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1

Lewis, Sally. "IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.

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This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School Counselor Association's fall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey.
Ph.D.
Education
Education
Education
2

Hugo, Cheri Velma. "Students’ perceptions of the relationship between work experience and university learning." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2392.

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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016.
This research investigates students’ perceptions of the relationship between work experience and university learning. The subjects of the study were third-year students from the Faculty of Informatics and Design at a university of technology in Cape Town, South Africa, and the research focused on the graphic design department within this faculty. The research was approached from an interpretivist’s lens in an attempt to explain and understand the experience that students have in their short time in the industry, namely a two-week work placement, and how they related this to university learning. Students were interviewed before and after work placement in terms of their experience and insight into the relationship between university and the workplace. The research shows how design students experience the processes of learning at the workplace, compared with the processes of learning at university. The research results indicate that students found collaboration and teamwork in the workplace valuable and meaningful. In addition, the different levels of skills in the community of practice in workplaces gave students a wider variety of solutions as they could draw from fellow workers’ experience and skills. This contrasted with university where they work alone and have to produce solutions on their own. Further investigation highlighted that at university there was evidence of interesting findings of timetables, value of the work group, and that at university students are taught in sections compared with the workplace where they draw on anything and everything to complete the assignment. This research makes a few recommendations based on the data collected. These insights can be used to inform policy and practices, further research and development work in the future.
3

Mullins, Arthur Wiley. "The relationship between desirable teacher competencies and years of trade experience, years of teaching experience, and teacher training of trade and industrial teachers in Virginia." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164531/.

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4

Deroche, Melissa D. "The relationship between perceived multicultural disability competence, multicultural counseling coursework, and disability-related life experience." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2252.

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The aim of this study was to explore the perceived multicultural disability competence of master’s-level counseling students in CACREP-accredited programs given their disability-related life experience(s) and multicultural counseling course completion and to assess the extent to which the topic of ability/disability is addressed in multicultural counseling coursework. Participants (n = 285) were electronically surveyed using the Counseling Clientswith Disabilities Survey (CCDS; Strike, 2001) and a researcher developed biographical questionnaire. Collectively, study results indicated that both disability-related life experience(s) and multicultural counseling course completion positively impacted participant perceived multicultural disability competence. However, disability-related life experience(s) seemed to have a greater level of impact and significantly predicted self-awareness, perceived knowledge, and perceived skills. Results of this study indicated that the topic of ability/disability or persons with disabilities is given less attention than other topics covered in multicultural counseling courses within CACREP-accredited programs.
5

Kight, Jason S. "The relationship between training and experience and general educators' attitudes toward the inclusion of students with disabilities." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5928.

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Thesis (Ed. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains ix, 94 p. Includes abstract. Includes bibliographical references (p. 73-81).
6

Lawson, Hazel. "Exploring the relationship between teaching, assessment and research methodology : an inquiry into pupil involvement with pupils who experience severe learning difficulties." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317997.

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7

Mitchell, Sandra. "Relationships Among Teachers' Attitudes, Behaviors Toward English Language Learners, Experience, and Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2564.

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Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between attitudes and behavior with years of experience as well as professional development among teachers working with ELLs. Sociocultural, situational learning, and second language acquisition theories provided the theoretical foundation for the study. Data were collected from 286 teachers using the Teacher Attitudes Toward English-as-a-Second-Language Survey. Analyses included descriptive statistics, correlational analysis, independent sample t tests, and Mann-Whitney U test. Results indicated a significant, direct correlation between teachers' years of experience and their attitudes regarding coursework modifications. The independent sample t tests indicated significant differences in a subscale of the variable teaching behavior between participants who had and had not received adequate training. In addition, significant differences in teachers' attitudes existed among those teachers between participants who had and had not received professional development. The study can effect social change at the local site by fostering an increased understanding of how experience and professional development influences teachers' attitudes toward inclusion and behaviors toward ELLs, thereby highlighting the importance of professional development and experience for meeting the needs of ELL students.
8

Lewis, Sally V. "Is there a relationship between pre-service training, in-service training, experience, and counselor's self-efficacy and whether they work with students with special needs?" Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003160.

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Catino, Robert J. "Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training Environment." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2582/.

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This study applied components of Csikszentmhalyi’s flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learner’s perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions — defined in flow theory — to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students’ computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents’ flow experiences and flow dimensions, and developed an on-line instrument to collect data on students’ learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT user’s and instructional designer’s perspective, is likely to be beneficial to the rapidly emerging field of WBT.
10

BECKER, CAROLYN M. "AN EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHERS' TECHNOLOGICAL EXPERIENCES, SKILLS, AND INTEGRATIVE PRACTICES." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1172004383.

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11

Harari, Israel. "Relationships among knowledge, experience, and skill analysis ability in gymnastics /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984314687.

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12

Fiddy, R. G. "Case-studies in the relationship between pre and post-school vocational education/training policy and the experience of the individual." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378589.

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13

Agamuddin. "Relationship of teaching and occupational experience, teacher and technical training to vocational teachers' level of teaching effectiveness in Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173381.

