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Dissertations / Theses on the topic 'Professional groups'
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1
Esworthy, Ann. "Occupational stress in professional groups." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302878.
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Erasmus, Lucia. "Exploring the professional identity construction and negotiation of professionals from previously disadvantaged groups." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77813.
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Research purpose: This study aimed to explore the professional identity construction of accountants from previously disadvantaged groups. The study considered the significance of context and the influence of whiteness and racial micro-aggressions on individual identity construction.
Motivation for this study: Little is known about the struggle that people from previously disadvantaged groups in South Africa have to go through to negotiate their professional identities. This study provided a platform for these individuals to share their journey in becoming a professional accountant and understanding the impact of context on their professional identity construction.
Research design, approach and method: The study followed a qualitative design, and a multiple case study method was used. Semi-structured interviews were conducted through a narrative lens to explore the individual stories of the participants’ experiences. Non-probability purposive sampling was used. The sample consisted of five black professional accountants from previously disadvantaged groups. Data analysis took the form of individual case narratives followed by a thematic analysis across cases.
Main findings: The history of apartheid is still present in South African organisations today in the form of racial micro-aggression and whiteness which create barriers to the professional identity construction of people from previously disadvantaged groups. It was found that the following contexts influence identity construction: political, legislative, socio-economic, educational, organisational, professional, family and cultural contexts.
Practical Implications: Legislation such as BBEEE, AA and the EEA are in place to support the transformation agenda of South African organisations. However, in this study it became clear that legislation does not achieve its intended impact. If organisations do not start supporting professionals of colour, it will have a major impact on their skills and career development as well as on talent retention within organisations. Value/Study contribution: The results could become a valuable resource for educational institutions, professional bodies and managers within organisations to enable them to eliminate the barriers of whiteness and micro-aggression and to support people from previously disadvantaged groups to construct positive professional identities.Dissertation (MCom)--University of Pretoria, 2019.
Human Resource Management
MCom
Unrestricted
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Bunker, Vanessa J. "Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform /." Connect to dissertation online, 2008.
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Rose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /." Connect to dissertation online, 2008.
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Lucas, Barbara Ann. "Whole-faculty study groups : impact on the professional community of schools /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.
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Ortakoyluoglu, (kucukavsar) Hale. "A Comparison Of Professional Qualities Of Two Groups Of Prospective English Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605437/index.pdf.
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The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology courses offered by the ELT and Certificate Programs seem adequate to provide the students with those standards in terms of general aims, the contents and the number of methodology courses.In this study, various methods of gathering data were utilized: A two-part questionnaire (i.e., knowledge and performance) were given to the senior students of the two departments, and interviews were conducted with the instructors who teach methodology courses in these programs.The findings related to the first concern of the study revealed that the senior students of the ELT Department felt better prepared than those of the ELL Department in achieving the desired standards. In the &ldquoLanguage and Awareness&rdquo
domain of the knowledge and performance parts of the questionnaire, ELT students got the lowest mean scores. Among the five, only in this domain, did the students from the ELL department outrank the students from the ELT department. In other words, the ELL students felt more knowledgeable and competent in many aspects of language and culture than the ELT students. Yet, the t-test results indicated that the difference between the students&rsquo
perceptions of their knowledge and competence in this domain of the two parts of the questionnaire is not statistically significant. In the other domains, &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
of the knowledge and performance parts of the questionnaire, the ELT students seemed to be more satisfied with the input and practice when compared to the ELL students, but the t-test results of both groups indicated that the perceptions showed a statistically significant difference only in &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
domains of the performance part of the questionnaire.The findings related to the second concern of the study indicated that the two programs (i.e., ELT and Certificate) seemed adequate, to a certain degree, in providing prospective English Language teachers with desired standards. However, based on the opinions of students and instructors, it could be concluded that those programs had some deficiencies in terms of the contents and the number of the methodology courses.In the light of the data collected and analyzed, some recommendations are made about the revealed deficiencies in the ELT and Certificate Programs in the last chapter to ensure that the prospective teachers are equipped with the best qualities and standards required to be a professionally qualified English teacher.
7
Adams, Kelvin. "The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/253.
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In an era of school reform it should not be uncommon for educators to review every strategy or tool to initiate changes that will result in increased student achievement and school improvement. The rhetoric is that the changes begin with the federal government, state board of education, local school board, superintendent, and central office, but the reality is that the changes must begin at the doors of the school. In the school, the changes must begin with the staff, students, and the parents. The school community must become alive with learning among the staff, students and parents. The school staff must see themselves as a community of learners, where the entire school learns together. The term used to describe a school where the faculty sees themselves as a community of learners is a "professional learning community" (Hord, 2004, p. 1). The purpose of this study is to determine how one school can become a professional learning community through the implementation of whole faculty study groups and peer observation. Professional learning communities do exist, but the manner in which they are created is nebulous. This study sought to evaluate a senior high school staff as they underwent the process of creating a professional learning community through the development of whole faculty study groups and peer observation. A questionnaire was given to the staff before, during, and after the implementation of peer observation and whole faculty study groups. A comparison was made of the results from the questionnaires over time. Critical incidents create the basis for an action research case study methodology. The critical incidents were ascertained through focus groups.
8
Parker, Paul Rodney. "The application of interpersonal communication and group dynamics skills as a curriculum component for the professional development of pre- service teachers." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134222/.
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Curtis, Vernon Glen Lagrotteria. "Incidence of football injuries in different age groups at a professional football club." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7312_1205416141.
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Football is the most popular sport in the world, and it continues to have a progressive annual increase in the number of active players and the number of games played per season, which in turn, leads to an increase in the frequency of injuries. Football is extensively researched worldwide, however, some current studies confirm that the results on football injury factors are limited, as well as inconsistent and incomplete. The main aim of this study was to examine interrelating factors of football injuries through the various age groups at a designated football club. The study aimed to expose the injury risk factors and patterns present in the various age groups.
10
DiBenigno, Julia Marie. "Warriors versus experts : managing conflict between professional groups for US Army mental healthcare." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105291.
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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 114-123).
Organizational life is rife with conflict between groups with different interests who pursue different goals. Integrative mechanisms to promote goal alignment do not always work, particularly when conflicts involve professional groups with strong commitments to their professional identities and perspectives. I draw on data from a 30-month comparative ethnographic field study of conflict between US Army commanders privileging their professional group's goal of fielding a mission-ready unit and mental health providers privileging their professional group's goal of providing rehabilitative mental healthcare to active-duty soldiers suffering from conditions such as Post Traumatic Stress Disorder. All providers and commanders faced longstanding conflict related to their professional group differences in goals, identities, and perspectives, and all had access to a host of integrative mechanisms to overcome these differences. Yet, only those associated with two of the four combat brigades on the US Army post featured in this dissertation regularly handled these conflicts by co-constructing integrative solutions that accomplished both professional groups' goals and the organization's overarching goal to have both mentally healthy and mission-ready soldiers. I find that an organizational structure that enables what I call "anchored personalization" can help different professional groups overcome identity conflict and entrenchment in their home group's perspective to align their goals, without becoming coopted by the other group's perspective from personalized contact with the other group. Anchored personalization resulted from an organizational structure that provided a long-term personal connection with specific members of the other group, while anchoring group members in their home group identity from working surrounded by their fellow group members. Anchored personalization reduced longstanding identity conflict between groups by broadening and expanding each group's professional identity to incorporate elements of the other group's perspective, enabling what I call "anchored perspective-taking." Anchored perspective-taking practices led to the co-construction of integrative solutions to conflicts that aligned seemingly incompatible group goals to achieve the organization's superordinate goal. This dissertation contributes to our understanding of managing goal and identity conflict between professional groups in organizations and to our understanding of the dark side of personalization without anchoring.
by Julia Marie DiBenigno.
