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van, der Heide George, and n/a. "Effective strategies for conducting school development in health education programs." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060427.131945.
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Thesis Statement
The thesis argument is that theory can be developed about the
implementation, maintenance and dissemination of school health education
based on a school development approach. Such theory development can
assist teachers to design programs appropriate to the needs of their
classrooms, schools and communities.
Thesis Setting
The implementation and maintenance of school health education programs
has not usually been the focus of research and as a consequence is rarely
reported in the literature. The research in this thesis draws upon many
disciplines and fields but in order to answer the thesis questions
methodological processes were required that were consistent with current
school situations. The earlier School Development in Health Education
(SDHE) program's work in research, development and dissemination provided
the setting for the thesis.
Methodology of the Research
The methodology of the research study involved a case study approach using
both multiple and single case studies. Data have been drawn from SDHE
schools in South Australia undertaking health, sexuality and drug education.
The methodology adopted for the studies in this thesis is a case study design
incorporating an iterative theory-study-theory sequence in which an initial
theory statement derived from the literature guides the development of a
multiple case study which, in effect, 'tests' the theory in a qualitative way. The
finding of the case study then informs development and elaboration of the
theory statement in its second version. This is then used to test the next
multiple case study which leads to further development of the theory in its third
version. The third iteration of the theory is tested in a single case study that
leads to the fourth and final version of the theory.
Data analysis was aided by the use of the Q.S.R. NUD.IST computer package
that helped to manage and explore the thesis ideas about the data. In
establishing these syntheses the chain of evidence in the data sets was
maintained. The analysis also allowed the thesis findings to be used to test
theories about the data that answered the thesis questions.
Thesis Findings
The findings of the thesis are contained in the final version of the theory. The
theory is structured around program drivers, phases, types and processes that
together produce implementation, maintenance and dissemination. This final
theory statement is the basis for drawing the thesis conclusions.
Thesis Conclusions
It was concluded that patterns of factors that enhance and inhibit the
implementation, maintenance and dissemination of school health education
programs could be placed in a theoretical framework that can guide practice in
school health education.
To be successful school health education programs have to include three
critical elements: leadership, action research and funding. Leaders or program
drivers need to be identified and resourced; they may be principals or
designated teaching staff with access to decision making, policy processes
and resource allocation in schools. Teachers need to engage in a reflective
action research process to develop, modify and sustain their curriculum
development work. Programs require adequate funding resources for
teachers' professional development, including action research, and the
purchase of human and material resources. Schools planning to introduce
programs may learn from the experience of others but they must themselves
engage in the critical and essential program features identified in the final
version of the theory.
Implications
The thesis conclusions imply the need to use more efficient ways of bringing
schools' and teachers' hidden competence to the fore to support school health
education program through varied patterns of professional development,
technical support and curriculum development and implementation, and
through funding of enhanced professional practice for health literacy.
A major implication for the health sector is that many health workers need to
learn collaborative skills since there is a tendency to take control and attempt
to direct what teachers should do rather than work with and support them.
An implication for programs in complex social environments is the need for
careful planning in collaboration with other stakeholders. The critical elements
developed in this thesis also apply - leadership, action research and funding.
Evaluation can adopt a case study approach as a more suitable method for
examining what happens in programs than an overly simplistic approach of
assessing goals and objectives which ignores the differences in program
implementation for different sites with the necessary localisation.
Further Research
Further research suggested by the thesis findings are in the areas of school
health education in the changing administrative and management environment
today, and of the use of various types of case study research in tandem to
answer comprehensive and complex program performance questions.
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Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.
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DiGaudio, Lisa M. "Implications of the School Improvement Engine for Teacher Retention and School Organizational Health." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3292.
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Teachers working in urban schools in the United States are among those most at-risk for leaving the profession due to poor working conditions and lack of collegial relationships with school leaders and peers, among other factors. Use of professional development tools, such as the School Improvement Engine (SIE), may improve teacher retention and school organizational health; however, little research exists on the use of the SIE in charter schools. The purpose of this case study was to investigate New York City (NYC) school data on teacher retention and student achievement, how NYC charter school leaders participating in the program implemented the SIE, and how teachers and administrators perceived the impact of the implementation on their individual growth and desire to stay in their positions. Peter Senge's organizational learning theory was used to examine how SIE tools may promote a healthy organization in 5 areas (systems thinking, personal mastery, mental models, building shared vision, and team learning). Teacher retention and student achievement archived data for NYC schools were descriptively analyzed. Individual interviews were conducted with a purposeful sample of 10 teachers and 4 school leaders from NYC charter schools implementing the SIE. Interview data were analyzed using open coding to identify key themes. Results indicated that SIE schools outperformed other NYC schools (charter and public) in English Language Arts (ELA), math, and teacher retention. Participants stated that tools like peer review helped them to become more effective in their teaching. Positive social change impacts include providing data that support the use of the SIE to improve teacher effectiveness, teacher retention, and the overall school organizational health.
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Huang, Diana. "Education as a Path to Health Equity: Lessons for Medical Education in the Development of a High School Health Careers Curriculum." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/432930.
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Urban BioethicsM.A.
Compared to other developed countries, the United States has healthcare spending that far outpaces other nations, but achieves below-average life expectancy. In urban cities, this disparity is most striking among predominantly black and Latino communities. There is increasing recognition that the reason for this is improper allocation of resources; we have a system that funds clinical services which contribute to only 20% of health outcomes, while providing inadequate support for social and environmental factors which account for 80% of the impact. When one considers the history of the United States, it becomes clear that such a system is not only inefficient, but also fundamentally unjust. African American patients have been used (often without consent) to obtain much of our current medical knowledge, but suffer most from healthcare disparities. Medical school is a fascinating lens from which to view this healthcare system, as students stand at the threshold between layperson and physician. Medical students, who predominantly come from backgrounds of privilege, benefit from access to institutions of medical knowledge. They often practice their fledgling skills on urban underserved patients who are disproportionately cared for in academic medical centers. Medical students also participate in service projects in the surrounding community, with common projects involving schools, churches, and free clinics. As a medical student, I spent nearly 100 hours with a class of ninth grade students at a Philadelphia public high school as I developed and implemented a health careers elective program. Through this experience, I gained a firsthand appreciation for the incredible barriers that prevent urban underserved students from equal representation in our medical schools and health care workforce. Here, I reflect on my experiences over the course of medical school, review relevant literature in the fields of ethics, medicine, education, and history, and present recommendations to move us closer to a just healthcare system by increasing investment in underserved communities and instilling in medical students a moral imperative to reduce health disparities, as well as the tools to do so effectively.
