, teachers were meeting the mandates for inclusion but their students were not meeting the state's annual progress targets. The purpose of this project study was to explore teachers' perceptions of their readiness and needs for professional learning to work with diverse learners in the inclusive classroom. The research questions centered on teachers' beliefs, specific to their preparation and their needs and preferred mode for professional learning. The theoretical framework for this project research consisted of sociocultural and transformative learning theories. A qualitative case study approach was used in which teachers at the school completed online surveys and follow-up e-mail interviews. Twenty-seven of the school's 44 teachers participated in the study. Survey and interview responses were reviewed on a continuous basis during data collection and coded for emergent themes; open-ended data were analyzed using qualitative data analysis software. The key findings were that none of the participants believed they were unprepared for teaching in the inclusive classroom; however, the teachers provided key insights for professional learning related to the challenge of teaching diverse learners. The results of the study might offer guidance to school and district administrators on how to build the capacity of teachers to create classrooms where all learners can succeed and to reduce reliance on separate special instruction. Doing so could help promote social change in the culture of the school by encouraging respect and empathy among students to work together and celebrate their collective successes.
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Ross, Yvonne Rose. "Perceived Academic Needs of Military Veterans Within a For-Profit." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1929.

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The number of recent U.S. military veterans attending college has increased due to the Veterans Education Assistance Act; however, retention and graduation rates for this population have declined. The purpose of this qualitative study was to identify the experiences and academic needs of recent military veterans as they transition from the military to academic life at a for-profit, proprietary college. In addition, this study identified differences in the problems faced by male and female veterans and explored whether veterans understood the resources available to them as they enrolled in higher education. Schlossberg's transitional theory was the conceptual framework used in this ethnographic case study. Eight female and 8 male military veterans of the Iraq or Afghanistan war were selected for focused interviews through purposeful sampling. The results of the study indicated that regardless of gender, military veteran students at the local college needed time management skills, help with medical and social issues, and career development. While the college was perceived as student centered, another emergent theme was ineffective classroom management. A 3-day professional development program was designed for faculty and staff in order to increase their knowledge of the challenges faced by veterans in transition and to help military veteran students achieve academic success. Future research could expand the numbers of colleges and students represented in the study. This study promotes positive social change by providing higher education faculty members the results of the study so that they can apply the findings in amending current teaching strategies in an effort to provide a comprehensive learning environment for military veteran student.
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WANG, CHENG-CHING. "PSYCHOMETRIC PROPERTIES OF THE PERCEIVED NURSING HOME CARE NEEDS INSTRUMENT." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155200851.

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Lee, Yi-Fang. "Effects of multiple group involvement on identifying and interpreting perceived needs." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121710940.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiii, 265 p.; also includes graphics. Includes bibliographical references (p. 149-161). Available online via OhioLINK's ETD Center
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13

D'Souza, Violet. "Perceived oral care needs of terminally ill adults – a qualitative investigation." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6939.

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Individuals with advance-stage illnesses frequently face illness or treatment-related adverse effects in the mouth. These adverse effects can have serious consequences. Despite that, the importance of oral care in this population is often overlooked and there are no definitive guidelines as to what kind of oral care should be provided to these individuals. Given that, our study aims were to explore and better understand the oral health-related concerns, perceived oral care needs of palliative care patients and the berries that face in accessing dental care services. We conducted a qualitative description study by recruiting a purposive sample of 11 participants with advanced stage health conditions from the outpatient palliative care services of the University of Iowa Hospitals and Clinics. Data were collected using in-depth, semi-structured interviews using an interview guide. All interviews were fully transcribed, with the data managed with Atlas.ti software to facilitate the analysis. All participants had oral concerns although they varied widely from person to person and their illness statuses. The most significant concerns were related to dry mouth, loose dentures, and eating difficulties. Among those who stated that they would seek dental care if required, they were not planning on seeking dental care even though they had treatable oral problems, suggesting a mismatch between their oral health status and their perceived needs. The frequently observed barriers that prevented them from seeking dental care were their illness and illness related priorities, finances, feeling discriminated against by the dentist, and a dislike towards the dentist. Providing information to the palliative care clinicians about the significance of oral health and its impact, incorporating a dental care provider in palliative care team, and providing timely information to individuals with advanced health conditions may enhance the understanding of their oral health problems and help them better manage their oral health and may enhance their dental care seeking behavior.
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14

Lovett, Sara E. "The perceived plausibility of full service community schools." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1560783860425075.

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15

Goetze, Amanda M. "Comparison of perceived and actual nutrition needs of college-age students /." View online, 2005. http://repository.eiu.edu/theses/docs/32211131281282.pdf.

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Miller, William D. "An analysis of perceived training needs of rural county sheriff's departments /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1994.