Ph. D.
11
Goodall, Helen. "Professional development and beyond : a participative study of a self-facilitated learning group." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3428.
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This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both what encouraged its members to join at its outset, and what has sustained the participation of its current members for thirteen years. Its longevity also provided an opportunity to explore the impact of sustained membership on the women in the group. These two components of the study are its most significant original contributions to the existing literature which does not appear to cover anything similar. The initial raison d’étre of the group was its members’ professional development and this forms a central strand of the investigation, along with identity and self-facilitation. A pragmatic research paradigm, the collaborative nature of the group and the writer’s dual role as both participant and researcher were all influential in the decision to use a participative approach. A range of methods, chosen by the participants, was utilised during the investigation which, whilst participatory, is not emancipatory research. This experimental divergence from how a participative approach is traditionally employed is offered for consideration by researchers who wish to work in a new way that minimises power in other, non-emancipatory situations. The findings support, contradict and add to the literature. The mutuality of longevity and the depth of discourse and learning experienced by group members is a particularly striking aspect of this study. As members of the group have aged, its focus has segued from professional development to encompass a much broader agenda: it has shifted from contributing to members’ professional identity to sustaining their perceptions of self as women who remain capable of complex, critical thinking as they move out of full-time work. The longevity of the group has also fostered deep attachments between group members, despite the differences between them: sustained membership of the group, in turn, provides sustenance for its members. The significance of grounding, ground rules and group composition are highlighted, as is the need to contemplate how members will leave a group during its formation. Alignment between participants in a group is identified as important for its continuation but not always possible. This research makes no claim to offer a definitive model for collaborative learning groups but, instead poses a series of questions for consideration by others who are interested in collaborative learning.
12
Gesner, Emily K. "Talking About Teaching: A professional development group for preservice secondary teachers." The University of Waikato, 2009. http://hdl.handle.net/10289/2792.
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As teaching is a highly complex activity, so too is learning to teach. One pedagogy which has been shown to promote teacher learning is the use of small group discussion. This thesis examines the experiences of seven preservice secondary teachers at a New Zealand university who met weekly during their second practicum to discuss their experiences at their placement schools. Individual interviews conducted with five of the participants revealed that students felt positively about the weekly meetings. The preservice teachers appreciated 1) being able to hear about the experiences of other preservice teachers 2) tell others about their teaching 3) being able to seek advice and potential solutions to problems 4) the sense of personal connection and emotional support they gained during the weekly sessions. The students reported that the weekly meetings allowed them to think about their teaching from the perspective of others, and gave them time to reflect about their experiences while on practicum. This study situates these findings within the literature on initial teacher education and offers suggestions for future research using this pedagogy.
13
Buth, Vanessa. "Speak to me only with thine ayes? : the representativeness of professional EU advocacy groups." Thesis, University of East Anglia, 2012. https://ueaeprints.uea.ac.uk/44446/.
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The European Commission, in an attempt to enhance its democratic decision-making, engages in an institutionalised dialogue with representative EU advocacy groups. However, one important strand of interest group scholars argues that as a result of recognition, groups professionalise and lose their representativeness. They argue that as a result the positions put forward by EU groups no longer represent the interests of their members and supporters, because these have no or little say in the formation of EU positions. It follows that the European Commission’s strategy is doomed. This thesis challenges the argument that EU advocacy groups necessarily lose their representativeness as they become professional. Such a position relies on overly narrow conceptions of representativeness and professionalisation, ignoring organisational differences. First, representation does not rely only on member participation. Second, the representative claims of advocacy groups also have to be accepted by members and supporters as representing their interests. Third, professionalisation is more than bureaucratisation and has to include the application of new media technology for the dimensions of representativeness. These insights suggest the claim that groups necessarily lose their representativeness as they become professional has to be qualified. Drawing on the analysis of documents and websites of five EU environmental groups and their member groups, as well as interviews conducted by the author, this thesis demonstrates the limitations of the existing literature. The findings show that the implications of professionalisation for representativeness vary according to organisational structures and strategies. The thesis also exemplifies how the new media can increase representativeness. Finally, it affords new insights into how advocacy groups contribute to democracy in the EU and beyond.
14
Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.
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Thesis (Ed.D.) -- Central Connecticut State University, 2009.Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
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Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.
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Thesis (Ed.D.) -- Central Connecticut State University, 2009.Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.
16
Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.
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Law, Lik-hang Darick, and 羅力恒. "Attitudes toward rape and sexual assault: a comparative analysis of professional groups in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29705113.
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Jesse, Samantha R. "Secondary Stigma For Professionals Who Work with Marginalized Groups: A Comparative Study." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1445980318.
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Flanagan, George A. "A project to design and implement a group model for the professional self-enhancement of ministers." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Martin, Judith Margaret. "Learning together to work together : experiencies of pre-registration students from four health care professional groups." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289173.
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Pope, Beverley, and n/a. "Public schooling and private interests : an exploration of the links between state provided secondary schooling and the class interests of professional and professionalizing groups." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061106.094056.
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This thesis takes as its basic premise the need for
more democratic educational structures and practices. By
examining the restructuring of public secondary schooling
provisions in New South Wales in the period after 1950 it
argues that public schools in Australia are not democratic
institutions.
Rather than being democratic institutions public
schools, it is maintained, reflect the private interests of
members of so-called "professional and professionalizing
groups", or, more precisely, of those with assets in
credentials or assets in organization employed within
monopoly capitalist enterprises and state enterprises. The
employment domain of these groups is characterized by
bureaucratic forms of control.
The private interests of these groups are class
interests in that they pertain to the maintenance of the
material interests of those with assets in credentials and
assets in organization through the monopoly of special
knowledge and skills and reflect the class structure of a
society in which monopoly capitalism has become the
dominant economic, and, therefore, political and
ideological, force.
As the above outline suggests, in attempting to address
the question of inequality in secondary schooling, marxist
theories and categories, most notably those pertaining to
class formation and class struggle, are drawn upon.
In addition, the thesis maintains that the private
interests of those with assets in credentials or assets in
organization are "naturalized" in and through the ideology
of individualism and of meritocracy. By examining the
actual way in which the labour force was being restructured
in the post-war period the thesis provides one avenue of
critique of these constructions and attempts to demonstrate
the limits of equality of opportunity in a class-based
society.