Temple University--Theses
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Daniels, Karin Elizabeth. "Health promotion : the design of a School Health Index Score Card to assess psychosocial health and well-being in early childhood development at primary schools." University of the Western Cape, 2016. http://hdl.handle.net/11394/5437.
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Philosophiae Doctor - PhDSchools, world-wide, have been regarded as important settings for health promotion and health education. Research indicate that schools constitute a crucial setting for programmes that aim at promoting the health of children, young adults, their families and their community, and could make a positive contribution to the overall health of the society. The psychosocial theory of human development proposes to understand and describe the importance of psychosocial health and well-being of children, in their different stages of development, across the life span, as well as how the different environments of the child's rearing could either add, or hinder, optimal development. Healthy Early Childhood Development, which includes physical, social-emotional, as well as linguistic/cognitive development, is fundamental to success and happiness, not only during childhood, but throughout the course of life. This study, therefore, aimed to design a School Health Index Score Card that assesses psychosocial health and well-being in Early Childhood Development at primary schools in the rural Western Cape. The School Well-Being Model serves as a conceptual framework for this study and is based on Allardt's Sociological Welfare Theory,which assesses well-being as an entity in a school setting. This model takes into account the impact of family, social relationships, personal self-fulfilment and health aspects of children. This study used a mixed methodological sequential explanatory design that consisted of two distinct phases (with 2 stages in each phase) within a participatory action research framework. A needs assessment and a systematic review was conducted in phase 1 followed by phase 2, action planning-design of a school health index score card and a Delphi technique study. Quantitative, numeric, data were collected and analysed using the Statistical Package for Social Sciences V23 (SPSS) for descriptive and inferential statistics first, while the qualitative data were collected and analysed secondly in sequence for this design. The qualitative process helped to explain, or elaborate, on the quantitative results obtained from the respondents by means of a self-administered questionnaire that consisted of three sections; demographical information and the adaptation of the (i) Pediatric Quality of Life Inventory (PedsQL) and (ii) Strengths and Difficulties Questionnaire. The data were collected from teachers, principals, community leaders, parents/primary caregivers, members of school governing bodies, school nurses, social workers, health promotion officers, experts in early childhood development and school psychologists of learners in Grade R to Grade 3 at three primary schools in the rural Western Cape, South Africa. The systematic review of previous studies revealed that, (i) instruments are often designed to identify physical ailments, the individual’s ability to adjust to particular situations, psychiatric diagnosis, educational and intellectual abilities, as well as the personal characteristics of children over their entire lifespan, (ii) that promotion of psychosocial health and well-being challenges in early development does promote positive child development outcomes in later life, and (iii) the use of a valid and reliable instrument to assess psychosocial health and well-being in schools could have a number of advantages for children, their families, teachers and the community. The findings of the current study also indicated that, (i) parents/primary perceived their children to be experiencing challenges in school functioning, social functioning and physical functioning continually and, (ii) teachers perceived the learners to be experiencing social behavioural, hyperactive and behavioural challenges continually at school. Schools play an integral part in the lives of children and their families, by supporting children to form social and emotional relationships at school. Overall, this current study suggested that the School Health Index Score Card was considered to be user friendly, as well as a useful tool to assess the psychosocial health and well-being challenges of learners at primary schools in a South African context.
National Research Foundation (NRF)
2020-04-30
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Whewell, Aubrey. "The Development of Best Practice Recommendations for Teaching Health Education Skills in High School." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461785859.
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Tepper, Karen Hoffman. "What are we teaching our kids? An analysis of school-based sexuality education content and state policy in relation to developmental needs of youth." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280213.
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A developmental-contextual approach to understanding sexuality education course content is used in this national study. Examining policy as a factor that may influence young people's environments and hence their development is an important role for developmental research. Using data from the CDC's School Health Policies and Programs Study (SHPPS) 2000 and the Alan Guttmacher Institute's State Policies in Brief Report (Alan Guttmacher Institute, 2001), three general topic areas are addressed. First, can school level be differentiated by the sexuality education topics taught at various school levels? Second, are there significant differences in state policies that regulate school-based sexuality education targeting different school levels? Third, how do state and classroom level variables contribute to variance in the likelihood of a given topic being taught as part of school health education? The two sources of data provide a nationally representative sample of 1,201 teachers and state level data from Department of Education administrators and policies from all 50 states. These data were analyzed using stepwise discriminant analysis and Hierarchical Linear Modeling (HLM). This study resulted in three primary findings. First, both state policies and classroom content were significantly different by school level. Second, state policy was not a good predictor of the course content being taught in the classroom. Third, teachers' desires for additional training significantly predicted the sexuality education course content taught in schools. Implications for both research and practice were discussed.
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Leieritz, Donald. "An intermediate school physical education curriculum: a guide and its development." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/538.
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Hollopeter, Anissa A. Ms. "Art Therapy Program Development for Elementary School Students." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210366744.
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Hilton, Timothy J. "A historical synthesis and current respectives of high school athletics and its effects on student character/moral development." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527323.
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Huelskamp, Amelia Catherine. "A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452199276.
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Kim, Grace. "Development of a nutrition-based curriculum for farm-to-school programs for the fourth and fifth grades." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527328.
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The purpose of this project was to develop a garden-enhanced nutrition curriculum for educators of students in the fourth and fifth grades. The goals of this curriculum were to provide literature related to farm-to-school initiatives, to increase educators’ and students’ knowledge about farm-to-school programs through an evidence-based nutrition education curriculum, and to increase fruit and vegetable consumption among the students.
The curriculum, Let’s Grow!, was created addressing perceived barriers that prevent the implementation of school gardens that may further encourage fruit and vegetable intake in children. Though intended to specifically reach students in Los Angeles, the curriculum may be used outside this urban setting.