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Masters, Tyler J. "Subjective Well-Being, Sport Performance, Training Load and Life Experiences of College Athletes." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1244822249.

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15

Taylor-Jones, David. "Being and doing in relationship : person-centred counselling students' experiences during their training." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/64008/.

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This qualitative study explores the experiences of students training in Person-Centred Counselling. The study focuses on students’ perceptions of their relationships with their teachers and peers to develop a better understanding of how these might influence their development during training. Material was collected from a series of semi-structured interviews at the beginning, middle and end of the course. The intention was to develop rich descriptive accounts of individual participants’ perceptions as they developed over their training. Interpretative Phenomenological Analysis was employed to generate themes from the interviews. To assist the reflective process, participants also completed Strathclyde Inventories. This study illustrates how each student experienced their training as idiosyncratic and complex. Unconditional positive regard was found to be significant to personal development within this context. However, perceptions of this concept and how it was operationalised within the course varied. A lack of unconditional empathic acknowledgement of difference was found to have a potentially shaming and/or painful impact that could negatively affect a student’s sense of self and their engagement with the training. A potentially problematic relationship emerged between a non-directive approach to training and students’ need for direction. The influence of the course’s conceptualisation of congruence on students’ development emerged as a complex and potentially problematic theme. Groupwork emerged as a contentious strategy for personal development. This study highlights the value of open dialogue between teachers and students about a number of specific aspects of the training, including the students’ and the course’s conceptualisation of the approach. The study also raises questions about the value of focusing on a single therapeutic approach early in training. Finally, the study acknowledges that Person-Centred counselling training involves aspects of both doing and being in relationships, the dynamics of which need to be managed sensitively.
16

Fant, Gregory Robert 1960. "An investigation of the relationships between undergraduate music education students' early field experience and student teaching performance." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290634.

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This correlational study examined the relationships between undergraduate music education students' early field experiences and student teaching performance. Subjects were 40 music student teachers from eleven universities. Student teaching performance was determined from video samples using two teacher effectiveness forms, the Rehearsal Effectiveness Scale and the Survey of Teaching Effectiveness. Two independent judges were used and interjudge reliability was found to be .73 on the Survey of Teaching Effectiveness and .69 on the Rehearsal Effectiveness Scale. Reliability between forms is .88. Subjects were interviewed to collect data on both curricular and non-curricular undergraduate field experiences. These data were correlated with each subject's score on the teacher effectiveness forms. No significant correlations were found between total early field experience and student teaching performance. Significant correlations were found between early field experiences with feedback and student teaching performance (r = .439 and .507; p < .01). A significant negative correlation was found between early field experiences without feedback and student teaching performance (r = -.316, p < .047). No significant correlations were found to exist between the non-curricular index and student teaching performance. Based on their average student teaching performance ranking, five subjects were identified as a subsample for closer analysis. Data on dieir backgrounds, high school experiences, curricular experiences, and non-curricular experiences is presented. Conclusions include the following: 1. Early field experience widi feedback and peer microteaching are positively related to student teaching performance. 2. Early field experience regardless of feedback, non-curricular experience, degree type and student background are not related to student teaching performance. 3. Early field experience without feedback has a negative relationship with student teaching performance. 4. A methods/conducting lab is an effective setting for microteaching experiences. Implications for education and future research are presented.
17

Cheston, Sharon Brown. "Relationships among harmonic complexity preference, musical training and experience, and music aptitude in high school music students." Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1057865886.

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Sarlo, Rebecca. "The relationship between professional training experiences and school psychologists' work with parents of children with ADHD." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001274.

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19

Butler, Abigail. "The relationship among preservice music education teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289016.

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Fifteen undergraduate music education majors enrolled in an introductory music education course at a major university in the Southwestern United States participated in this study. Students constructed concept maps on the topic teacher effectiveness as a measure of their cognitive schemata. They completed two microteaching lessons in two different settings which were videotaped and subsequently analyzed using the Survey of Teaching Effectiveness and a time sampling procedure using criteria from teacher intensity research. Following their microteachings students constructed a second concept map on the same topic. Students were interviewed to explore the nature of their thinking about effective teaching. Quantitative analyses were conducted using data from the concept maps and both measures of teacher effectiveness. Results of a dependent t-test showed no significance difference between map scores either for total score or component scores of extensiveness and coherence. Spearman Rank Correlations were calculated between map scores and subjects' scores on both the STE and TI measures. No significant correlations were found to exist. Qualitative analyses were completed based on data from concept maps, self-evaluations, and interviews. Frequency responses by categories and data source indicated subjects' responses fell into two main areas: teacher effectiveness and skills and strategies. Within these two areas four sub-categories were targeted for further analysis: knowledge, teacher traits, delivery and instructional skills. Frequency responses for all but delivery skills were quite high. The following conclusions were drawn: (1) Preservice teachers have a clear picture of what it means to be an effective teacher. They describe an effective teacher as knowledgeable, possessing a variety of personal characteristics, and engaging in specific teacher actions. (2) Preservice teachers' cognitive structure does not change after the completion of two microteaching experiences. There is some indication that changes in the content of their thinking arise following their microteachings. (3) There is no relationship between preservice teachers' cognitive structure and their ability to demonstrate effective teaching behaviors. However, qualitative analyses suggest a possible connection between the content of their thinking and their ability to teach effectively. Implications for education and future research are discussed.
20