22
Czaplicki, Karen A. "Investigation of In-Service Teachers' Use of Video during a Critical Friends Group." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/ece_diss/15.
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Critical Friends Groups (CFGs) were established in 1995 as a form of professional development for teachers. The current study employed the use of video as a medium for documenting the effects of CFG participation on teaching practices. This allowed links to be drawn between CFG participation and teaching practice, a critical gap in the literature. This qualitative case study drew upon Knowles’s Adult Learning Theory to help provide a framework for thinking about Critical Friends Groups and analyzing the findings. The 9 participants in this study included 1 third grade Early Intervention Program teacher and 8 CFG members from an urban elementary school. Multiple data sources were analyzed including classroom teaching practice videos, focal teacher's and CFG members’ written reflections, CFG meeting verbatim transcriptions, focal teacher and CFG member interviews, and researcher memos. Data analysis was iterative and axial coding led to a code book depicting the final 6 key themes: change in teacher attitude toward the use of video, shared teaching practice, pedagogical-driven conversations, change in pupil engagement, captured classroom practice and promotion of teacher reflection. Barriers to the use of video in a CFG included logistics and teacher resistance. The researcher used data triangulation, member-checking and an audit trail to assure the trustworthiness of the study. Teachers reported that they learned from watching one another’s practices and from discussing each other’s ideas. The use of video in this study appeared to offer a viable innovation in an already prevalent model of professional development, CFGs. Video appeared to have much potential at the in-service level as it helped to cultivate knowledge, skills, and attitudes among teachers.
23
Micheletti, Michele. "Organizing interest and organized protest difficulties of member representation for the Swedish Central Organization of Salaried Employees (TCO) /." [Stockholm] : Dept. of Political Science, University of Stockholm, 1985. http://catalog.hathitrust.org/api/volumes/oclc/13797549.html.
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Haddad, Gina Cherie. "Understanding the use of formal Athlete Leadership Groups in professional football teams: Insights from coaches and athlete leaders." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29861.
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Athlete Leadership Groups (ALGs) represent a shared athlete leadership model whereby a small group (typically 3-8) of players are selected as athlete leaders and appointed to a formal ‘leadership group’ (i.e., an ALG) that shares team leadership responsibilities with the coach. Coaches of professional sports teams frequently adopt ALGs in their quest to gain a competitive advantage and the model is widely used in professional football teams (in the context of this study professional football refers to Rugby League, Rugby Union, Soccer and Australian Rules Football) in Australia and New Zealand, where ALGs play a central role in team management. Despite the widespread use of ALGs, knowledge and understanding of this particular formalised shared athlete leadership is limited. This thesis seeks to identify and understand, from the perspective of professional coaches and athlete leaders, the behaviours, attitudes, interactions, and interdependencies which shape the way athlete leadership groups function in professional sport. The thesis consists of three sequential qualitative studies examining the use of ALGs in top-tier Australian and New Zealand professional football teams. The findings illustrate that ALGs offer multi-level (i.e., athlete leader, team members, coach) psychological needs satisfaction, and when the operationalisation is player-driven, coach supported, and underpinned by a shared team identity, this leadership approach can help to shape the motivational climate of a professional football team in a way that promotes performance excellence. In addition to providing robust evidence upon which professional teams can base future decisions for the design, and operationalisation of their ALGs programs, it is hoped the results will provide a platform for further research on this novel shared approach to team sport leadership.
25
Starkey, Kenneth P. "Time and professional work in public sector organisations: an examination of four occupational groups in education and medicine." Thesis, Aston University, 1985. http://publications.aston.ac.uk/12153/.
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The aim of this thesis is to examine the experience of time of four professional occupational groups working in public sector organisations and the factors affecting this experience. The literature on time and work is examined to delineate the key parameters of research in this area. A broad organisation behaviour approach to the experience of time and work is developed in which individual, occupational, organisational and socio-political factors are inter-related. The experience of secondary school teachers, further education lecturers, general medical practitioners and hosoital consultants is then examined. Multiple methods of data collection are used: open-ended interviews, a questionnaire survey and the analysis of key documents relating to the institutional settings in which the four groups work. The research aims to develop our knowledge of working time by considering the dimensions of the experience of time at work, the contexts in wlhich this experience is generated and the constraints these contexts give rIse to. By developing our understanding of time as a key feature of work experience we also extend our knowledge of organisation behaviour in general. In conclusion a model of the factors relating the experience of time to the negotiation of time at work is presented.
26
Kjeldmand, Dorte. "The Doctor, the Task and the Group : Balint Groups as a Means of Developing New Understanding in the Physician-Patient Relationship." Doctoral thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6937.
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The general practitioner has a central position in the health care system, but demands have increased and there are signs of exhaustion in the corps. Patient-centredness is beneficial for the patients and probably for the outcome of health care. In Balint groups general practitioners study and gain further understanding of the physician-patient relationship by means of the participants’ own experiences. This thesis aims at studying experienced effects of Balint groups on the working life of general practitioners. General practitioners with and without Balint group experience are compared by means of a questionnaire, using statistical methods. General practitioners with Balint group experience are interviewed. Both these studies show positive experiences of Balint group participation in the physicians’ working life in terms of feeling of control and satisfaction, and on relations to patients, particularly patients with complex problems. A new instrument for measuring physicians’ degree of patient-centredness is presented. It can be used in groups of physicians to evaluate training programmes or by the individual physician to detect decline in patient-centredness as an early sign of burnout. Balint groups are viewed critically in interviews with Balint group leaders, focussed on difficulties and dropouts from the groups. Balint groups are found to fit into modern theories of small groups as complex systems, submitted to group dynamics that are sometimes malicious. Professionally conducted Balint groups seem to be a gentle, efficient method to train physicians, but with limits. Participation of a member demands a stable psychological condition and an open mind, and obligatory Balint groups are questioned. The thesis concludes that Balint groups are generally beneficial for general practitioners’ working life as a means to enable the physicians endure, even thrive in their job. The method facilitates development of new understanding of the physician-patient relationship with possible positive effects for the patient as well.
27
Moore, J. Brian. "Critical friends groups at Lower Canada College : the impact of collaborative communities on teachers' professional growth and classroom practices." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81506.
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This qualitative inquiry into Critical Friends Groups (CFGs) at Lower Canada College (LCC), a coeducational, bilingual, K-12, private, day school in suburban Montreal, focusses on the impact of CFGs on teachers' professional growth and classroom practices. Using interviews, focus groups, participant observations and a questionnaire, I examined the recursive cycle of professional growth and transformation, and rooted the inquiry within the theoretical frameworks of reflective practice, the dialogic imagination, social constructivist learning and critical theory. I conceptualize teachers' professional growth as the transformation of professional practices through the deepening knowledge and expertise that arises out of collaborative inquiry and collegial dialogue. The major assumption supported by this study is that teachers learn from one another through engaging in ongoing and site-based critical dialogue focussed on classroom practices. This inquiry has implications for professional development programmes, school leadership and teacher empowerment.