The curriculum consists of nutrition lessons and gardening activities relating to topics identified from literature reviews. An expert-review panel reviewed the curriculum, having critiqued the literature, and provided feedback. Evaluation forms for the curriculum were created to assess the overall value of the program.
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Abou-Rizk, Zeina W. "The body image and eating habits of young girls in a rural Ontarian elementary school using the Comprehensive School Health program." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27567.
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The purpose of this study was to develop a better understanding of the body image, eating habits, and health perceptions of girls in a rural Ontarian elementary school using the Comprehensive School Health program. A case-study design was used for this project. Two interviews were conducted with the principal and with the 6th grade teacher. In addition, two focus groups were held with the girls of the 6th grade. The focus groups consisted of group discussions with the girls, the administration of the Collins Body Figures Scale (Collins, 1991), as well as a shortened version of the Children's Eating Attitude Test-26 questionnaire (ChEAT-26) (Maloney, McGuire, & Daniels, 1988). The results showed that there were very few health education initiatives related to body image and nutrition for the grade 6 class of the school, and suggested that the girls had healthy eating habits and low levels of body dissatisfaction.
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Lynch, Timothy Joseph, and res cand@acu edu au. "An Evaluation of School Responses to the Introduction of the Queensland 1999 Health and Physical Education (HPE) Syllabus and Policy Documents in Three Brisbane Catholic Education (BCE) Primary Schools." Australian Catholic University. School Of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp96.04092006.
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Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.
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Wright, Jounice Blackmon. "School Violence and Teacher Resiliency at a Midwest Elementary/Middle School." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1512.
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The purpose of this phenomenological study was to investigate, from the perspective of teachers, the possible effect of school violence on teacher resiliency. School violence has been studied with respect to student behavior and academic success, as well as socioeconomic influences, but not with respect to teacher resiliency, as expressed by teachers themselves. Resiliency theory was the conceptual framework. Participants were all teachers of Grades 2-8 at an elementary/middle school in the Midwest. Twelve in-depth interviews were transcribed into text data and analyzed for common themes. Using NVivo, Version 10, I was able to more easily manage the volumes of text data. Reoccurring themes and meanings were triangulated with a resiliency questionnaire, school climate surveys, and field notes. The overarching themes that emerged were that teacher resiliency at the target school was lowered when its teachers were exposed to a school climate which allowed for excessive violence, especially fights. A second overarching theme was that there were inconsistencies in the support offered by the school administration, which negatively impacted teacher resiliency. A third overarching theme was that there was a significant lack of parental and community support, which also negatively affected teacher resiliency at the target school. Overarching themes that emerged can now be used to support the need for more effective teacher training about school violence. The outcomes may also help generate improved school violence policies at the local, state, and national levels.
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Lyon, Lucinda J. "Developing teaching expertise in dental education." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2403.
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This exploratory study was designed to develop a baseline model of expertise in dental education utilizing the Dreyfus and Dreyfus continuum of skill acquisition. The goal was the development of a baseline model of expertise, which will contribute to the body of knowledge about dental faculty skill acquisition and may enable dental schools to provide more relevant faculty development opportunities, and maximize scholarship potential. Employing a qualitative approach, individual interviews were conducted with two dental school academic deans and seven experienced educators who were nominated by their academic deans for their expertise in dental education. Open coding of interview responses was performed to determine categories of phenomena that recurred repetitively. The categories of novice through experienced traits were examined using the Dreyfus model. Finally, the codes developed to describe recurring themes of faculty development were interpreted relative to influence of faculty qualities on development of student qualities. Results of this study indicate that the growth of skills necessary to good teaching, expressed by these experienced educators, reflects a learning curve similar to those noted by Dreyfus and Dreyfus and other previous investigators. While dental faculty approaching the Proficient and Expert end of the Dreyfus continuum, display many of the skills descriptive of these stages, they also speak about the process of active reflection. Some unique challenges present themselves in the process of educating dental students. In addition to supporting technique development, faculty teach a wide range of non-cognitive competencies such as professionalism, communication, and an ethic of care and service. The importance of these non-cognitive qualities to patient care and collaboration with peers are essential to successful practice. Articulation of practical knowledge may not be recognized by the teacher; however, data from this study indicates that qualities to which expert faculty are most sensitive influence dental student development profoundly. These findings increase understanding of expert performance in dental education and provide support for dental faculty who desire to become excellent educators. Study outcomes also have implications for exploration of hidden curricular elements embedded in dental faculty practice and their influence on novice dental students.
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Duffy, Mark Steven. "Developing the Etiwanda Intermediate School physical education curriculum through inservices and staff development." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1262.
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Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.
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Murphy, Christel A. "The Development of an Educational and Vocational Needs Survey for Adults with Childhood-Onset Chronic Health Conditions." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1540565225128269.
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Jirickova, Barbora. "Development of a Children's Cookbook with Healthy After-school Recipes and Nutrition Education Information." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785113.
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Little attention is given to children health literacy even though early nutrition has long-term effects on health. The purpose of this project was to create a visually engaging book for children that will educate them on nutrition, provide relatable story, and offer nutritious recipes for afternoon snacks or light meals. This book is divided into daily chapters accompanied by an illustration, a recipe and a nutrition education page.
Research suggests that children are capable of becoming health advocates in their families and thus it is important to start improving their health literacy at a young age. The book was designed to emphasize gentle, nonjudgmental approach on nutrition education and to avoid black-white thinking about food. The book also serves as a resource for parents. An expert panel provided feedback to strengthen the content of the book. Future projects may use similar concept with different target audience and areas of focus.
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Le, Roux Philippa. "Interpersonal staff relationships and the healthy school : educators' experiences." Thesis, Stellenbosch : University of Stellebosch, 2004. http://hdl.handle.net/10019.1/1050.