Freking, Teresa A. Crumpler Thomas P. Haynes Thomas. "Missing voices beginning teachers' experiences and perspectives on the mentoring relationship /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152511&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177683010&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Thomas P. Crumpler, Thomas S. Haynes (co-chairs), Aimee D. Adkins, Barbara B. Meyer. Includes bibliographical references (leaves 173-180) and abstract. Also available in print.
21

Malpass, Elizabeth. "Trainee Clinical Psychologists' experiences of personal therapy and its relationship to development across training : a grounded theory study." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19910.

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Although it is not a professional requirement, research shows that some Trainee Clinical Psychologists (CPs) access PT (PT) whilst training (Nel, Pezzolesi & Stott, 2012). CPs' practice is moving towards the Reflective-Scientist-Practitioner Model, therefore identifying ways that CPs may develop reflective skills is required. Most other therapeutic trainings have PT as a requirement (Malikiosi-Loizos 2013), which is suggested as a method of developing reflective skills (Lavender, 2003; Wigg Cushway & Neal, 2011). Little research has investigated the use of PT by Trainee CPs. The current study explored processes by which 12 Trainee CPs experienced their own (PT), and how these processes related to their development whilst training. Participants were interviewed using single, semi-structured interviews. Data was analysed using Constructivist Grounded Theory (Charmaz, 2014). Two models were constructed, these described participants' decision to access PT mediated by anticipating or experiencing distress and learning about the self through PT. Participants seemed to develop and learn about themselves in three domains; 1) Learning about me: Personally; 2) Learning about me: Professionally; and 3) Learning about me: Being a client. I understand this development occurred through the continuous process of participants taking a dilemma to PT, reflecting upon the dilemma, and thereby acquiring a different understanding of themselves. These experiences apparently permit participants to integrate personal attributes into their professional identities and to model positive experiences from their own therapy in their practice. The results support PT as a method of developing competencies required within the Reflective Practitioner Model, implying that the use of PT for Trainee CPs should be considered within professional training. Furthermore, participants described emotional struggles during training which they perceived, according to professional discourses, to be unacceptable. This implies that evaluating formal and informal support systems for Trainee CPs is essential.
22

Oden, Kathryn A. "Required Counseling Provided Within a Counselor Training Program: Its Effect on Self-Awareness and the Impact of Ethical Concerns on the Experience." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4402/.

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This study examined the experience of 140 students in a counselor training program that required students to participate in 10 sessions of individual counseling during their training program in order to increase their self-awareness. Students had the option of fulfilling the requirement through being counseled either by more advanced students within the training program or by mental health professionals outside the program. Results indicated that students in both settings reported a significant increase in their self-awareness. Students who fulfilled the requirement in a setting outside of the counseling program clinics reported a significantly higher increase in self-awareness than those who fulfilled the requirement within the counseling program clinics. Students' reports of increased self-awareness did not vary by their stages of progress through the program. Participants reported significant ethical concerns regarding confidentiality and dual relationships that reportedly reduced the beneficial impact of the counseling experience. Students who fulfilled the counseling requirement within the counseling program clinics experienced significantly greater ethical concerns than did those who fulfilled the requirement outside the program clinics. As with effect on self-awareness, stage in the program was not related to impact of ethical concerns on the required counseling experience. The overwhelming majority (91.4%) of participants supported requiring counselors in training to experience their own personal counseling. The majority of the students (58%) recommended that either a counseling program clinic or somewhere outside the program would be equally acceptable settings for future students to obtain the counseling. Of the remaining students, nearly equal numbers recommended a counseling program clinic (18%) as recommended an outside setting (24%). Potential benefits and costs to requiring individual counseling for counselors in training were examined. Advantages and disadvantages to providing the counseling within program clinics were discussed, as were various options for providing the counseling.
23

Roberts, R. J. "Student careers in a college of higher education : An interpretive study of students' experiences, concepts of self, and the relationship between their in-college careers and their post-college career choices." Thesis, University of Bradford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371529.

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Russell-McKenzie, Elisabeth. "Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/35125.