28
Maples, Carol J. "Giving voice the use of interactive theatre as professional development in higher education to reduce alienation of marginalized groups /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5506.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.
29
Williams, Misti D. "Collaborative Partnerships Between Genetic Counselors and Genetic Advocacy/Support Groups: The Genetic Counseling Perspective." Cincinnati, Ohio : University of Cincinnati, 2006. http://rave.ohiolink.edu/etdc//view?acc_num=ucin1151510578.
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Thesis (M.S.)--University of Cincinnati, 2006.Advisor: Nancy Steinberg Warren. Title from electronic thesis title page (viewed July 17, 2009). Includes abstract. Keywords: Genetic advocacy, professional collaborations, genetic counseling, genetic; conditions, support groups. Includes bibliographical references.
30
Lethbridge, Elizabeth Janet. "How public management reform influenced three professional groups - teachers, nurses and social workers - in England during the period 1979-2010." Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/16001/.
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This thesis examines the influence of institutional and government policy change, in the form of public management reform, on the professional development of teachers, nurses and social workers, described as 'social service professionals', delivering public services in England between 1979 and 2010. The influence of institutional and government policy changes were assessed through a textual analysis of public policy documents; an analysis of the changing size and structure of the three groups highlighting gender, age and ethnicity; an analysis of training reforms through changing institutional arrangements and course content and: the perceptions of six key informants from trade unions and professional associations which represent these professions. These findings were tested on a consultative group of twelve experts in the field of employment relations in the public sector. This thesis found that there were similarities in the reforms introduced by government throughout this period to these three professional groups, which were characterised by the imposition of increased documentation and record keeping, targets and inspections. The control of the work process decreased, with a reduction of professional autonomy and accompanying reforms to professional training. All three professions have been dominated by women throughout the period and the proportion of men has changed little but they are disproportionately represented in management. The introduction of senior practitioner roles has not resulted in women exerting a stronger control over their profession. For all three groups, there has been a tension between higher education institution (HEIs) providers of training, government and employers as well as a lack of consensus about what constitutes appropriate professional training. This is not necessarily a new phenomenon but public management reforms have intensified it and the introduction of ‘learning on the job’ training will further weaken the role of HEIs in vocational training. One of the criticisms used to justify public service reforms was the apparent insensitivity of public services to the needs of users. Some of the responses by trade union and professional organisations to these attacks on professional autonomy have resulted in the exploration of a concept of democratic professionalism, which aims to strengthen the relationship between professionals and service users, so addressing one of the original criticisms of these professionals. This concept represents a different response to public management reforms which has the potential to address problems of democratic involvement in public services and defend them from government attacks. This thesis has two main original contributions to knowledge: it contributes to research showing how 'social services professionals' have been affected by public management reforms and how they are building a concept of democratic professionalism and; it further develops comparative professional studies.
31
Meier, Lori T. "Multiple and Various Presentations (10+) to K-16 Classrooms, Teacher Professional Development, Local Children’s Library Programs, and Robotics/STEM Groups." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5917.
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Afolabi, Comfort Y. Georgia State University. "Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/103.
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As teacher turnover and the demands for accountability and student achievement persist, the need to hire and retain quality teachers becomes increasingly vital. The purpose of this study was to determine if there was a relationship between participation in Cross Career Learning Communities (CCLC), a type of Professional Learning Community (PLC), and teacher retention in participating Network for Enhancing Teacher-Quality (NET-Q) schools in a southeastern state. One-to-one exact matching was used to match 251 teachers in CCLC groups to 251 control teachers on eight variables including both system and individual level variables. Results showed a ten percent significant difference between the retention percentages within the state public school systems favoring CCLC teachers, χ2(1) = 21.17, N = 502, p < .05, with a medium effect size of h = .4. For teachers participating in CCLCs, a secondary research question asked if there were any differences in teacher retention in schools that had mandatory participation versus those that had voluntary participation. No significant difference was found between participation types and teacher retention. Furthermore, no significant difference was found in the attrition rates between the novice and the veteran teachers participating in the CCLCs. Based on a question from the NET-Q survey, the percentage of teachers indicating that their participation in CCLCs positively influenced their decision to continue in teaching, estimated at 31%, was statistically significant. This study extends the research on one particular type of PLC to teacher retention. The findings of this study may aid school leaders in better understanding how they can address and impact teacher retention in teaching and in their school buildings. Suggestions for future research and implications for policies addressing teacher support and retention are discussed.
33
Stanton, Richard. "Saga city : patterns of influence in politics, public relations and journalism : professional communicators in a regional city." Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/6601.
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Camporelli, Fabien. "Maîtres-nageurs-sauveteurs (MNS) : dynamiques d'un groupe professionnel dominé (1927-2022)." Electronic Thesis or Diss., Université de Lille (2022-....), 2022. https://pepite-depot.univ-lille.fr/ToutIDP/EDSESAM/2022/2022ULILA015.pdf.
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Depuis que la société française s'est cyndinisée dans le champ des baignades vers la fin du XVIIIème siècle en probabilisant défavorablement les risques de noyade, la prise en considération de la sécurité aquatique joue désormais un rôle décisif dans la vie sociale. Dans ce contexte fait d'actions préventives et d'obligation inconditionnelle à savoir nager, une figure sociale a émergé, celle des maîtres-nageurs-sauveteurs (MNS). Ces professionnels incarnent, si ce n'est une institution, en tout cas une certaine idée de la sécurité et du secours en milieu aquatique à laquelle restent attachés les français à l'occasion de leur pratique récréative et sportive. Cette thèse s'inscrit donc dans le débat sur le développement d'un groupe professionnel, depuis les contingences de son émergence lorsque ses membres assuraient un travail domestique saisonnier jusqu'à la fonctionnarisation de la profession, hier légitimée par une politique publique préventive, aujourd'hui mise sous tension par des contraintes normatives et économiques inhérentes à la juridiction dans laquelle elle évolue. En s'appuyant sur une enquête approfondie auprès des maîtres-nageurs et de l'histoire de leur professionnalisation, ce travail dévoile les mutations profondes de ce groupe, de sa genèse à son institutionnalisation. Il cherche à montrer à un niveau macrosociologique les métamorphoses de cette communauté afin de légitimer sa présence sur un territoire périodiquement régulé par les injonctions de l'État, et à un niveau microsociologique, les dispositions adaptatives de ses membres à dessein de préserver une autonomie pratique malgré les prescrits toujours plus puissants des exploitants de piscines publiques. Cette thèse entend ainsi contribuer à comprendre comment la consolidation de la position sociale d'un groupe professionnel incarnant un « petit métier » varie en fonction du degré de légitimation d'une politique publique de long terme liée à des mesures protectrices des populationsSince French society became involved in the field of swimming towards the end of the 18th century, with the risk of drowning becoming more and more likely, the consideration of water safety has played a decisive role in social life. In this context of preventive actions and the unconditional obligation to know how to swim, a social figure has emerged, that of the lifeguards (MNS). These professionals embody, if not an institution, at least a certain idea of safety and rescue in the aquatic environment to which the French remain attached during their recreational and sporting activities. This thesis is therefore part of the debate on the development of a professional group, from the contingencies of its emergence when its members provided seasonal domestic work to the functionarisation of the profession, yesterday legitimised by a preventive public policy, today put under tension by normative and economic constraints inherent to the jurisdiction in which it evolves. Based on an in-depth survey of lifeguards and the history of their professionalisation, this work reveals the profound changes in this group, from its genesis to its institutionalisation. It seeks to show, at a macro-sociological level, the metamorphoses of this community in order to legitimise its presence on a territory periodically regulated by the injunctions of the State, and at a micro-sociological level, the adaptive dispositions of its members in order to preserve a practical autonomy in spite of the ever more powerful prescriptions of the operators of public swimming pools. This thesis thus aims to contribute to understanding how the consolidation of the social position of a professional group embodying a 'small profession' varies according to the degree of legitimisation of a long-term public policy linked to measures to protect the population
35
Mendoza, Fabian, and Andreas Varli. "Hur stress påverkar byggproduktionen och dess ekonomiska konsekvenser." Thesis, KTH, Byggvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174849.