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17

Gueli, John George. "Increasing perceived sermon relevance through the identification of congregational felt needs." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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18

Murdock, Arnold Keith. "Computer Aided Drafting : perceived needs of Virginia's community college drafting instructors /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10052007-143223/.

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19

Heath, William J. "Perceived educational needs of women entrepreneurs in a business incubator setting." Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/39165.

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The focus of this study was to examine the past educational experiences women entrepreneurs had that related to the operation of their businesses in an incubator setting. The study also examined educational needs not adequately addressed for women entrepreneurs in this setting. Data were gathered by participant interview methods using a qualitative research approach. Twenty subjects were selected for individual interviews. They were located through personal contact upon recommendation of the managers or executive directors of business incubator facilities. Interview questions addressed business, computer, oral and written communication, and general educational experiences related to their businesses as well as perceived educational needs. In addition, eight incubator managers where the subjects' businesses were located were also interviewed to determine their perceptions of the entrepreneurs' educational needs. Demographic information was obtained from the subjects as to age, previous business experience, educational experiences, degrees earned, professional certification, and other education. Their previous occupations as related to their present business enterprises were also obtained. Taped responses to the interview questions were transcribed, verified, and examined for similarities and differences. A profile of the 20 female entrepreneurs who had their businesses located in a business incubator facility emerged. They had a mean age of 43 years, had worked for a number of years before making the decision to go into their own businesses, and had diverse educational backgrounds ranging from high school graduation through the Ph.D. degree. Their business experiences varied widely. A common concern of the 20 subjects interviewed was lack of computer knowledge and experience. This concern surfaced regardless of prior course work completed. Also, development of additional accounting, communication, and marketing skills emerged as educational needs. Course structure of available courses was a concern. Courses offered on an intensive basis were needed. Further, the interviewees felt that considerable time could be saved by having course work and seminars taught on-site at the incubator facility. Coursework geared to small businesses so that the material and information obtained would have a direct application to their endeavors was desired. In addition, having a computer center within the incubator facility was identified as needed by the female entrepreneurs.
Ed. D.
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20

Robinett, Susan Kirby. "Perceived Professional Development Needs of Business Education Teachers in West Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/37912.

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This study identified the perceived professional development needs of secondary business educators in West Virginia related to professional and business education content competency areas. A population of 408 secondary business educators was randomly assigned to two groups to evaluate their perceived professional development needs. A total of 104 (51.40% of 202) respondents reported their perceived need for professional development for professional competencies based on Policy 5310: Performance Evaluation of School Personnel of the West Virginia Department of Education. Also, a total of 89 (43.0% of 206) respondents indicated their perceived need for professional development for business education content competencies based on the NBEA's National Standards for Business Education. Data analyzed using frequency analyses revealed that the highest rated perceived professional development needs related to professional competencies were found in the areas of Programs of Study, Classroom Climate, and Instructional Management Systems. It was further determined that the highest rated perceived professional development needs related to business education content competencies were found in the areas of Information Systems, Career Development, and International Business. The one-way ANOVA analyses did not find differences among teachers' perceived professional development needs based on years of teaching experience or educational level for professional competencies or for business education content with the exception of the competency areas of Accounting and Business Law. In both of these areas, the post-hoc statistical analysis revealed differences among the educational levels of teachers, with respondents who had an Ed.S degree reporting a higher level of need than those with bachelor's or master's degrees. Overall, teachers perceived a higher need for professional development activities in the business education content areas than in the professional competencies. Findings of the study indicate that professional development activities should be relevant to teachers' needs. This study found specifically that business education teachers were most interested in technology-driven subject matter, technology integration into classroom learning, and general economic awareness and career awareness of international and technological occupations. In addition, all areas of methodology, professional competencies and content area competencies, should integrated into professional development activities to prepare teachers to effectively disseminate the content to ensure student learning.
Ph. D.
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Pender, Sarah. "Perceived Job Functions, Satisfaction, and Training Needs of Human Service Workers." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3065.

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The purpose of this study was to obtain information about human service workers: who they are, (demographics), how satisfied they are (job satisfaction), and what they do (job functions). This information is intended to assist educators in improving paraprofessional training programs. The Human Service Worker Inventory was developed and disseminated to the experimentally accessible population, human service workers from all appropriate human services agencies (N = 13) in the Placerville area of ElDorado County, California. Research questions focused on the demographics, job satisfaction, and job functions of paraprofessional workers within these agencies. Data from the 136 returned Inventories were analyzed, and produced the following statistically significant results: Chi-square test of goodness-of-fit indicated a predominance of female human service workers. Chi-square test of independence indicated that private agency respondents both had a lower educational level and performed six referralrelated job functions less often; public agency respondents had more work experience; non-profit respondents performed more ·group counseling. Two analyses of variance (ANOVA) also provided significant results: higher job satisfaction of non-profit agency respondents and a difference in the pattern of responses to job functions. A multiple linear regression indicated that a significant positive correlation existed.
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Jaworski, Christina A. "Inpatient Education: Are Patients Perceived Learning Needs Met Following First MI?" University of Toledo Health Science Campus / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=mco1115838178.