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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2004.ENGLISH ABSTRACT: My study aims to ascertain whether interpersonal staff relationships have a role to play in the healthy development of a school as an organisation. My specific focus is on how educators experience these relationships, and how they impact on the educators' commitment to a particular school. My research design consisted of three case studies. I used a semi-structured questionnaire with each case and at a later date had a group discussion. My analysis of the questionnaires' data provided tentative themes for inclusion and further exploration in the group discussion. The combination of two data production phases resulted in the confirmation and expansion of the data. My study shows that various factors impact on interpersonal staff relationships within a school. These interpersonal staff relationships have a bearing on the continuance, moral and alienative dimensions of commitment, and impact on staff retention and job performance. They also impact directly on the health of the educators. Thus interpersonal staff relationships would seem to have an important role to play in the development of healthy schools. I conclude by acknowledging the limitations of this study, and recommending further research.
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Stovall, Juliett Viola. "A study of the perception of elementary, middle, and high school principals on school social work consultation, collaboration and program development." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/AAIDP14675.
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This study examines the perception of K-12 principals about school social work consultation, collaboration and program development in a large urban school district in Georgia. The primary survey participants consist of one hundred eight K-12 school principals selected using non-probability sampling. Twenty seven school social workers in the same school district also selected by convenience sampling responded to the survey questionnaire which is designed using a four point Likert scale. The fmdings of the study indicate that responding principals and school social workers perceive consultation, collaboration and program development as expected activities. Responding principals also perceive that it is the responsibility of the principal to ensure that these activities occur. A greater percentage of principals in schools with special education and/or homeless enrollments expect consultation with the school social worker. Principals in schools with special education and homeless enrollments are more likely to 1 include the school social worker as an integral partner in school leadership and decision making than principals in schools with Title I or English to Speakers of Other Languages (ESOL) student enrollments.
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Ippolito, Karen Odle. "Cognitive development and the attainment of critical thinking skills in associate degree nursing students." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/114.
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Piaget's final stage of cognitive development, formal operations, involves reasoning skills that appear to relate to the traits of critical thinking. The current study was designed to assess whether a relationship exists between the level of cognitive development (as measured by the Lawson Classroom Test of Scientific Reasoning [Lawson CTSR]) and critical thinking (as measured by Assessment Technology Institute Critical Thinking Assessment-Entrance test [ATI-CTA-Ent]). This study explored the possible relationship between the level of cognitive development and the level of critical thinking exhibited by first semester nursing students seeking an Associate Degree (ADN). It also explored the relationship between specific subsets of cognitive development and critical thinking as a whole as well as between cognitive development and the distinct traits that characterize critical thinking. Furthermore, this project asked whether the level of general knowledge held by nursing students (as measured by Assessment Technology Institute Test of Essential Academic Skills [ATI-TEAS] is correlated with the level of cognitive development. All statistical analyses controlled for gender, age, and prior schooling. A sample of 190 first semester nursing students were administered the Lawson CSTR as a test of cognitive development, the ATI-CTA-Ent as a test of critical thinking and the ATI-TEAS as a test of general knowledge. In a hierarchical multiple regression analysis it was found that cognitive development accounted for 19.3% of the variance in critical thinking scores after controlling for gender, age and prior schooling. With multiple subscales on both the predictor (Lawson CTSR) and the criterion (ATI CIA) side, regression models noted ATI-Inference with the largest explained variance (21.15%) and the smallest for ATI Evaluation (9.36%). The covariates explained 9.6% and cognitive development explained an additional 33.6% of the variance in general knowledge. These findings suggest that measures of cognitive development are associated with measures of critical thinking ability.
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Reinhart, Bonnie Lee Eisele Chris. "The development of historically grounded AIDS/HIV educational policy guidelines for the schools." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323742.
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Thesis (Ed. D.)--Illinois State University, 1993.Title from title page screen, viewed February 17, 2006. Dissertation Committee: Chris Eisele (chair), Wayne H. Ericson, David L. Franklin, Rodney P. Riegle. Includes bibliographical references (leaves 236-246) and abstract. Also available in print.
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Koussa, Michelle D. "Adolescent Academic Adjustment during Chronic Illness: Online Training for Child Life Specialists." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404622/.
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Frequent absences resulting from a chronic illness can disrupt adolescent school involvement, impacting academic achievement and psychosocial development as a result. This study explores whether certified child life specialists (CCLSs) could be a resource for parents as they address their adolescents' academic disruptions. Specifically, this study assesses an online training program designed to increase CCLSs' knowledge and self-efficacy as related to adolescents' academic adjustment following frequent absences. This knowledge and skill based training was designed as a three part module with sections including: academic considerations, psychosocial considerations, and availability of school resources in promoting successful adolescent academic adjustment. 62 CCLSs were recruited to participate and complete measures evaluating knowledge, in relation to content included in each module, and self-efficacy, involving communication with parents in regards to adolescent academic adjustment. T-tests were conducted to determine whether there were differences in reports of self-efficacy and knowledge following participation in the intervention between and within the treatment and control groups. Results indicate statistical significance for enhanced knowledge and self-efficacy for the treatment group at post-test. Therefore, the outcomes from this study support the effectiveness of brief online training in fostering knowledge and feelings of efficacy for CCLSs in a context not typically included in child life education or certification. As a result, findings from this study may be used to expand intervention programs in the clinical setting to provide more comprehensive psychosocial care to adolescents diagnosed with a chronic illness.
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Lilja, Camilla, and Emma Fridell. "About Fijian teachers approach to implement pedagogical strategies in health education : A Minor Field Study with an ethnographic approach." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-37900.
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Health differs among people and education about health is of value to maintain and develop health. In a developing country as Fiji may the definition of health be of different holistic character, compared to industrial countries. It is important to clarify that no view of health is more right or wrong, but has been adapted to the existing conditions and culture within the arena. Knowledge about how to teach about health in a developing country is needed, where health is not as prioritized as other factors, for example to have an income. The aim of this study is to identify health as a concept and identify what strategies that are being used by the teachers to implement health education in Fiji. The research questions were used as contribution to the study’s aim to help the researchers understand how the participants of the study define health as a concept and investigate how pedagogical strategies are being used and what challenges they experience with their teaching. The study has an ethnographic approach with interviews and observations, which are methods used in a qualitative research. The results show there is lots of knowledge about certain themes within health among the teachers, but limited knowledge about health from a holistic perspective. The main conclusion regarding the study’s aim is that there are limited knowledge on how to conduct health education at the two participating schools in Fiji. The definition of health among the interviewed teachers were equivalent and with limited understanding of the concept.