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Stress is a growing problem in Sweden where it has become increasingly more common and tangible, not least in the construction industry where stress affects both employees and companies negatively. The employees’ health decreases and they suffers from several ailments and long term illnesses which costs companies a huge amounts of money every year. The aim with this report is to investigate and also to get an insight into the factors that causes the perceived stress among the employees at NCC Construction Stockholm. The purpose is additionally to show how stress can affect the building process. The report also investigates the differences among the construction managers and the professional workers regarding perceived stress as well as the costs of the long term illnesses causes by stress for each professional group. This will be determined using: Interviews Surveys Previous research regarding the subject Statistics The objective of this report is to: Come up with different proposals to reduce and prevent stress in the construction industry Calculate the costs of the long term illnesses that are causes by stress at NCC Calculate how much NCC can save if the absenteeism causes by stress decreases The result from the study shows that there are differences between both professional groups regarding stress, which also reflects on the costs of the long term illnesses. The problem with stress at NCC depends on the same factors as the rest of the construction industry that is, short construction periods, insufficient construction documents and a high workload. The study also shows that the employees who are older and more experienced are not bothered as much by the stress, and that they generally handle stress better than the younger age groups do. In conclusion it can be established that stress does not always have a negative effect, but also have a positive impact on the human way to performStress är ett växande problem i hela Sverige där den blir alltmer vanlig och påtaglig. Inte minst gäller detta i byggbranschen, där stressen både påverkar de anställda och företagen negativt. Arbetstagarna mår sämre, drabbas av flera åkommor och långtidssjukskrivningar som kostar företagen stora summor pengar varje år. Syftet med rapporten är att utreda och få en inblick i vilka faktorer som orsakar den upplevda stressen hos de anställda på NCC Construction, Stockholm och hur den påverkar byggproduktionen. Det utreds även skillnader hos tjänstemän och yrkesarbetare gällande upplevd stress samt sjukskrivningskostnaderna som beror på stress för respektive yrkesgrupp. Detta kommer fastställas med hjälp av: Intervjuer Enkäter Tidigare forskning inom ämnet Statistik Målet med denna rapport är att: Komma fram till olika förslag och åtgärder för att minska och förebygga stressen i byggbranschen. Beräkna sjukskrivningskostnaderna som beror av stress hos NCC. Beräkna hur mycket NCC kan spara om sjukfrånvaron som beror av stress minskar. Resultatet från studien visar att det finns skillnader mellan de olika yrkesgrupperna angående upplevd stress, vilket även avspeglas på sjukskrivningskostnaderna som beror på stress. Problemen med stress på NCC beror på samma faktorer som resten av byggbranschen det vill säga, korta byggtider, dålig planering och hög arbetsbörda. Studien visar också på att de äldre och erfarna i branschen inte besväras lika mycket av de negativa stressfaktorerna samt att de överlag hanterar stressen på ett bättre sätt än vad de yngre åldersgrupperna gör. Mot denna bakgrund kan det avslutningsvis fastställas att stress inte behöver innebära något negativt, utan också kan ha en positiv inverkan för människans sätt att prestera.
36
Ross-Norris, Vicki Sandra. "Literacy Training in an Urban High School Professional Learning Community." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3574.
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The purpose of this study was to explore the essence of professional learning experiences shared by teachers who participated in a professional learning community (PLC) at a New York City high school in the South Bronx. Guided by Hord's PLC characteristics and Bruner's constructivism theories, this phenomenological study addressed the research questions of what PLC practices urban high school teachers employ to support the academic-literacy achievement of their students of low social economic status (SES); the role of administration in the PLC process; and the roles of a shared mission, values, vision, norms, and collaborative knowledge on the functioning of the PLC. Data collected from the 6 PLC teachers included semi-structured individual interviews, observations of PLC meetings over a 2-month period, participating teacher reflective journal entries, and a researcher's log. Manual data analysis consisted of reading raw data multiple times to determine patterns, themes, and relationships. Additionally, concept and descriptive coding approaches facilitated data source analysis. Gerund words and short phrases generated labels and categories that resulted symbolic representation. The results were that the urban high school teachers demonstrated Hord's PLC characteristics and Bruner's constructivism theories within their PLC's practices and principles leading to decision-making and solutions to problems such as improving teachers' literacy practices, students' literacy skills and classroom behavior, and school wide Individualized Educational Plan process. The findings of this study support the engagement of urban high school teachers in self-directed PLC activities that may promote social change by improving literacy instruction and literacy achievement among students of low SES.
37
Whiting, Susan E. "A qualitative study investigating the potential for collaborative relationships between clinical psychologists and self-help groups in the field of mental health, and comparing clinical psychologists' views about self-help groups with self-help group members' views about the professional care system." Thesis, Open University, 1996. http://oro.open.ac.uk/57653/.
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This study explores the potential for collaborative relationships between clinical psychologists and self-help group members in the field of mental health, comparing the views of each group in relation to the other and their preferred relationships. The participant group comprised: (a) 16 clinical psychologists working in adult mental health services, twelve with previous contact with self-help groups and four without any previous contact and (b) fourteen self-help group members from various self-help groups for adults experiencing personal or emotional difficulties. Face to face interviews were conducted using semi-structured interview schedules. These were designed for each group to understand in-depth their views in relation to the other and about entering into collaborative relationships. Grounded theory and thematic analysis were used to analyse the interviews. Both groups perceived benefits from a collaboration but envisaged problematic relationships. Tension emerged as a major issue and was expressed in various ways. Three major dimensions of tension were similarity versus difference, power versus equality and resources versus deprivation. Managing the resulting tensions poses threats for both groups in collaborative relationships, particularly to their identity. Findings suggest that both groups need to find ways of managing their genuine differences without introducing threats into the relationship or preventing the full potential of collaborative relationships from being realised. The study's findings are critically evaluated and directions for future research in the field are discussed. Implications for clinical practice are addressed.