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Hamann, Mary Sue. "The effects of instrument design and respondent characteristics on perceived needs /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487944660932269.

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Gabriel, Susan E. "A comparison of family members' perceived needs and nurses preceived needs of family members related to organ donation." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/3627.

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The number of people waiting for organ transplantation continues to outnumber the number of donors by far. Nurses who are the primary caregivers for the organ donor, must be aware of the needs of the donor’s family members during that time. This study attempts to determine whether there is a difference between the actual needs of family members of organ donors and nurses’ perceptions of those needs. A comparative survey was used to describe and compare the responses of family members and of nurses. None of the variables were manipulated, and the approach used was descriptive. The results of the study indicated that nurses, overall, are aware of family needs during the organ donation process. Despite the overall result, the study did find areas in which the scores of nurses and family members were significantly different (P
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25

Gardner, Robert B. "A Holistic Assessment of the Perceived Supportive Care Needs of Cancer Patients during Treatment." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/823.

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The purpose of the study was to describe the personal experience of individuals undergoing cancer treatment in an outpatient clinic by examining their perceived supportive care needs. The theoretical basis of the study lies in Alfred Adler's holistic view of human beings as unique and indivisible (1927/1954). Six individuals recently diagnosed with cancer were recruited from the same regional outpatient cancer clinic located at a major university medical center. A semi-structured interview process with open-ended questions was utilized to understand how people individually and collectively experience cancer and cancer treatment. The 17 factors of the wellness model (Witmer, Sweeney, & Myers, 1998) were used to assess the perceived supportive care needs of the study's participants. Data were analyzed using Interpretative Phenomenological Analysis (Smith, 1998) to ascertain emergent themes and interpret the meanings of the perceptions patients have of their cancer experience. The data resulted in eight major themes being present including facing mortality; uncertainty about the future; understanding cancer diagnosis and treatment; reliance on faith; maintaining control; love and support from family; physical impact of cancer; and importance of self-care. These themes provide insight into the perceived supportive care needs that patients experience during cancer treatment. With the exception of cultural and gender domains, the holistic assessment process identified patients' needs. The factors of wellness appear to capture the experience of individuals during cancer treatment. As an approach to assessing the coping skills of cancer patients, the wellness model seems appropriate for use by clinical mental health counselors. Implications for counselor theory, training, and practice with this unique client population are discussed.
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26

Baldo, Mohamed Nagi Hamza. "Inclusion of pupils with special education needs in Sudan : teachers perceptions of their competence and their perceived training needs." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020625/.

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In Sudan, the education of children with special educational needs (SEN) in mainstream schools shows slow progress. The traditional medical approach, whereby the majority of children with SEN are educated in segregated schools or receive no education at all, is still the dominant recourse for educating pupils with all types of disabilities that may require special needs education. This research is the pioneering attempt to explore Sudan's context of special education, and teachers' perceptions of their competencies and training needs within mainstream education in relation to inclusion of pupils with SEN. The research was carried out in Khartoum, the capital city of Sudan, where three visits were made throughout the study to collect the relevant literature and data. Following extensive literature review of teachers' competencies related to SEN, a questionnaire was developed by the researcher. It was tested and used to collect quantitative data for the study. A total of 301 completed questionnaires, out of 325 distributed, were collected from fifty basic schools with a response rate of 92.6%. This was complemented by qualitative data obtained from semi structured interviews with 20 qualified teachers, 10 teacher trainers from the Faculty of Education University of Khartoum, and 10 educational supervisors responsible for advising and assessing teachers' performance in the state. The completed research concluded that teachers are open to inclusion, however, they need training in SEN. This is a genuine situation that could add to knowledge in literature on teachers' perceptions to inclusion and children with SEN. It was found that only 12 teachers had received any in-service or pre-service training in special educational needs. The findings also revealed that most educational supervisors had little or no training in this area. Teachers' perceptions did not vary with their personal characteristics. They generally showed lack of confidence in their competencies in all the dimensions investigated except personal skills. Importantly, they expressed a need for training to identify pupils with SEN, besides the need for support and advice in practical aspects of inclusion. As a result of these findings, a number of recommendations are made to modify the existing in-service and pre-service teachers training to include competencies related to SEN. It also recommends provision for continuing professional development and consultancy support for teachers; which in turn will help facilitate implementation of responsible inclusion.
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Jaworski, Christina A. "In-patient education : are patients' perceived learning needs met following first MI?" Connect to full-text via OhioLINK ETD Center, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=mco1115838178.