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Widmer, Franziska. "A Sequential Explanatory Mixed Method Research Study of Teachers' Perceptions and Perspectives of High Quality Movement in the Classroom." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1617722764701464.
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Goodwin, Maryna, and n/a. "Identifying and overcoming barriers to the implementation of student development programmes in ACT high schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050801.165422.
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My study is of the provision of career education, health education, personal development
and student development programmes for students from Years 7 to 10 in ACT high
schools.
My purpose was to identify why these programmes are not available to all students and
what can be done to make them available.
The methods I used were an examination of a longitudinal case study of "Bellbird" High
School in parallel with a survey of the current system perspective.
Although the study focuses on the ACT in Australia, reference is made to the international
literature, as well as local, regarding the attitudes of students, parents and teachers to
career education, health education, personal development and student development
programmes; data collection and interpretation; and the implementation of change.
I have used data from three different survey instruments administered at "Bellbird" High
School, at five year intervals, in 1978/79, 1984 and 1989. I have used another instrument
at system level twice, in two consecutive years, in 1988 and 1989. Each of the
instruments was developed for a specific purpose and not for gathering data for this
study.
All three surveys at "Bellbird" High School were designed to determine the attitudes of
students, parents and teachers to aspects of the curriculum. They provided both
quantitative and qualitative data.
Basically, I have compared the 1979 and 1989 numerical data, and used the 1984 material
for confirmation of significant issues. In addition to using qualitative data from these
three instruments, I have also used comments from curriculum committee and School
Board documents and evaluation reports from the Living Skills Programme.
At system level, a questionnaire was designed to gather data about the provision of career
education and health education in high schools in the ACT. This instrument, included
questions about barriers to these programmes and strategies for overcoming the barriers.
The findings were distributed to the schools. The procedure was based on the 'Research,
Development and Diffusion' model.
People associated with the successful implementation of the programmes under
investigation were interviewed to find out what barriers they had faced, how they
overcame them and what suggestions they had for overcoming other baniers to these
programmes.
Using the data CO-jointly with the literature and my own knowledge of cumculum
implementation, I have proposed an action plan for "Bellbird" High School to extend the
provision of its student development programme to all students.
In conclusion, the suitability of the proposed action plan for use in other ACT high
schools is appraised and general principles for the system are drawn out.
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Stevenson, Mary-Jean Paula. "Barriers to development and implementation of school district nutrition and wellness policies in San Bernardino County, California." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3215.
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The primary research question to be answered from this study was: to what degree have school districts in the County of San Bernardino been able to respond to federal legislation mandating the design and implementation of local school wellness policies. A major finding was that the majority of districts have not yet implemented nutrition and wellness policies.
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Rastle, Margaret. "Individual Art Therapy Counseling with At-Risk Children in a School Setting." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210687329.
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Zadeh, Sheava T. "Academic achievement factors in children with chronic illness: A report based on the National Institute of Child Health and Human Development, from the Study of Early Child Care." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2421.
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The key question not addressed by the hierarchical model (Shavelson et al., 1976) is whether academic self-concept is reflected in relations with non-academic self-concept components (i.e. a between-network issue). The present study investigated the significance of physical self-concept, as a proposed mediator variable, to assess the relationship between anxiety/depression and school absence in children with chronic illness, which was hypothesized as Model A. Additionally, this research examined proposed mediator of absence in order to assess the relationship between physical self-concept and academic achievement, after controlling for academic self-concept, which was hypothesized as Model B. This study included participants from a comprehensive database of the Study of Early Child Care (SECC), by the National Institute of Child Health and Human Development (NICHD). This study will examine the health status, psychosocial factors, attendance, and academic functioning of children in the sixth grade at the time of data collection. Findings, related to Model A, suggest that when children, regardless of whether or not they are chronically ill, experience higher degrees of anxiety/depression, they are more likely to report having higher levels of negative physical self-concept and higher levels of school absence. Findings for Model B suggested that once academic self-concept was controlled, physical self-concept, while statistically significant, accounted for little actual variance in the number of days a student was absent from school. This finding was true among all students as well as those who were not chronically ill . Specifically, this finding did not hold true for chronically ill students.
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Shehane, Donna R. "Prediction of Student Completion of an Associate Degree Radiologic Technology Program." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2792.
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The primary purpose of this study was to investigate the admission/selection process of the Radiologic Technology Program at East Tennessee State University to ascertain predictive validity of the admission process and to identify specific indicators leading to program completion. The population for this investigation consisted of 510 students who had applied to East Tennessee State University and the Radiologic Technology Program from 1991 through 1993. Data were collected from institutional and program academic records. Correlation research was chosen to establish validity. One-way Analysis of Variance and t-test were applied to investigate different admission parameters and discriminate analysis was completed due to prior groupings in the initial academic analysis. An alpha level of.05 was selected for this study. The population (N = 510) consisted of four groups of students: Program completers (graduates), program non-completers, students interviewed/not admitted, and students not interviewed nor admitted. One way analysis of variance (ANOVA) determined significant differences in all admission parameters between the four groups. Discriminate analysis of program completers and non-completers found that curriculum GPA ranking was significant explaining 47% of the shared variance. The population of students admitted to the program (N = 110) was further statistically analyzed by t-Tests and no significant differences were identified between program completers and non completers. Based on the findings, the following conclusions were drawn: (1) The admission parameters utilized by the Radiologic Technology Program at East Tennessee State University were statistically significant in identifying differences among the four groups of students; (2) No significant differences were identified between program completers and non-completers; (3) The admission model utilized by the Radiologic Technology Program is equitable. The following recommendations were suggested: (1) Further studies should be conducted incorporating demographic factors; (2) Studies addressing selection parameter reliability should be conducted; (3) Reliability of each interview question should be ascertained; (4) Studies involving common admission parameters at different sponsoring institutions should be investigated, and (5) Incorporation of qualitative methodology regarding program completion versus non-completion could be beneficial.