38
Barlet, Blandine. "De la médecine du travail à la santé au travail : les groupes professionnels à l’épreuve de la « pluridisciplinarité »." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100064/document.
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En France, au cours du processus de réforme de la médecine du travail, qui s’étend sur la première décennie des années 2000, la « pluridisciplinarité » s’impose comme une solution à une situation de crise que traverse le domaine de la prévention des risques professionnels. Elle doit remédier à la fois au déficit démographique de médecins du travail et à l’étroitesse du modèle français de prévention, jugé trop « médico-centré ». À partir du cas d’un service de santé au travail, cette recherche éclaire les enjeux de mise en œuvre d’une diversification de la main-d’œuvre des services. Elle analyse en particulier les « luttes juridictionnelles » (Abbott, 1988) qui opposent les médecins du travail aux groupes professionnels introduits au titre de la « pluridisciplinarité ». Des infirmières, des assistantes spécialisées dans la santé au travail, et des « intervenants en prévention des risques professionnels » (IPRP) viennent en effet à la fois assister le médecin sur des tâches qu’il n’a plus le temps d’accomplir et élargir son action à des domaines jusque-là peu investis par les services de santé au travail, repoussant ainsi les frontières de l’activité de ces organisations. Le dispositif « pluridisciplinaire » ne se présente pas comme un simple redéploiement de moyens mais redéfinit le contenu de l’activité de chacun. Ainsi, l’analyse des conflits occasionnés par la division du travail de prévention des « risques psychosociaux » fera apparaître, au-delà de clivages interprofessionnels, différentes conceptions de la santé au travail et de la mission de préventionThroughout the reform of the French occupational medical system in the first decade of the 2000s, "multidisciplinarianism" imposed itself as a solution to the ongoing crisis of professional risk prevention. It addressed both the demographic deficit of occupational doctors and the narrowness of the French prevention model, deemed too "medico-centered". Through the case of a specific occupational health service, the « SST1 », this research brings to light the stakes involved in carrying out a new policy based on workforce diversification. Namely, it analyses the « jurisdictional conflicts » (Abbott 1988) opposing occupational doctors from the newly introduced professional groups: nurses, assistants, professional risks specialists from different disciplines (ergonomists, psychologists, toxicologists…). Theses new groups both assist doctors on tasks they no longer have time to complete and enlarge their action to fields that were until then not dealt with in occupational health services, thus redefining the borders of their activity. Spreading itself beyond a simple reassignment of means, the "multidisciplinary" system reshapes the content of everyone’s activity. Therefore, an analysis of the conflicts incurred by the prevention of "psychosocial risks" will help put forward different conceptions of occupational health, and of the prevention mission, that can look further than the discrepancies between professional groups
39
Hellman, Deborah W. "Implementing differentiated instruction in urban, Title I schools: effects of facilitated support groups and program fidelity on student achievement." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002204.
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O'Shea, Laura E. "Structured professional judgement approach to risk assessment : generalisability across patient groups for the prediction of adverse outcomes in secure mental health care." Thesis, Abertay University, 2016. https://rke.abertay.ac.uk/en/studentTheses/323a84a6-d0f2-42ab-9225-bc83eee53b83.
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This thesis comprises a rigorous and coherent body of work related to the use of the HCR-20 and the START to inform risk assessment and management of secure mental health inpatients. The thesis contributes significant theoretical and applied knowledge by: 1) investigating the extent to which these tools can be generalised beyond restricted validation samples to the full range of individuals in contact with secure services, 2) determining whether they can aid assessment and management of adverse outcomes beyond aggression, and 3) offering practical, empirically-derived advice for clinicians regarding management strategies that may reduce the occurrence of adverse events. This collection of papers has used considerably novel methods, such as rocreg analysis in risk assessment of behavioural outcomes, and high quality, routinely collected data to gain a more realistic representation of what occurs in clinical practice. Further, the papers draw on larger sample sizes than have previously been reported in this area, allowing for more complex statistical analysis. This thesis has helped clarify the contexts in which these instruments perform effectively and therefore has important implications for clinical risk assessment in inpatient settings. Specifically, there is evidence that the HCR-20 and the START may aid assessment and management of aggression for the majority of groups examined, and that both tools have some efficacy for predicting self-harm among female populations. However, the HCR-20 should not be used to inform prediction and management of aggression and self-harm for individuals with developmental and organic disorders and is unlikely to be beneficial at informing risk management strategies targeting self-harm among males; the START should not be used to inform prediction and management of substance abuse, victimisation, or unauthorised leave. Finally, this thesis highlights a number of directions for future research to continue advancement in this area.
41
Gao, Lili. "The development of thinking as a doctor in medical students through multiprofessional team placements- medical students' identities in 'facing' other professional groups." Thesis, Exeter and Plymouth Peninsula Medical School, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511621.
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Hultengren, Backa Catarina, and Tove Svedberg. "Barn i separationskonflikt : profesionellas perspektiv." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-20475.
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Syftet med denna studie har varit att undersöka och jämföra hur fyra professionella inom olika människovårdande yrkesgrupper uppfattar sina möjligheter att uppmärksamma och hjälpa barn som upplever föräldrars konflikter med anledning av separation. Studien har genomförts med hjälp av en kvalitativ metod genom att intervjua en: skolkurator, skolpsykolog, samordnare och familjerättssekreterare. De teoretiska utgångspunkter vi använt oss av är professionsteori med begreppen jurisdiktion och handlingsutrymme samt nyinstitutionell teori inbegripande begreppet organisatoriskt fält. Utifrån dessa teorier och begrepp har vi undersökt och jämfört hur en skolkurator, en skolpsykolog, en samordnare och en familjerättssekreterare enskilt och i jämförelse med varandra beskriver sitt arbeta, om problematiken framkommer i yrkesgruppernas arbete samt hur de arbetar i möten med barn. Alla informanter beskriver att barn kan må dåligt av föräldrars konflikt med anledning av separation. I vissa fall, och i olika utsträckning kan detta komma till uttryck i mötet med de professionella i studien. De uttryck hos barnen som lyfts fram i studien är dåligt mående, beteendeproblem, koncentrationssvårigheter och försämrade skolprestationer. Representanterna från de olika professionerna har olika förutsättningar att hjälpa dessa barn beroende på deras olika utgångspunkter och arbetsuppgifterThe purpose of this qualitative study is to examine and compare how professionals in four groups in Human Services perceive their possibilities to see, understand and help children who experience parental conflicts due to separation. A qualitative method has been used, where the selection of participants was made through appropriate sampling. The theoretical basis applied involves professional theory with the concepts jurisdiction and scope for action, as well as new institutional theory including the concept organizational field. Based on these theories and concepts we have examined and compared how the professionals from four occuapational groups; school counselor, school psychologist, coordinator and secretary of family law, individually and in comparison with each other, describe their work with this type of problems and how they act in meetings with children. The results show that the professionals have the experience that children may feel bad about the conflict between their parents in connection with separation. In some cases, and to a varying extent, this may be expressed in meetings with the professional groups in the study. The reactions of the children highlighted in the study are bad mood, behavioral problems, difficulty to concentrate and deteriorating school performance. The professionals from the different professional groups, depending on their jurisdiction and scope for action, have different abilities to help the children showing these reactions.