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Educational Psychology
Ph.D.
Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of field experiences influences the development of these products is limited. The purpose of this study is firstly to confirm the existence of hypothesized differences between urban and suburban field placements and secondly to investigate the relationship between individual components of these contextualized field experiences and the outcomes of preparedness, efficacy, and commitment. Field experiences are examined through the lens of Bandura's (1997) sources of teacher efficacy belief development (mastery experiences, vicarious experiences, verbal persuasion, emotional arousal) and their interactions with student teaching contextual influences. The results suggest that urban-based student teachers have a qualitatively different experience from their suburban-based counterparts. Although the study did not find significant differences in resultant teacher efficacy, or preparedness for assuming fulltime teaching responsibilities, urban-based teachers report less long-term teaching commitment, but are more likely to be seeking an initial placement in an urban school. Regression analyses were performed to identify those components of the field experience and individual student characteristics that predict preparedness, efficacy and commitment. Location and on-site school contextual variables (school climate, school poverty) play an integral role in prediction of teaching efficacy. While long-term teaching commitment was most strongly predicted by emotional interpretations of the experience (satisfaction, stress, confidence) together with feeling supported by the field supervisor, intentions regarding teaching location were more dependent on support and encouragement received from mentor teachers in those locations, and viewing the mentor as a good career model. The findings of this study have important implications for teacher training since the results confirm that student teachers have very different experiences based on field site location and that these experiences do contribute differentially to the development of preparedness, efficacy and commitment.
Temple University--Theses
25

Walker, Kerry E. "The relationship of high school physical education experiences to students' attitudes toward physical education during their freshman year in a Christian university." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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McClounan, Darren. "The erotic : is shame making a sham of psychotherapy? : exploring psychotherapists' experience of engaging with erotic phenomena emerging within the therapeutic relationship and the implications of training and development : an interpretative phenomenological analysis." Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-erotic-is-shame-making-a-sham-of-psychotherapy-exploring-psychotherapists-experience-of-engaging-with-erotic-phenomena-emerging-within-the-therapeutic-relationship-and-the-implications-of-training-and-development(333f4fd7-8ce8-4741-9daa-2089b17f5f7b).html.

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The aim of this two part empirical study is to explore psychotherapists’ experiences of engaging, or not, with erotic phenomena emerging within therapeutic relationships (study one), and to identify the implications of training and development upon helping or hindering their ability to tolerate the presence of the erotic in the work (study two). Interpretative Phenomenological Analysis is used as the method to analyse the data, generated through semi-structured interviews with the two sets of eight psychotherapists recruited. A review of the existing literature highlights the predominance of the psychoanalytic modality and lack of contribution to the subject area from other approaches. A lack of distinction between ‘the sexual and ‘the erotic’ appears to result in the sexual dominating and obfuscating the erotic, leading to fear of shame and suggesting a need to explicate the former from the latter. Findings from the first study suggest the erotic can cause fear and discomfort that is multi-faceted, leading to the need to find ways to feel protected and safe. In the second study, findings are explored through the themes of power and authority in training and development; approaches to learning that could be considered avoidant and dead versus engaging and alive; and the impact on practice in real terms. A critical appraisal of the empirical research and research method is provided and considers in particular, some implications of the problematic that IPA could be seen to be attempting to take up both a modern and post-modern position. Suggestions for further research include exploring the dominant discourse around the erotic in society and how training and development can facilitate learning in therapists that encourages openness to the erotic as unknown.
27

Prince, Rafiah. "Sexual Attraction in the Therapy Room: An Exploration of Licensed Marriage and Family Therapists’ Experiences and Training." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/13.

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The client-therapist relationship is an essential part of therapy and is central in helping clients achieve therapeutic goals as the joining process facilitates the change process. However, in an effort to create a space for change, there is a possibility that professional boundaries may become blurred wherein a client may express a sexual attraction toward their therapist. To explore this phenomenon, the researcher employed convergent parallel mixed method design to explore the experiences of Licensed Marriage and Family Therapists (LMFTs) who have experienced sexual attraction from their clients. The study was conducted online through a secure forum. Implications for clients, therapists, and the field of marriage and family therapy are discussed. The research suggests that education and training are critical in assisting therapists when dealing with sexual attraction issues.
28

Magai, Dorothy. "Exploring the professional experiences of Malwian registered nurses working in the UK and the relationship to their training at Kamuzu College of Nursing in Malawi." Thesis, University of Nottingham, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668341.

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Corrège, Emilie. "La formation continue des enseignants du premier degré. Étude de ses évolutions, enquête à grande échelle et analyses au sein de deux écoles pour le cas des mathématiques." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7165.