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Thesis (M.S.)--Medical College of Ohio, 2005.
"In partial fulfillment of the requirements for the degree of Master of Science in Nursing." Major advisor: Jane C. Evans. Includes abstract. Document formatted into pages: iv, 85 p. Title from title page of PDF document. Bibliography: pages 66-70.
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Collin, Jacqueline. "The perceived information needs of girls with Turner syndrome and their parents." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-perceived-information-needs-of-girls-with-turner-syndrome-and-their-parents(ea974e75-8cf0-436e-ac33-bb049ca584f3).html.

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The age range at diagnosis, complexity of the condition, and sensitive nature of the issues involved in a diagnosis of Turner syndrome (TS), present specific challenges for health professionals in sharing information. Little is known about the perceived information needs of girls with TS and their parents. A flexible qualitative design, guided by the principles of symbolic interactionism was employed in this exploratory study. This design enabled meanings girls and their parents attached to TS, how they interpreted, shared and valued information to be uncovered. A purposive sample of 15 families with daughters aged 9 to 16 years were recruited from a tertiary paediatric endocrinology clinic. Girls and parents participated in a total of 27 recorded semi-structured interviews. Data were analysed using the framework approach and the constant comparative method. Analysis revealed how girls and their parents interpreted and used information within the context of their everyday experiences of living with TS. Three activities were described by families: gathering and receiving, making sense of, and using and sharing information. Throughout these activities, themes of uncertainty, normalising and identity were present. A series of tensions described by the girls and their parents illustrated diverse approaches to the management of information. Meanings assigned to TS by girls and their parents influenced when, what and how information was shared with others. Despite a wealth of information, the girls and their parents described unfulfilled information needs. The interviews were dominated by discussion of the social implications of the condition and more specifically to social functioning, puberty and infertility. Parents were the primary source of information. These findings provide a basis for developing evidence based approaches to information sharing.
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Partlow, Madeline Rachel. "Teachers' perceived needs within a responsive induction program structured as a learning community." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154972019.

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Lang, Penny L. "Characteristics and self-perceived needs of persons who use an emergency food program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq23376.pdf.

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31

Hynes, Elizabeth. "Learning needs and perceived self-efficacy of patients with chronic low back pain." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25851.pdf.

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32

Alnajjar, Ahmed Abdulaziz. "The perceived needs and coping responses of adolescents in the United Arab Emirates." Thesis, Durham University, 1991. http://etheses.dur.ac.uk/5992/.

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This thesis is concerned with the perceived needs and coping responses of a sample of adolescents in the United Arab Emirates. It is arranged in four sections, further subdivided into nine chapters. Section one contains an outline of the main aims, scope, and the significance and limitations of the study. Information about the UAE and some historical background of the society before and after federation are provided to show the rapid and comprehensive development which has been influencial: social structure, familial changes, and changes in traditional customs. The possible effects upon adolescence in the community are discussed. Section two provides a review of relevant literature. Firstly, the concept of needs, historical background of studies of needs, influences upon the development of needs hierarchies, approaches to the study adolescents' needs, universal needs of adolescence and major issues in the assessment of needs are outlined. Then, definitions, conceptual and methodological issues and theories of coping which have influenced this study are discussed. Differences in coping styles and processes used in response to specific and dispositional needs arousal are considered. The development of adolescent perceptions of needs, the significance of adolescent failure in developing coping skills and cognitive development and its effects upon the perception of needs are examined. Finally, the researcher presents a framework of needs perception and coping responses which is used in the design and the conduct of the empirical study. Section three describes the empirical work of the study. It is in three chapters. Firstly, the aims and the overall design are described. A pilot study involving qualitative and quantitative measures was undertaken in preparation for the design and use of a questionnaire involving a larger sample of adolescents. The main study which involved the construction of a questionnaire to examine adolescents' perceived needs and the coping responses. Responses from 700 young people in the UAE were analyzed to determine types and strengths of perceived needs and differences in coping responses. Some gender differences were also identified and discussed. Section four contains a summary of the main findings, conclusions and recommendations. The three most strongly perceived needs reported by these young people were: to achieve success, to be blessed by God and to feel homeostasis and away from problems; and the least strongly felt needs were: to be beautiful/handsome and to gain people's attention. Some gender differences were noted. In coping responses the findings indicated that boys tend to use denial way of coping to meet their perceived needs more than girls, who tend to use acceptance way of coping more than boys. Interestingly, the findings of this research show a considerable overlap between the perceived needs of adolescents in an Islamic culture and those of adolescents in western cultures. The findings are discussed in relation to the debate in theoretical terms between perception of human behavior as trait-orientated or process-orientated. This section concludes with a discussion of issues and questions raised in the study and with recommendations for further research.
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33

Garduno, Mary Ellen. "Assistant principal professional growth needs a mixed method analysis of perceived skill importance /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4527.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 437. Thesis director: Dennis R. Dunklee. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 429-436). Also issued in print.
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Cook, Amanda Michelle. "Teaching Needs of Persons Dealing with Stroke as Perceived by Allied Health Professionals." University of Toledo Health Science Campus / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=mco1096485373.