43
Yelman, Sirel. "Alienation In Marx And Baudrilliard." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614135/index.pdf.
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Alienation is a one of the central concepts in Marx&rsquos philosophy. It has positive and negative implications regarding man&rsquo
s self realization in nature. It is also about discussion on ontology of work. Moreover, it has led Marx to design new society models for human beings. Alienation in Marx is analyzed together with political economy and its concepts. Baudrilliard&rsquo
s alienation discourses in contemporary age include arguments in terms of consumerism and technology in today&rsquo
s developed world. While Marx&rsquo
s theory of alienation considers the relation of subject and object in political economic conditions, Baudrilliard&rsquo
s discourses discuss it in social and cultural bases. Baudrilliard rather argues that reality and meaning in contemporary world is lost, we live in a &ldquo
hyperreal&rdquo
and &ldquo
simulacrum&rdquo
world.
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Nason, Megan A. Mrs. ""If I Am Losing Them, I'm Going to Change. So That's What We Did!" Third Grade Teachers Contemplate the Literacy Needs of Diverse Students Within A Teacher Study Group." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/107.
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“IF I AM LOSING THEM, I’M GOING TO CHANGE. SO THAT’S WHAT WE DID!”: THIRD GRADE TEACHERS CONTEMPLATE THE LITERACY
NEEDS OF DIVERSE STUDENTS WITHIN
A TEACHER STUDY GROUP
by
Megan A. Nason
According to Birchak, Connor, Crawford, Kahn, Kaser, Turner, & Short (1998), Fang, Fu, & Lamme (2004), Kennedy & Sheil (2010), and Wiliam (2008), teacher study groups can provide a supportive and collaborative professional development environment. The purpose of this study was to examine the professional development experiences of three third grade teachers working with culturally, linguistically, and economically diverse (CLED) students in a high-needs school as they participated in a teacher study group. The adoption of national standards and pressures for all students to achieve high standardized test scores in math and reading due to Adequate Yearly Progress (AYP) requirements mandated by the No Child Left Behind Act (2001) resulted in increased stress, anxiety, and uncertainty for the teachers participating in this study. The following research questions guided this qualitative, ethnographic case study: (1) In what ways does participation in a teacher study group impact elementary teachers’ knowledge, beliefs, and understandings when teaching culturally, linguistically, and economically diverse students in a high-needs school? (2) In what ways do teachers’ literacy practices shift as a result of engaging in teacher study groups focused on issues related to culturally, linguistically and economically diverse student populations? Bronfenbrenner’s (1979; 1994) ecological models, Vygotsky’s (1978; 1986) sociocultural theory, and Ruddell and Unrau’s (2004) sociocognitive reading model served as theoretical frameworks that informed this naturalistic inquiry. Through constant comparative analysis (Glaser and Strauss, 1967) of data collected through pre- and post-interviews, bi-weekly teacher study group meetings, and classroom observations, the teachers’ knowledge, beliefs, and understandings about how culturally, linguistically, and economically diverse (CLED) students learn and develop literacy skills were explored. The findings of this study demonstrate how teacher study groups can provide teachers with a safe space to build trusting relationships so that they can discuss school and classroom-related uncertainties, vulnerabilities, frustrations and successes. Shifts in enacted curriculum, instruction, and beliefs occurred as the teachers in this study attempted to negotiate their beliefs about how CLED children learn through engaging in conversations related to integrated curriculum, higher-order thinking, inquiry-based learning, literacy instruction, literacy development, and the diverse needs of their students.
45
Beauchaine, Vanessa Constance. "Differentiating Instruction to Close the Achievement Gap for Special Education Students Using Everyday Math." Thesis, Boston College, 2009. http://hdl.handle.net/2345/632.
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Thesis advisor: Robert J. StarrattThis case study examined teacher collaboration and teacher change while in the process of differentiating instruction in the area of mathematics in an elementary school. The project included a two-tier professional development opportunity for the staff. Professional development sessions focusing on specific mathematics skills were offered in lieu of traditional faculty meetings and thirteen, teacher volunteers in grades K-3 participated in bi-monthly study groups. The study describes the journey of the thirteen teachers as they identified successful strategies for differentiating instruction to meet the needs of all learners. The study explored how job-embedded professional development offered teachers the resources and support to meet together during the school day to engage in dialogue about their students' progress, difficulties encountered when teaching specific concepts and skills, and proactively planning in order to differentiate instruction effectively. The study focused on collaboration as a method for learning together in an adult learning environment and improving current teacher practices. The research was qualitative with the school principal as both researcher and participant-observer of the study. Data instruments used for the participants involved in this study were pre- and post-implementation surveys of the entire staff, semi-structured interviews of the thirteen teacher volunteers, observations of meetings, teachers' reflective journals, and field notes. Findings indicated that there was an increase in the teachers' use of differentiated instruction in the area of math. While teachers most often differentiated lessons by ability, teachers experimented with differentiating by interest as well as addressing the students' varying learning styles. In addition, teachers found that the embedded study groups were valuable in helping them to collaborate with their peers and improve their practice in teaching mathematics to all learners. In a profession where continual renewal is necessary, it is essential for educators to be provided with adequate time to review current practices, reflect on the strategies that are most successful, and refine their craft in order to provide opportunities that will maximize student thinking and learning
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
46
Amanda, Dahlin, and Ekstrand Frida. "HBTQ-personers upplevelse av bemötande från vårdpersonal inom vården : En litteraturstudie." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-312542.