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Différentes recherches et études font état d'un décalage important entre le discours institutionnel lié à la formation continue des enseignants du premier degré, et la perception que ces enseignants ont de cette formation. Nous ne cherchons pas, dans cette thèse, à attester de ce décalage (les travaux antérieurs y contribuent largement), mais à comprendre ce que recouvre ce décalage. Après un retour sur l'histoire de la formation des instituteurs français, nous décrivons et questionnons le paradigme qui domine actuellement chez les décideurs et les concepteurs de dispositifs de formation continue: celui d'une approche par l'offre et la demande, la demande étant analysée en termes d'attente et de besoin. Avec une focale sur les enseignants eux- mêmes, par un questionnaire à grande échelle menée au sein de l'académie de Paris, nous interrogeons leur rapport à la formation et les effets qu'ils lui attribuent sur le développement de leur professionnalité. Enfin, en nous plaçant au coeur de situations d'enseignement - en mathématiques et au sein de deux écoles parisiennes -, avec une approche héritée de la didactique des mathématiques et de la didactique professionnelle, nous avons cherché à identifier, à travers des observations de classes et des entretiens, les relations qui se construisent entre le rapport à la formation, la pratique et la professionnalité
Various research studies have shown that there is a significant discrepancy between the institutional discourse on in service training for primary school teachers, and the perception that these teachers have of this training. In this thesis, we do not seek to attest to this discrepancy (previous work has largely contributed to this), but to understand what this discrepancy consists in. After looking back at the history of the training of French primary school teachers, we describe and question the paradigm that currently dominates among decision-makers and designers of continuing training systems: the supply and demand approach, with demand being analysed in terms of expectations and needs. With a focus on the teachers themselves, using a large-scale questionnaire conducted in the Paris education authority we question their relationship with training experience and the effects they attribute to it on the development of their professionality. Finally, by placing ourselves at the heart of teaching situations - in mathematics and in two Parisian schools - using an approach inherited from the didactics of mathematics and professional didactics, we sought to identify, through classroom observations and interviews, the relationships that develop between relationship with training experience, practice and professionalism
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Canizo, Thea Lynne. "Establishing collaborative structures and relationships: Teacher leaders' experiences." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280159.

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The purpose of this study was to explore teacher leaders' experiences as they attempted to establish collaborative structures and relationships resulting in improved science instruction at their schools. Teacher leaders were middle school science facilitators, full-time classroom teachers who acted as liaisons between the science teachers at their schools and a change initiative funded by the National Science Foundation. This was a qualitative study, using interviews to create a case study. The researcher used a three-part interview design developed by Seidman (1991). Six research questions served as a framework for the data analysis. Participants identified the following as factors which contributed to their success: support from the principal, other science teachers, central staff personnel, and the district-wide group of science facilitators; professional development; and the successful completion of a scope and sequence for science instruction. Factors identified as hindering their success were: lack of support or conflict with the principal; resistance to change; time constraints; a district policy which limited meeting time; teacher and administrator turnover; tension between the middle school and junior high school models; and personal doubts. From descriptions of their understanding and exercising of leadership, the researcher concluded that teacher leaders had become empowered. The school culture was seen to have a great effect on teacher leaders. The contrasts between a school with a positive culture and another school in disarray were presented. Structures such as summer institutes and release time during the school day were identified as critical for giving teachers the time needed to establish more collaborative working relationships. Once greater trust and understanding were present, teachers were better able to examine their teaching practices more critically. Participants identified mentoring of new members, a continuing role for science facilitators, and central support as necessary for ensuring the sustainability of the changes made during the years of the grant initiative. The researcher concluded that teacher leaders can be a powerful force for bringing about change in schools when provided with training and time during the school day to work with colleagues.
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Stone, Michael H. "Training for Throwers: ETSU Experience." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4535.

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Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.

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Adams, Ruth. "Training but not gaining : Women's experience of recent english training policy." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500280.

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Batt, Richard, and n/a. "Aeronautical decision making : experience, training and behaviour." University of Otago. Department of Psychology, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061016.164438.

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Decision making is fundamental to all aspects of flying operations. The results that flow from poor aeronautical decision making can be both swift and devastating. The work of this thesis uses data from a variety of sources to investigate the following aspects of aeronautical decision making; accident and incident case histories and pilot decision making, case-based versus rule-based pilot decision training, pilot behaviours in the face of adverse weather. The first part of thesis uses survey data to gain a better understanding of the role of accident and incident case histories in aviation safety and training. Anecdotal evidence suggests that exposure to case-based information can leave a lasting impression on a pilot and significantly influence their flying behaviour. To investigate this aspect more formally, information was obtained from a survey of 138 pilots. A questionnaire was then distributed to pilots worldwide and responses were received from 409 pilots, from all areas of aviation. The combined experience of pilots who responded was over 700,000 hours flying time. The second part of the thesis uses experimental data to compare the effectiveness of aviation safety training using case-based material or rule-based material. Two experiments were carried out, based on the two areas that account for the majority of fatal general aviation accidents: flight into adverse weather and low flying. A total of 114 participants took part in the experimental studies. The third part of the thesis is based on a set of 491 aviation accident and incident reports drawn from the Australian Transport Safety Bureau occurrence database. The study compares three groups of pilots who differed in their response to adverse weather conditions, as demonstrated by the following behaviours; VFR flight into IMC, a weather-related precautionary landing, some other significant weather avoidance action. A number of common themes emerged from the three parts of the thesis. There is strong support for the importance of case-based material in aviation safety and training. However, the results also suggest that aeronautical decision making can be best understood in terms of a model that combines both case-based and rule-based reasoning. Rule-based material provides a basic framework of standard procedures and recommended practices, particularly for novices, while case-based material adds detail and salience to the framework, particularly in the form of affective markers linked to particular case histories. One important aspect of the results can be summed up by the adage that 'a safe pilot is a proactive pilot'. That is, it is imperative for a pilot to take control of the situation before the situation takes control of them. The results also emphasise the dynamic nature of aeronautical decision making. A pilot may make a series of good decisions, but that is no automatic protection against a subsequent poor decision putting the safety of the flight at risk. Hence, it is critical that a pilot does not fly to the limit of their abilities, or let past success breed complacency.
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Law, Chun-wah. "Experience from Siemens Training Centre in Germany." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38628545.