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Hemberg, Johan. "Lärares tankar om hälsa : Vad lär idrottslärare ut om hälsa i skolan?" Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3241.
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Sammanfattning Syfte och frågeställningar Syftet med den här studien är att undersöka vad lärare har för tankar om hälsa och hur deras tankar påverkar undervisningen inom ämnet idrott och hälsa. De huvudfrågorna som har ställts i den här studien var: Vad är lärarnas tankar om hälsa? Vad lär idrottslärarna ut om hälsa under idrott och hälsa lektionerna? På vilka sätt görs hälsoundervisningen meningsfull inom idrottsämnet? Hur kan idrottslärare utveckla området hälsa inom idrottsämnet i skolan? Metod Ansatsen är den kvalitativa där det utvalda verktyget är intervju med öppna frågor. Utöver de huvudfrågorna skapades det underfrågor för att föra diskussionen. Lärare som är yrkeserfarna och utbildade inom idrottsämnet hade eftersökts. Dessa egenskaper var ett krav eftersom frågeställningarna berör hälsa inom ämnet idrott och hälsa. Intervjuerna utfördes antingen på plats eller via telefon och intervjufrågorna skickades i förväg. Samtalen spelades in och transkriberades elektroniskt. Alla lärarnas svar samlades under respektive fråga för att underlätta analysen. Svaren relaterades till den salutogena modellen. Resultat Sex tillfrågade lärare från Stor-Stockholm och sydöstra Sverige deltog. Idrottslärares tankar om hälsa handlade generellt om att ha en fysisk och psykisk hälsa så att man orkar med sin vardag mentalt. När lärarna jämför den gamla läroplanen Lpo-94 och den nya Lgr-11 så upplever de att de nu har en tydligare läroplan där det ställs högre krav på att hälsoaspekten är med i undervisningen. Lärarna var tidigt ute med att förklara vad som var genomförbart med nuvarande resurser. För att kunna genomföra lektioner som friluftsliv, åka skidor, skridskor och simma krävs att lektionstiden omstruktureras till något nytt. Lärarna ser att de skapar meningsfullhet i sin undervisning genom att upplysa sina elever utefter sina egna kunskaper och ge eleverna ett livslångt intresse för ett aktivt liv med många möjligheter att röra på sig. Slutsats Under mina år på lärarutbildningen har jag undersökt begreppet hälsa och hur det kan användas både ur elevernas och i det här tillfället lärarnas synvinkel. I enlighet med salutogena modellen och andra forskning, för att göra min egen undervisning så begriplig, hanterbar och meningsfull för mig själv och mina elever så gäller det att ta till vara andra lärares erfarenheter och kontinuerligt utveckla mig själv.Abstract Purpose and Research Questions The purpose of this study is to investigate how teachers view health and how their views influence the subject area of Physical and Health Education in schools. The main research questions that I asked in support of this purpose are: How do teachers view health? What do teachers teach in the subject area? How do teachers inspire and create meaning in the subject area? How can teachers develop the instruction of health in the subject area of Physical and Health Education? Method The method of analysis was qualitative and the chosen tool of investigation was interview with open questions. Questions, in addition to the main research questions, were designed to facilitate discussion during the interview. Experienced teachers educated in at least Physical Education were targeted for interview. The interviews took place either at the place of work or by telephone and interview questions were made available beforehand. The interviews were digitally recorded and electronically transcribed. The answers from each teacher to the same question were compiled and compared. The answers were then analysed in relation to the Salutogena Model. Results Six teachers who were approached, from Stockholm and Southeast Sweden volunteered to participate. The teachers were in general agreement that they viewed health as having both a physical and psychological component and that both need to be addressed to have sustainable health. Upon comparison of the older curriculum (Lpo-94) with the most recent (Lgr-11), the teachers believed that they now have clearer guidelines on what to teach in health education and also that there are higher expectations both on the student and teacher now compared to before. The teachers were quick to point out development opportunities within their field. Not least, they recommend that lecture hours need restructuring in order to facilitate meaningful outdoor education. The teachers generally believe that they create a meaningful environment for students by individually highlighting for each student their particular strengths and how they can apply those to foster a lifelong interest for an active lifestyle. Conclusion During my years in this Education degree, I have investigated the definition of health and how it can be used by students, and in the present study, teachers. In agreement with the Salutogena Model and other research in the area, I have learned from the present study that it is vital that I utilize the experience of other teachers, in addition to continuously developing myself in order for my lessons to be as understandable, useable and meaningful as possible for students.
Studiegång Idrott, fritidskultur och hälsa skolår F-6. Ht 2013
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Higginson, Kelsey. "Distraction, Enjoyment, and Motivation During an Indoor Cycling Unit of High School Physical Education." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5700.
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With the increased rate of overweight and obese youth in the United States many people began looking for ways to increase youth exercise quality and habits; one such way was by using an external distraction during exercise to increase personal motives toward exercise. This study involved 81 high school aged students enrolled in a required physical education class. Students rode an indoor cycling bike for 20 minutes while wearing a heart rate monitor. They were told to maintain a heart rate between their 70 and 79% maximum heart rate. Every 5 minutes students were asked to rate how hard they thought they were working, using a modified rating of perceived exertion scale, and how much they were enjoying the activity. At the end of each day, students were asked if they would continue to cycle if given the option. The first two days had no distraction, days 3 and 4 had class selected music playing, and days 5 and 6 had a class selected movie showing at the front of the room. There is no significant difference in heart rate or rating of perceived exertion between no distraction and adding music, but when a movie is played, both heart rate and rating of perceived exertion decrease significantly. However, a similar decrease in heart rate and rating of perceived exertion is also seen in the control group on the same days of data collection. Including a distraction while exercising has no significant effect on enjoyment of the activity or intention to persist in the activity. Females have significantly higher intrinsic motivation levels throughout the course of data collection, and males' intrinsic motivation significantly declines with each progressive condition. As the decline in heart rate and rating of perceived exertion is seen in both control and treatment groups the decline is possibly influenced by unaccounted for factors such as hard bike seats, boredom, or teacher pedagogy. These factors could potentially account for the decrease in intrinsic motivation during the last two days of data collection.