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Bakgrund: En neutral och direkt kommunikation är en av de mest avgörande faktorerna för en persons upplevelse av bemötande i samhället. Samhället idag bygger på en heteronorm vilket bidrar till ett exkluderande av personer som inte ingår i denna norm, exempelvis HBTQ-personer. Forskning har visat på att detta fenomen även förekommer inom sjukvården. Syftet: Analysera homosexuella, bisexuella, trans- och queerpersoners (HBTQ-personers) upplevelser av bemötande från vårdpersonal inom vården samt att analysera om en sexuell minoritetsgrupp som HBTQ påverkas av stigma och diskriminering inom vården. Metod: Sammanställning av kvantitativ- och kvalitativ forskning för att sammanfatta kunskapsläget såsom det ser ut idag. Huvudresultaten: Ett heterosexuellt antagande hade en inverkan på vården och patienternas upplevelser av bemötande på olika sätt. Vidare påverkades HBTQ-personer som en utsatt minoritetsgrupp av direkt och indirekt stigma och diskriminering i varierande utsträckning. Slutsats: Genom en neutral framtoning från vårdgivare kan en stabil patient-vårdgivare relation växa fram. Detta möjliggör en större öppenhet och acceptans inom vården. Slutsatsen visar även att ett holistiskt helhetstänk där varje människa ses med unika behov och egenskaper möjliggör en trygg vård för HBTQ-personer. Som sjuksköterska är det i kliniken viktigt att visa på ovanstående kunskap och förståelse för olika sexuella läggningar och könsvariationer.Background: A neutral and direct communication is one of the key factors of a person´s experience of attitudes within the society. Society today is based on a heteronorm which contributes to an exclusion of people whom are not a part of this norm, such as LGBTQ-people. Previous research has shown that this phenomenon also exists within the health care. The aim: To analyze LGBTQ-people’s experiences of attitude from caregivers within the health care and analyze if Lesbian, gay, bisexual, transsexual and queer (LGBTQ-people), as a minority group, were affected by stigmatization and discrimination within the health care. Method: for the review was to through quantitative and qualitative data summarize the knowledge of today. Results: The study showed that a heterosexual assumption had an impact of the health care and LGBTQ-people’s experiences of attitudes from caregivers in different ways. Furthermore the LGBTQ-people were more or less affected by direct- or indirect stigmatization and discrimination. Conclusion:A neutral appearance from caregivers could create a stable patient-caregiver relation. This will enable a greater openness and acceptance within the health care. A holistic attitude, where every human being is seen with unique needs and characteristics, will lead to safer care for LGBTQ-people. As a nurse it is important to show knowledge and understandings of different sexual orientations and gender variations to make the health care a safe place for everyone.
47
Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
Full textAbstract:
Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.
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Lindgren, Emmy, and Emil Magnusson. "Besöket på akutmottagningen : En enkätstudie om patienters upplevelser av sjuksköterskans bemötande och informationsdelning på akutmottagningen." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-340388.
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Bakgrund: Av alla besök på en akutmottagning utgörs 40 % av personer som är ≥65 år. Mötet med sjuksköterskan är en central del av besöket på akutmottagningen. Sjuksköterskans bemötande och informationsdelning till patienten får således en stor betydelse för hur patienten upplever vården. Syfte: Syftet var att undersöka hur nöjda patienterna var med sjuksköterskans informationsdelning kring diagnos och behandling, frekvensen av sjuksköterskans tillsyn samt generella bemötanden på en akutmottagning. Ett delsyfte var att jämföra om patientens ålder påverkade upplevelsen av sjuksköterskans bemötande och informationsdelning. Metod: Enkätstudie med kvantitativ ansats. En studiespecifik enkät utformades av författarna och delades ut till medicinskt färdigbehandlade patienter på en akutmottagning. Totalt samlades 60 enkäter in, 30 enkäter i åldersgruppen 18–50 år och 30 i åldersgruppen ≥65 år. Den insamlade datan analyserades med deskriptiv statistik och med ett Mann-Whitney U test. Resultat: Majoriteten av respondenterna svarade att de instämde helt på frågorna om de är nöjda med sjuksköterskans frekvens av tillsyn (n=44), information om diagnos (n=32), information om behandling (n=45) och generella bemötande (n=54). Mann-Whitney U testet visade ingen signifikant skillnad mellan undersökningsgrupperna, förutom på frågan gällande hur nöjda patienterna var med sjuksköterskans tillsyn. Patienter ≥65 år uppgav sig vara mer nöjd med sjuksköterskans tillsyn än patienter 18–50 år, p=0,017. Slutsats: Trots att majoriteten av respondenterna var nöjda med sjuksköterskans bemötande och informationsdelning, fanns det några respondenter som inte instämde alls. Det är viktigt att personalen inom akutsjukvården inte glömmer bort dessa patienter utan försöker möta alla på deras villkor. Mer forskning behövs för att förstå varför respondenterna svarat som de gjort.
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Bejot, Laurent. "La professionnalisation des agriculteurs par la formation professionnelle continue : représentations et usages différenciés de la FPC." Thesis, Reims, 2015. http://www.theses.fr/2015REIML015.
Full textAbstract:
Cette thèse traite de la Formation Professionnelle Continue (FPC) des agriculteurs. Nous avons fait le choix d'avoir recours aux concepts et notions de la sociologie anglo-saxonne et française des professions, des groupes professionnels et de la professionnalisation. Les agriculteurs se sont vus confier un ‘mandat' issu des politiques publiques et de la demande sociale : l'autosuffisance alimentaire élargie aujourd'hui à la sécurité sanitaire et au respect de l'environnement. Les agriculteurs constituent un groupe professionnel qui voit alors son métier évoluer.Les instances professionnelles agricoles, à partir de relations complexes tissées avec les pouvoirs publics, se sont engagées dans la dynamique de professionnalisation du groupe par la formation à travers des questions d'entrée dans le métier, de savoirs, de compétences.Notre thèse interroge l'idée que les agriculteurs constituent un groupe professionnel en mutation, dont la composition identitaire apparait complexe, fragmentée et en évolution. L'intellectualisation et l'entrepreneuriat deviennent des dimensions majeures du métier que le groupe doit s'approprier. Nous montrons que la détention d'une ‘licence' accordée par les pouvoirs publics permet à ce groupe professionnel un usage différencié de la FPC. Cette différenciation marque l'émergence d'identités plurielles et complexes mettant le profil de ‘chef d'entreprise' au cœur de la dynamique de reprofessionnalisation engagée.C'est l'analyse des mécanismes entre les processus de professionnalisation, la construction des identités professionnelles des agriculteurs, et le recours à la formation qui est au cœur des résultats développésThis thesis deals with continuing vocational training (CVT) for farmers. The choice has been made to resort to Anglo-Saxon and French sociological concepts and notions when linked to occupations, professional groups and continued professionalization. Farmers have been given a mandate stemming from public policy and social demand: food self-sufficiency, coupled with today's greater need for food security and respect for the environment. Farmers therefore constitute a professional group whose occupation is constantly evolving.The agricultural professional bodies, by means of complex relationships forged with the governing bodies, have engaged themselves in the dynamics of professionalization of farmers through questions about job access, professional knowledge and skills.This thesis questions the idea that farmers constitute a changing professional group, whose identity composition appears complex, fragmented and evolving. Intellectualization and entrepreneurship are becoming major dimensions of the occupation which the group must adapt to. It is shown that the possession of a licence granted by public authorities offers farmers different uses of the CVT provided. This differentiation brings about the emergence of multiple and complex identities while emphasizing the entrepreneurial aspect at the heart of the dynamics of reprofessionalization.It is the analysis of the mechanisms between the professionalization processes, the construction of professional identities of farmers and the use of training that is at the heart of the obtained results
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Nagi, Sonia Maria Teresa. "A portfolio of study, practice and research : a comparative study on attitudes toward mental health problems and seeking professional psychological help in English, Spanish and Punjabi groups." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/2842/.
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