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Partlow, Madeline R. "Teachers' perceived needs within a responsive induction program structured as a learning community." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019.

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Smoczynski, Florence I. Jr. "An Examination of the Perceived Educational Needs of Residents in Continuing Care Retirement Communities." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40521.

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As the mean age of the population continues to rise, increasing attention is being given to how and where the elderly will live. Since health of this age group varies considerably, living arrangements which offer a full spectrum of services and attend to a continuum of needs have arisen over the past few decades. Called Continuing Care Retirement Communities (CCRCs), these places offer three levels of living: individual apartments, assisted living and the nursing center. Residents can move freely among these three levels as the need arises. While the educational needs of the elderly have been discussed theoretically and explored in a variety of practical contexts, no research to the author's knowledge has investigated the context of CCRCs and the population within. This study filled that gap in the literature. Framed by the seminal research of McClusky which identified five categories of educational needs of the elderly (coping, expressive, contributing, influencing and transcending), the purpose of this study was to investigate the educational needs of the residents as perceived by residents and to determine if selected demographic variables differentiated among responses; a corollary aim was to learn more about the residents' learning formats used, and current satisfaction as well as future interest in educational activities. Results of a questionnaire distributed to residents of two not-for-profit CCRCs in northern Virginia served as a data base, with a response rate of 68% for residents. The questionnaire, designed by the researcher, was validated through multiple iterations by content and process experts and piloted with a CCRC not in the study. Data were appropriately coded and analyzed using SPSS. Confidentiality of the respondents was maintained at all times. The results indicated that residents were highly educated, financially secure, and in good health. Ages range from 67 to 100 years old. Both current participation as well as future interest in educational activities was high, but only a few demographic variables seemed to differentiate responses. Educational activities dealing with coping and transcending needs seemed to take priority, involvement in self-directed learning activities was high, and when involved in programmatically organized and structured activities, the format of small groups preferred. These findings could be significant for any practical intervention implication. Implication for future research include inquiry into this growing special population; for example, the why and how of their self-directed learning projects.
Ed. D.
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Vandala, Ntombizanele Gloria. "The transformative effect of education programmes as perceived by ex-offenders." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65473.

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This study employed convergent parallel mixed methods design to examine the transformative effect of education programmes as perceived by ex-offenders within the South African Department of Correctional Services (DCS). The DCS delivers education programmes to incarcerated people in compliance with Section 29 (1) of the Constitution of the Republic of South Africa. The theoretical framework which underpins this study is the Good Lives Model (GLM) of offender rehabilitation.This research was influenced by John Dewey’s Pragmatic Paradigm. Inquiry was conducted in two Regions; Gauteng and KwaZulu Natal. A convergent parallel mixed methods approach was adopted throughout this study. In-depth interviews and questionnaires were utilized as data collection instruments in the research field. Pilot testing of a questionnaire form was conducted to five (5) exoffenders with demographic characteristics similar to the research sample. A total of fifty-two (52) ex-offenders who attended education programmes in the DCS; forty (40) questionnaires and twelve (12) in-depth interviews) were involved in this study. Both data types; quantitative and qualitative were collected concurrently or parallel and given equal status during data collection (Molina-Azorin & Cameron, 2010, Small, 2011, Creswell, 2013, Creswell & Plano Clark, 2007). Analysis of questionnaires and in-depth interviews data were performed independently. Data integration was performed at design, methods, results and discussion levels (Fetters & Freshwater, 2015, Ivankova, 2015). The main research findings demonstrate that education programmes promote offender transformation, reduce recidivism rate, improve quality of life, improve literacy levels and a criminal record is a barrier to ex-offenders’ employment in communities. Based on the research findings, this study concludes that education programmes enhance offender transformation, reduce recidivism rate, improve quality of life, improve literacy levels and ex-offenders struggle to secure employment opportunities in communities due to a criminal record. This study recommends further research on the transformative effect of education programmes in other Regions, the DCS should prioritize implementation of technical, vocational and entrepreneurial education programmes and a policy which facilitates ex-offenders’ employment to reduce recidivism rate should be developed. Finally, this study proposes a Student Transformation Model for guiding implementation of education programmes within the South African Department of Correctional Services.
Thesis (PhD)--University of Pretoria, 2017.
Humanities Education
PhD
Unrestricted
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Snyder, Iliana. "Assessing Perceived Marriage Education Needs and Interests of Latino Individuals in Utah County, Utah." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1113.