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36

Ahumada-Penaloza, Sandra Magdalena. "Teacher attitudes and the reading achievement of English language learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2327.

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English language learners need teachers who are knowledgeable about the children they are teaching and they must be willing to learn more about their students' cultures, backgrounds and languages in order to make their educational experience meaningful.
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Martinez, Blake. "Psychologist Supervisors| Training, Development, and Experience of Supervision." Thesis, Union Institute and University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10688284.

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It has long been asserted that the quality of clinical supervision within the field of psychology does not receive adequate attention. Recent literature on supervision highlights trends and makes a strong case for competency-based requirements for clinical supervisors (Falender & Shafranske, 2004). One such method for increasing the competency of clinical supervisors is formalized supervision training. Experts in this area have been highlighting the lack of formal supervision training in general as a current deficit in our efforts to train competent clinicians (Watkins, 2012). However, we currently have a limited view of the connection between formal supervision training and resulting improvements in supervisee experience of supervision. In an effort to better understand the impact of formal supervision training on the quality of clinical supervision, this research has gathered quantitative and qualitative information from internship site clinical supervisors and their supervisees regarding supervision training, development, and experiences within supervision in key areas highlighted by the American Psychological Association. By comparing the amount of supervision training of site supervisors with the supervision ratings of their supervisees, we may better gauge the value of formal supervision training. Supervisor development levels were also assessed to gain clarity on its relation to training experience as well as supervisee ratings.

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Dannecker, Achim, and Ralf Wölfle. "eXperience based training – Eine Community Plattform für Dozierende." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141874.

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Die Plattform „eXperience based training“ unterstützt fallstudienbasierte Lehrformen an Hochschulen. Dozierende können ihr Wissen über den Einsatz von Fallstudien in der Lehre auf der Plattform gegenseitig teilen und erhalten Zugriff auf ein breites Spektrum an Lehrmaterialien. Die Ausbildung an den Hochschulen soll durch den Einsatz von Fallstudien interessant und praxisnah sein. Didaktisch aufbereitete Fallstudien sind geeignet, Studierende im Unterricht zu aktivieren, vernetztes ganzheitliches Lernen zu fördern und eine höhere Behaltensquote zu erzielen.
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Dannecker, Achim, and Ralf Wölfle. "eXperience based training – Eine Community Plattform für Dozierende." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27994.

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Die Plattform „eXperience based training“ unterstützt fallstudienbasierte Lehrformen an Hochschulen. Dozierende können ihr Wissen über den Einsatz von Fallstudien in der Lehre auf der Plattform gegenseitig teilen und erhalten Zugriff auf ein breites Spektrum an Lehrmaterialien. Die Ausbildung an den Hochschulen soll durch den Einsatz von Fallstudien interessant und praxisnah sein. Didaktisch aufbereitete Fallstudien sind geeignet, Studierende im Unterricht zu aktivieren, vernetztes ganzheitliches Lernen zu fördern und eine höhere Behaltensquote zu erzielen.
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Brown, Christopher J. "Filial Therapy Training with Undergraduate Teacher Trainees; Child-Teacher Relationship Training." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2538/.

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This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills. The experimental group of teacher trainees (n=18) received 10 weekly ninety minute training sessions in child-centered play therapy skills and procedures and conducted 7 weekly special play times with children. The comparison group (n=20) received supplemental training in child guidance during the ten weeks that included parent training and alternatives to corporal punishment. Experimental and comparison group participants completed pre-test and post-test measures, consisting of the Adolescent and Adult Parenting Attitudes Inventory (AAPI-2), the Play Therapy Attitudes, Knowledge, and Skills Survey (PTAKSS), and a videotaped special play time with a child which was rated using the Measurement of Empathy in Adult and Child Interactions (MEACI). Analysis of covariance on adjusted post test means revealed that the teacher trainees in the experimental group demonstrated statistically significant ("<.05) increases in empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the MEACI. Significant ("<.05) increases were also reported on teacher trainees in the experimental group on play therapy attitudes, knowledge, and skills as measured by the PTAKSS. The experimental group demonstrated growth in level of empathy and adult-child role subscales on the AAPI, and positive trends (.07) were reported on the AAPI expectations of children subscale.
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Granger, Benjamin P. "Moderating effect of training content complexity on the relationship between training media and training outcomes." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002885.

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42

Granger, Benjamin P. "Moderating Effect of Training Content Complexity on the Relationship Between Training Media and Training Outcomes." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/1989.