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Hamlett, Nyah Donnielle. "An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided through a School-Based Mental Health Program." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898656.
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There are profound implications for students who suffer from mental illness, have unmet social emotional needs, and those who are being taught by ill-prepared teachers with little self-confidence in their ability to adequately address student needs. Teachers spend a significant amount of time with students who experience social and emotional challenges which requires relevant high quality professional development to learn how to recognize possible student mental health issues and to collaborate with internal and external partners to address these issues. This study employed Stufflebeam’s Context, Input, Process, and Product (CIPP) Program Evaluation model to determine the context, input, process, and product of a social emotional support services (SESS) program. A mixed methods design was used to conduct the evaluation to determine the value, worth, and merit of the program for educators and school districts who understand that a narrow focus on academic achievement is no longer adequate for all students to succeed in and out of school. In order to determine the value of the program, participating teachers were asked to respond to survey evaluation questions through the use of the Teachers’ Sense of Self Efficacy Scale (TSES). The TSES (Appendix A) is a reliable and valid instrument that is designed to determine what creates the most difficulty for teachers in the areas of student engagement, instructional practices and classroom management. Additionally, teachers were asked to respond to questions that provided information regarding their teaching demographics (i.e., years of experience, level of instruction, etc.), implementation of learned skills, and unique success stories and challenges they have faced. Data analysis was conducted to identify differences between respondent demographics and actual survey questions. Although significant gaps were not revealed, relevant findings and recommendations were able to be made.
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Nguyen, Thi Lan Anh. "The Development of a conceptual framework and model of sexual health education in upper secondary schools in Northern Viet nam." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581442.
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Nearly half the Vietnamese population is under 25years, and among this group, there is a rapidly rising incidence HIV and STD’s. There is an urgent need to develop strategies to improve young people’s knowledge and understanding of sexual health. Currently, teachers lack the knowledge and confidence to effectively teach sexual health and there was no conceptual framework underpinning the curriculum (Thanh, 2010). This study developed a conceptual framework and model for sexual health education programmes for upper secondary schools in North Viet Nam and made recommendations for education policy and practice. The study methods were based on the first cycle in action research, an approach recognised in Viet Nam for changing professional practice. Key to this study was Jarvis’ (2004) description of lifelong learning, Kolb’s (1984) experiential learning cycle and Problem Based Learning teaching documentation and discussions with Vietnamese government officials and NGO’s working in sexual health. The findings revealed that most pupils did not understand or did not practice safe sex, and all wanted more knowledge and information. Teachers reported limited knowledge and a reluctance to teach this subject. When the new conceptual framework and models were piloted, they were seen as accessible, acceptable and appropriate for the education system in Viet Nam, and demonstrated measurable changes in teaching and learning. The study is unique, in that it was designed with ministerial support for strategic implementation and sustainability. The Vietnamese government has accepted it. At their instigation, the research is already being used by an international working group for sexual health education in schools. It is also being used by a second international group, working to improve nurse education, and as a result is being piloted in undergraduate nursing programmes.
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Jennings, Mindy Layne. "How Has the Current Rise in Death by Suicide Among Adolescents Led to the Development of Evidence-Based Practices and Programming within a U.S. Middle School Curriculum to Address Mental Health Issues?" Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1593644221318441.
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Joubert, George Frederick. "The influence of a holistic fitness programme on the development of positive attitude’s in learners at a multi-grade school." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/2139.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2010.This research investigates the influence of a 12 week holistic fitness programme on learner attitudes in three multi-grade schools in the Wellington area of the Western Cape. A sample of 38 (N= 21 males and N=17 females), grade 4 multi-grade learners participated in the study. The study also tests whether an evaluation model as applied in this research: a) Can give insight into how to develop a fitness programme and assist to refine and improve such a program; b) Assists, through evaluation and attitudinal evaluation questionnaires to identify the various components of a fitness programme that can be modified to optimise the outcomes of the programme. It was found that the structure provided by the holistic fitness programme encouraged in significant positive attitudes toward all seven sub-domains of the CATPA inventory. It is concluded that the participation in a structured fitness programme is confidently associated with the development of more positive attitudes.
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McConnell-Smith, Sharon Lacretia. "School Administrator and Staff Member Perceptions of a Teenage Pregnancy Prevention Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/757.
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Mississippi is among the states with the highest teenage pregnancy rates, and the study site is among the high schools with the highest teenage pregnancy rates in the state. The purpose of this qualitative case study was to identify successful practices and areas for improvement in the implementation of a teenage pregnancy prevention program (TPPP) at the study site based on the perspectives of school administrators and staff members. Bandura's social cognitive theory provided a conceptual framework for considering behaviors and the social contexts in which they occur. Twelve participants were interviewed, including 3 administrators and 9 staff members. Data were analyzed using open coding to identify themes. Findings indicated that, according to the perspectives of the 12 participants, the evidence-based TPPP positively influenced the students by providing a structured curriculum for classroom teaching; promoting small-group discussions; and implementing an abstinence approach to prevent teenage pregnancy, HIV, and STDs. Strengths identified included the use of various instructional techniques and a general support for communication. Areas for improvement included scheduling, school staff and parent buy-in, and knowledge about specific problems related to risk-taking behaviors. Social change implications of this study include increased awareness among adult stakeholders of practices that support successful implementation of a TPPP and enhanced ability to make positive decisions about sexual behaviors among students. School officials could apply the findings to strengthening the effectiveness of the school's TPPP. Students may benefit from improved TPPP instruction by being better prepared to prevent teenage pregnancy, HIV, and STDs.
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Bereza, John Matthew. "An Exploratory Study Examining The National School Lunch Program; How It Functions On a Daily Basis; And How It May Be Improved." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242334507.
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Kela, Gerald M. "Sustainable health-promoting physical education in the upper primary and junior secondary phases of schools in the Zambezi Region of Namibia: Developing guidelines for curriculum development." University of Western Cape, 2019. http://hdl.handle.net/11394/7431.