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This study utilized focus groups to assess the perceived needs and interests for marriage education among single and married Latino individuals residing in Utah County, Utah as well as the identification of common themes and differences for this population. Male and female groups at various points in the marital developmental life stage were studied including high school students (15-18 years of age), single never married young adults (19-30 years of age), committed (engaged or cohabiting) adults, married persons recently transitioning to parenting, and married people with children. The sample consisted of 10 groups, 5 female and 5 male. In addition, a professional group consisting of professionals who are in daily contact with the Latino population also participated (N=12). A total of 53 Latino individuals and 12 professionals were interviewed in the focus groups. The participants were asked 14 open-ended questions to assess various elements of marriage education including content, cost, convenient locations, sources of information, perceived barriers to getting services as well as strategies on how to get people involved in marriage education programs. The data from the focus groups were analyzed using inductive qualitative methods. The findings showed that most females were concerned about domestic violence and infidelity as topics in marriage education while males were more concerned about having financial stability, improving communication skills and increase their parenting skills. These results support the importance of conducting focus groups as a way to assess marriage education needs and interests of the Latino population. Limitations for future research are discussed, implications for marriage education programming for Latino couples as well as implications for marriage and family therapists.
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Cox, David A. "Attitudes and Perceived Needs of Northeast Tennessee Educators Toward Effecting the Practice of Inclusion." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2663.

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This study examines the attitudes and perceived needs of Northeast Tennessee educators toward effecting the practice of inclusion in the public schools. The purpose of this study is to determine from the perspective of principals, regular education teachers, and special education teachers their current perceptions of inclusion, and what preparations or changes are needed to help educators succeed in inclusionary practices. The approach of this study is descriptive and utilizes data that was generated by the means of a survey instrument that was developed for use in this study. Areas of data presentation include: examination of demographic information; analysis of responses relevant to attitudinal, curriculum/instructional, and administrative aspects of inclusion; and analysis of responses in regard to inclusion as an effective practice and educators' willingness to include students with disabilities. Findings of this study emphasize the perceived need for additional in-service opportunities for educators and for alternative instructional methods, materials, and strategies. This study found that educators who had more experience working with students who have disabilities are more supportive of inclusionary practices. Educators who have more years of experience were found to be less willing to include students with disabilities into regular classrooms.
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Gbenga, Augusta. "The perceived needs for audit vis-a-vis audit value in Public Sector Corporations." Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-18377.

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To ascertain the purpose and value of audit in the public-sector corporations, this study was done to explore the needs and perception of audit value likewise to analyse the perception of stakeholders like auditees and the society on the value of the audit conducted by the external auditors in Liberia. A qualitative method was used to collect and analyse the empirical data used in this study. The findings of this study have proven that the need of audit in the public-sector corporations is for accountability and transparency but mainly for legitimacy as government must work along with other stakeholders like public entities to respond to the needs of its citizen. Furthermore, this studying has proven that, indeed audit can add value in the public sectors. In Liberia, the audit conducted by GAC is of great value to all stakeholder as auditors are identifying and reporting on the exact performance of the resource allocation and program implemented in the public corporations.
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Pereira, André Francisco Graça. "Establishing competencies needs for startup companies : a study of managers and employees' perceived requirements." Master's thesis, Instituto Superior de Economia e Gestão, 2018. http://hdl.handle.net/10400.5/16056.

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Mestrado em Ciências Empresariais
Nos negócios, o desempenho superior das empresas é alcançado reunindo o conjunto apropriado de competências que a força de trabalho tem a oferecer. Os gestores precisam ser claros sobre suas necessidades e prioridades e estabelecer expectativas claras. O objetivo desta investigação foi estabelecer as necessidades de competências para startups, avaliando os requisitos percebidos pelos gestores e colaboradores nos seus locais de trabalho. A investigação baseia-se no trabalho desenvolvido por Bartel-Radic et al (2017) e Spencer e Spencer (1993). Este estudo analisa os requisitos percebidos pelos gestores e colaboradores para as competências essenciais para startups. Os resultados da pesquisa demonstram a existência de um gap entre a importância atribuída pelos gestores às competências investigadas que acreditam ser críticas para seus negócios e a importância atribuída pelos colaboradores às mesmas competências. Além disso, os resultados da pesquisa demonstram que a importância que os colaboradores das startups atribuem às competências identificadas pelas empresas startups depende da sua experiência profissional. Por fim, os resultados da pesquisa demonstram que a importância que os colaboradores de startups atribuem às competências identificadas pelas empresas startup depende do acompanhamento dos gestores de startups ao seu trabalho.
In businesses, the corporations' superior performance is attained by gathering the appropriate set of competencies the labor force has to offer. The managers need to be clear about their needs and priorities and establish clear expectations. The goal of this research was to establish competencies needs for startup companies by gauging the managers and employees` perceived requirements at their place of business. The research rests upon the work developed by Bartel-Radic et al (2017) and Spencer and Spencer (1993). This study analyses the managers and employees` perceived requirements for the essential competencies for startup companies. The survey results demonstrate the existence of a gap between the importance attributed by the managers to the surveyed competencies they believe to be critical for their business and the importance attributed by the employees to the same competencies. Additionally, the survey results demonstrate that the importance startup employees attribute to the startup companies` identified competencies depends on their professional experience. Finally, the survey results demonstrate that the importance startup employees attribute to the startup companies' identified competencies depends on the startup managers` accompaniment of their work.
info:eu-repo/semantics/publishedVersion
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Moeini, Hosein. "A Need Analysis Study For Faculty Development Programs In Metu And Structural Equation Modeling Of Faculty Needs." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/445320/index.pdf.