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Web-based training (WBT) and classroom instruction (CI) constitute two training media that are commonly employed by organizations. Although the effectiveness of one medium relative to the other depends on a number of factors (e.g., Sitzmann, Kraiger, Stewart, & Wisher, 2006) this study aims to address several methodological issues common in the extant media research and investigate the moderating role of training content complexity on the relationship between media and important training outcomes. Utilizing a 2x2 experimental design, one hundred forty-two undergraduate students were randomly assigned to one of four training courses. Each training course involved a PowerPoint 2007 training tutorial in which trainees were presented with information about certain PowerPoint functions. The CI training courses included three instructors who presented course material to trainees in a predetermined time frame while the WBT courses gave trainees substantial control over their allocation of time during the training course. Results suggest that trainees in the CI courses spent substantially more time on course-related activities than those in the WBT courses, which led to less knowledge acquisition when trainees in the WBT course were presented with relatively complex training material. These findings suggest that although learner control is generally considered a positive aspect of WBT (e.g., Kinzie & Sullivan, 1989) it can lead to less time-on-task and ultimately less learning and less effective transfer when the training content is complex in nature. Theoretical and practical implications of these findings are also discussed.
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Harrold, Emma Louise. "An exploration of the junior doctor's experience of training." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365031.

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This investigation examines aspects of junior doctor training as perceived by both junior doctors and their supervisors. The studies were conducted as part of the role of educational facilitator at a district general hospital. The first and second studies report on surveys that were used to determine the experience of formal educational structures and informal training as reported by two cohorts of junior doctors. Qualities of the supervision relationship were explored using the Barrett Lennard Relationship Inventory (BLRI, Barrett Lennard 1962). Focus groups and in-depth interviews were used in the third and fourth studies to explore hospital consultants' perceptions of medical training. The main findings of this investigation are as follows. The salient learning experiences reported by the junior doctors were those referring to their practical experience, learning relationships and self-assessment methods. The junior doctors preferred learning from active involvement and informal situations. Associations were found between the junior doctors' ratings of the training experience and their perceptions of supervision relationships (BLRI). Those with an individual training plan were more satisfied with their training than those without. This investigation also highlighted tensions between the junior doctors' service provider and trainee roles. The functions of the learning relationship are presented in the discussion these include: teaching, role modelling, feedback and support. The generic skills (e.g. decision making) and learning practices (e.g. discussion) described by the hospital consultants in the interviews are discussed with reference to models of professional development (Eraut 1994), reflective practice (Schon 1983) and medical practice (Britten 1991). The findings have implications for the development and evaluation of strategies for training. evidence based medicine and clinical governance because they demonstrate the processes by which skills for medical practice are formed.
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West, Victoria. "The experience of hypnosis : susceptibility and hypnotic skills training." Thesis, University of Portsmouth, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310472.

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45

Medina, Melanie. "Immersive Police Training: A User Experience Study of SurviVR." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707334/.

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Working with the public benefit corporation SURVIVR, I conducted a user experience study to determine how effective the Summer 2019 build of the virtual reality (VR) police training tool SurviVR was at meeting the product's goal of providing officers-in-training with realistic, immersive training experience. Two virtual training scenarios, entitled Active Shooter and Emotionally Disturbed Person (EDP), were the focal points of the study. At two of the product's pilot demonstration locations over eleven total sessions, I gathered observational data and audiovisual recordings and administered paper surveys based in qualitative methods (with a few quantitative elements). Using these data collection tools and techniques, I inquired into the themes of immersion and realism in the virtual scenarios and what design features the participants felt positively or negatively impacted their experiences of these themes. SurviVR's nature of containing both real-world and virtual elements that are pertinent to user experience necessitated a framework that addresses ethnography of virtual worlds, hybrid ethnography, and design anthropology. This study contributes to the expanding field of VR applications and understanding how improved immersion and realism can aid in the effectiveness of VR as a training tool.
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Strey, Melanie Jane. "Exploring the Experiences and Relationships of First-Year Teachers and Mentors." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/274.

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Educators have a moral imperative and job-embedded expectation to effectively teach all students, which requires a commitment to continued personal growth. The purpose of this instrumental project study was to explore the lived experiences of first-year teachers and their mentors who teach in a culturally-diverse school district. The conceptual framework was based on supporting adult learning methods through the theories of critical thinking, constructivist perspective, the theory of mentoring, and culturally-instructional teaching. The guiding research questions addressed the perceptions of 5 first-year teachers and 5 mentors regarding individual and shared learning as a result of mentor-mentee relationship. A constant comparison method provided a process for analyzing the semi-structured interviews, observations, and field notes to determine a unit of data. Triangulation of the units of data then informed possible categories that were noted in words and statements. This process continued until saturation of categories was reached. Spreadsheets provided a structure to organize the data along the way and chart tables and taxonomic representation were used to display results. The mentees' results encompassed 19 themes such as feeling valued, safe, supported, trusted, and believed. The recommendations include the development of long-term solutions for supporting beginning teachers during the first 3 years of their profession with mentoring as an essential component. These findings illustrate that formal and informal beginning teacher professional learning is critical to produce high quality instruction, and to ensure that students graduate with globally competitive skills.
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Engelbrecht, Louise Christine. "The relationship between training style and personality." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52012.