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Philosophiae Doctor - PhDThe health benefits associated with physically active lifestyles are well known and the World Health Organisation has acknowledged its significance in preventative and rehabilitative health care. It is recommended by the World Health Organisation that children, aged 6 to 17 years, should participate in 60 minutes of moderate-to-vigorous physical activity on a daily basis
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Boggus, Katrina. "Teaching: The Fire In My Heart." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/144.
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Through my experiences interning as a first-year teacher of underprivileged students, I have learned that being an educator is more than a career, it is a lifestyle. It is not a job title, but an identity we inhabit. This year my role as an educator consumed every part of me; mind, body, and soul. It pushed me to analyze my identity, critique my privilege, study learning theories, implement various pedagogies, evaluate meaningful content and research contextual situations. Through this process of self-discovery and research, I have determined my educational philosophy to be: children are born with greatness and have unique experiences that can be crafted into excellence through emancipatory environments that are mentally, physically, and socially inclusive.
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Caparanis, Lacey B. "Adolescents' Interpretations of Bullying." Marietta College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1430096196.
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Anjos, Isabelle de Vasconcellos Correa dos. "Dança educativa e o desenvolvimento motor de crianças." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/5/5141/tde-25082017-083815/.
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A proposta deste estudo foi comparar o desenvolvimento motor de crianças que praticaram Dança Educativa com o desenvolvimento motor de crianças que não praticaram e verificar a permanência dos resultados obtidos, após seis a oito meses do término da intervenção. O estudo foi realizado com 85 crianças matriculadas no 1º ano do Ensino Fundamental de duas escolas da zona sul de São Paulo, randomizadas por sorteio em dois grupos (intervenção e controle). Os dois grupos tiveram seu desenvolvimento motor avaliado em três momentos: antes da intervenção, após a intervenção e após seis a oito meses do término da intervenção. O grupo intervenção participou de um programa de aulas de Dança Educativa por sete meses. Foram excluídas da análise as crianças com deficiência intelectual e/ou física, prematuras, entre outros critérios de exclusão. Os resultados indicaram que as crianças que participaram do programa de Dança Educativa obtiveram ganhos significativos em seu desenvolvimento motor geral e nas bases: equilíbrio, praxia fina e global, em comparação às crianças que não participaram. Foram analisados através de comparação dos resultados dos grupos controle e intervenção com os testes qui-quadrado e test t. A Dança Educativa auxiliou na evolução do desenvolvimento motor de crianças e seus resultados mantiveram- se, parcialmente, meses após o término da intervençãoThe purpose of this study was to compare the motor development of children who practiced Educational Dance with the motor development of children who did not practice and to verify the permanence of the results obtained after six to eight months after the intervention. The study was carried out with 85 children enrolled in the first year of Elementary School in two schools in the south of São Paulo, randomized by lottery into two groups (intervention and control). The two groups had their motor development evaluated in three moments: before the intervention, after the intervention and after six to eight months after the intervention. The intervention group participated in an Educational Dance class program for seven months. Children with intellectual and / or physical disabilities, premature, and other exclusion criteria were excluded from the analysis. The results indicated that children who participated in the Educational Dance program achieved significant gains in their general motor development and on the basis of balance, fine and overall praxis, compared to children who did not participate. They were analyzed by comparing the results of the control and intervention groups with chi-square and t-tests. The Educational Dance helped in the development of children\'s motor development and their results were maintained, partially, months after the end of the intervention
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Head, Michael John. "The development of health locus of control scales and a user's guide as a contribution to the personal education of thirteen and fourteen year old pupils in secondary schools." Thesis, University of Bath, 1986. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760548.
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Lotycz, Amanda L. "THE EFFECTIVENESS OF SOCIAL SKILLS INSTRUCTION ON PRO-SOCIAL BEHAVIORS IN AN ELEMENTARY, ENGLISH LANGUAGE LEARNER POPULATION." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1346722789.
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Savard, Jedidiah S. "Reducing Adolescent Anger and Aggression with Biofeedback: A Mixed-Methods Multiple Case Study." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499119177225382.
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Maxwell, Karen Elizabeth. "Designing the Plane While Flying It: A Case Study on Nursing Faculty Development during Academic Electronic Health Records Integration in a Small Liberal Arts College." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1930.
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The expectation of graduating nurses today is to be knowledgeable and responsive to rapidly changing technology in the health care environment. Although federal mandates, Institute of Medicine (IOM) recommendations, and nursing program accreditation initiatives are pushing an "informatics" healthcare agenda by promoting the implementation of electronic health record (EHR) systems by 2014 in all healthcare facilities, very few US nursing schools provide students with access and training in, EHR systems. In addition, nursing faculty may not have a clear understanding of healthcare informatics; the use of information and technology to communicate, manage knowledge, mitigate error, and support decision-making. Nursing education must address faculty issues related to this innovative paradigm in order to keep pace and participate as co-creators of relevant informatics technology curriculum that prepares graduates for real life workforce.
Understanding the challenges, concerns, and successes in implementing informatics may help nurse educators as they develop curriculum and teach in this environment. This case study explores and describes, with nursing faculty of a small liberal arts college, faculty knowledge, skills, and attitudes (KSAs) as they participate in an action research framed curriculum development program for informatics academic EHR (AEHR) integration. The research question:What is the experience of nursing educators and nursing faculty members involved in the integration of an AEHR project framed in the Learning by Developing model at a small liberal arts college school of nursing?
Significant insights as participants in the study influenced nurse educators' ideas regarding collaborative curricular design, meaningful assignments, and the importance of feedback.
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Scriven, Elizabeth H. "DISCOVERING THEMES: DISABILITY IDENTITYDEVELOPMENT AS IT PERTAINS TO PEOPLEBORN WITH SPINA BIFIDA." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1559730463371335.
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Mathews, Rachel Elizabeth. "The Influence of Paternal Factors in Predicting the Pathogenesis of Anxiety in Preadolescent Girls: A Path Analysis." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1592752678554884.
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Luken, Eleanor. "Children's power over play a cultural geography of playspaces in America /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250614916.
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Thesis (M.S.)--University of Cincinnati, 2009.Advisor: David Saile. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: children; vernacular architecture; playscapes; childhood; playground. Includes bibliographical references.