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The purpose of this doctoral thesis research study was first to investigate the needs for a faculty development program in Middle East Technical University (METU). Later, in the second phase, models that explained the linear structural relationships among factors that might be influential on faculty&
#146
s perceived competencies about the skills necessary for the instructional practices, personal, professional and organizational developments were proposed and compared. In this study, a questionnaire considering different aspects of faculty developments were sent to all of the academicians in METU. After collecting data from faculty members and research assistants, they were analyzed both descriptively and using principal component factor analysis. Based on the results of factor analysis, linear structural relations models fitting the data were generated through LISREL-SIMPLIS computer program runs. The descriptive results indicated that there was a feeling for need to improve the faculty'
s self-proficiency in different instructional issues. On the other hand, both descriptive results and LISREL modeling results indicated that faculty members and research assistants show different characteristics based on their needs and factors affecting their self-proficiencies. These aspects will lead us to prepare different faculty development programs based on their needs and priorities. The result for both faculty members and research assistants showed that in a faculty, instructional self-proficiency cannot be considered as a single absolute parameter. Rather, it should be considered as several interrelated parameters connected to different aspects of faculty'
s proficiencies.
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Kidd, Tandalayo. "Identification of perceived nutrition education needs of junior enlisted Army family member and survey development /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.

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Smith, Ralph C. "Perceived Needs of Lateral Entry Teachers: A Case Study of Three Initially Licensed Science Teachers." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-03202003-153858/.

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The purpose of this study was to investigate the perceived needs of initially licensed Lateral Entry science teachers to acquire an understanding of how university courses and mentoring programs can better meet their needs. Three teachers with zero to two years' experience were selected for this study. Their progress through the continuing licensure process, their responses to the challenges of teaching, and the support they received from their schools were determined from monthly interviews conducted throughout one school year. This research is a grounded theory study with a prescribed bounded time frame, utilizing a deductive methodology to derive the interpretation of the teacher comments. The teachers indicated issues with the required coursework including affordability, convenience, practicality, and repetition of course content. The teachers also indicated the type of support needed from mentors, peers, and administrators to further their professional growth. Universities must take the lead in providing solutions to the problems associated with coursework and provide training for mentors and administrators that will enable them to support Lateral Entry teacheers.
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Marcos-Iga, Jose. "Nonformal Conservation Education in Mexico: Characterizing Current Practices and Assessing Perceived Role, Capacities and Needs." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145289.

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Strategic planning in conservation of natural protected areas should include a human component, since human activity can threaten the health of the natural site. It is the competition for the resources that makes management of these areas a contentious issue. Effective education is key in resolving such issues and in ensuring that informed decisions are made concerning the uses of these valuable natural assets. This study tests this assumption in two phases.The first phase addresses the need to present a wider picture on the current state of environmental education practices in Mexico: Who is engaging in environmental education practices? How important is it for their organization? Who are they targeting and which methods and settings are they choosing and what environmental issues are they addressing? To achieve this, we administered a survey to 118 representatives from conservation and environmental education agencies and organizations in Mexico. Results show that conservation non-governmental organizations (NGOs) are taking the lead in the field of environmental education in Mexico. Education appears to be an important tool that is used widely by environmental and conservation organizations. At the same time, there seems to be a serious lack of funding.The second phase concentrates on conservation education, a specific aspect of environmental education that focuses on biodiversity issues. This is a growing field in Mexico, thanks especially to the system of Natural Protected Areas and the supporting network of conservation NGOs. This phase of the study presented a comparative analysis of perceived roles of education in the conservation of nature, between Mexico and the US and between practitioners and funders. In this phase we also compared the prescribed parameters defined by well known frameworks from academia with those perceived by education and conservation practitioners. We used a combination of online surveying and content analysis to evaluate this issue. Results illustrate that there are similarities between Mexico and the U.S., but with key differences in the target audiences, methods and settings. Funders do not consider education one of their high priorities, while practitioners do. This discrepancy may hamper the growth and maturation of conservation education in Mexico.
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Flynn, Elizabeth Ruth. "The perceived needs of Ohio Works first participants to move from dependency to self-sufficiency /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1202414873.