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Thesis (MA)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: This study was prompted by two significant aspects within the South African training field. Firstly, the attitude of the South African Government towards training in terms of legislation made it evident that trainers will progressively playa more important role in organisations. Secondly, although literature regard the trainer as one of the important role-players in the training situation, no substantial research has been done on training style as an aspect that can influence the trainer's performance and ultimately the effectiveness of training. In order to address this void, the research was dedicated to determine whether a systematic relationship exists between the personality of a __trainer and his/her training style. The following topics were examined by means of a selective study of the literature: adult learners as the target _ of training programmes; pedagogy and andragogy as orientations to training; the trainer; the definition of training style; the trait theory of personality as the basis of the study; and empirical studies done on the topic prior to this study. In order to gather the necessary information, three questionnaires were administered to a sample of 96 trainers. The 16-PF, which is an established questionnaire, was used to collect data about the personality traits of the respondents. Furthermore, a questionnaire namely the Training Style Inventory was developed to measure the training style of trainers. Trainers were then accordingly grouped in one of five types of training styles. The last questionnaire gathered information regarding demographic aspects of the sample. The study found limited support for the hypothesis that there exists a systematic relationship between personality and training style. However, it was found that certain dimensions of personality do playa role in the manifestation of a certain training style.
AFRIKAANSE OPSOMMING: Hierdie studie was geinspireer deur twee opmerklike aspekte binne die Suid-Afrikaanse opleidingsveld. Eerstens, die Suid-Afrikaanse Regering se houding jeens opleiding in terme van wetgewing, het dit duidelik gemaak dat opleiers voortaan 'n toenemend belangrike rol in organisasies sal vervul. Ten tweede het navorsing reeds bevestig dat die opleier een van die belangrike rolspelers in die opleiding situasie is. Daar is egter tot op hede geen noemenswaardige navorsing gedoen op opleidingstyl as 'n aspek wat die werkverrigting van die opleier en uiteindelik die effektiwiteit van opleiding beïnvloed nie. Ten einde hierdie leemte aan te spreek, was die doel van hiedie navorsing om te bepaal of daar 'n sistematiese verband bestaan tussen die persoonlikheid van 'n opleier en syjhaar opleidingstyl. Deur middel van selektiewe literatuurstudie is die volgende ondersoek: die volwasse leerder as die teiken van opleidingsprogramme; pedagogie en andragogie as orientasies tot opleiding; die opleier; definiering van opleidingstyl; die trekteorie van persoonlikheid as die basis van die studie; en empiriese studies oor die onderwerp wat hierdie navorsing vooraf gegaan het. Om die nodige inligting in te samel is drie vraelyste deur 'n steekproef van 96 opleiers ingevul. Die 16-PF wat as 'n gevestigde meetinstrument bekend staan, is gebruik om inligting in te sameloor die persoonlikheidstrekke van die respondente. Voorts is 'n vraelys naamlik die Training Style Inventory ontwikkelom die opleidingstyl van die opleiers te meet. Opleiers is daarna ooreenkomstig gegroepeer in een van vyf opleidingstyle. Die laaste vraelys het inligting ingesamel aangaande die demografiese aspekte van die steekproef. Die studie het beperkte steun gevind vir die hipotese dat daar 'n verwantskap bestaan tussen persoonlikheid en opleidingstyl. Daar is egter gevind dat sekere dimensies van persoonlikheid wel 'n rol speel in die verklaring van die manifestering van 'n sekere opleidingstyl.
48

Burant, Theresa Jean 1958. "Early field experience: Four perspectives." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288890.

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Early field experiences (EFEs) are common in teacher education; yet, there is conflicting evidence regarding their value as educative experiences. As the need for preparing prospective teachers for diversity becomes more urgent, research that attends to the context, content, and experiences of preservice teachers in EFEs in diverse schools is necessary. In this study, qualitative case study methodology was used to understand the experiences of preservice teachers, and the meanings they constructed of these experiences, in a reconceptualized EFE in teacher education. The EFE consisted of a team-taught, integrated combination of a general methods course (with a classroom, school, and community-focused field experience), and a foundations of education course, situated in the context of an urban middle/elementary school with a diverse student population. The sample consisted of four preservice teachers: a Mexican-American woman, an American Indian man, and two White women. Data were collected over a period of five months using participant observation, document analysis, interviews, and focus groups. Constant comparison and analytic induction were used to analyze data. Cases of the experiences of the participants revealed three major themes: (a) participation in varied communities; (b) use of multiple literacies to make sense of experience; and, (c) transformations in practices, understandings, and voice. Implications for teacher education from these cases address curriculum and pedagogy in EFEs, experiences that follow EFEs, admissions criteria, and recruitment of members of under-represented groups into teaching.
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Cousins, Jacqueline Sarah Frances. "A study of teachers theorising from experience." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390136.

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50

Dawson, Valerie Lesley. "Cultural implications for physiotherapy education : the Bethlehem experience." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/31867.

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This study investigates the cultural context of physiotherapy education. Research questions addressed are in relation to innovative physiotherapy curricula, the possibility of such a curriculum being introduced into the Middle East and the effects of the curriculum on graduates' forward looking attitudes.
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