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Little, Ann M. "Perceived Training Needs of Principals in Northeast Tennessee: Analysis of Data in Two Selected Years." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2719.

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The problem of this study was to compare perceived training needs of public school administrators at two points in time and to analyze those needs as to age, sex, educational degree, and experience of respondents. The survey population consisted of public school principals in the 14 systems of the First Educational District in Northeast Tennessee. A descriptive research design was chosen for the study. A follow-up questionnaire was developed based on the 1986 Brown Survey which surveyed the same population for demographic and professional characteristics in addition to the perceived training needs of principals, superintendents, and school board members. Respondents prioritized training needs from most beneficial to least beneficial. Descriptive and inferential statistics were used in answering five research questions which directed the study. The statistical analyses revealed the following: perceived training needs remained stable during the 2 year period, clusters of training needs consistently appeared in the top five and bottom five interest areas, and various approaches were utilized by First Educational District principals to address their perceived training needs. Curriculum and Instruction was identified by all groups of respondents as their top priority for additional training, indicating a recognition of need for more training in the fundamentals of teaching and learning. Others included in the top five training needs were Staff Evaluation, Leadership, Staff Development, and Effective Schools. Those consistently reported in the bottom five training needs included Organizational Governance, Organizational Communication, Law/Policy, Budget, and Problem Solving. The results of this study should prove useful to institutions of higher education in planning programs and courses of study for school administrators. An abundance of opportunities exists to provide much needed advanced training for principals in Northeast Tennessee.
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Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.

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The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle staffs to inform professional development program design. The study findings might lead to an improved trainer professional development program design, which fully supports the organization’s and trainers’ efforts to deliver effective adult training. The exploratory questions used in this study were: (a) in what ways do participants in MTO perceive trainer and professional development experiences throughout their military and professional careers; (b) what are participants’ perceptions of training needs in MTO; (c) what are participants’ ideas for developing and implementing a trainer professional development program to meet these needs. The theoretical frameworks for this research were based on Knowles’s adult learning principles (2015), Lawler and King’s (2002) Adult Learning Model for Faculty Development, and the U.S. military’s Instructional Systems Design (ISD or ADDIE) model. The data in this study were documents and artifacts, semi-structured interviews, and a researcher reflection journal. The exploratory case study revealed six major themes: (a) trainer experiences, (b) professional development experiences, (c) organizational issues, (d) training issues, (e) organizational solutions, and (f) professional development approaches and activities. MTO participants’ revealed perceptions of organizational issues related to leadership, mission and purpose, standards, personnel, and resistance to change which affected training performance. They also identified training performance issues in material development, delivery, and evaluation due to knowledge and skills deficiencies in instructional design and adult learning principles. MTO participants suggested various professional development approaches and activities for the organizational and training issues needs identified. The study’s results suggested the professional development recommendations and implications might inform changes to MTO’s existing professional development program and generate organizational inertia to further explore and address the organizational and training issues identified. The results also add to the body of literature on adult training, professional development, and training needs analysis.
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Mailloux, Judith Pomeroy. "The hospital-based nurse educator; definitions, techniques, and self-perceived abilities related to needs assessment." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407400716.

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Hughes, Catherine. "Kinship care : how is the role perceived? : what are the specific difficulties and support needs?" Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/kinship-care-how-is-the-role-perceived-what-are-the-specific-difficulties-and-support-needs(98e12bd2-4905-4cf1-bf94-933c91470c5a).html.

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Many countries have seen an increase in the last 20 years in the number of children cared for by their Grandparents (Edwards & Sweeney, 2007; Edwards & Taub, 2009; Worrall, 2009). In the UK, Looked After Children (LAC) are increasingly being placed with kinship carers, formally known as ‘Family and Friends Care’ following guidance from The Children’s Act (2004). Support for this growing group of carers appears sporadic, and there has been some delay both in practice and procedures in responding to this increase in placement type. Children who are looked after by any carer other than their birth parents are more likely to experience difficulties within the educational context (Dent & Cameron, 2003). The increasing number of these children has implications for child and educational psychologists and other professionals within Children’s Services, as research suggests that children’s success in school depends upon contextual variables associated with the child, their home and school environments. This study explores the characteristics of kinship carers, how they perceive their role and the support currently available to them and also examines the reported educational progress made by children in their care. In addition, this exploratory study considers whether a model developed from Positive Youth Development (PYD) is a useful conceptual framework for professionals supporting KCs. This research uses a case study design; qualitative data has been obtained using semi-structured interviews and analysed using thematic analysis. Difficulties and support requirements varied across kinship carers, the majority of whom were pleased with the support they received, particularly from their families. There were some criticisms of Children’s Services support. Recommendations are made for both Children’s Services staff generally and child and educational psychologists specifically.
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