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Foster, Sarah E. "Student Empowerment Through Digital Storytelling." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405356.
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Kirk, Chris Michael. "Student empowerment and empowering academic settings." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5360.
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Despite multiple reforms, the education system of the United States continues to leave students behind, particularly those from marginalized groups. Student empowerment is defined as a process by which students gain more control over their lives and develop empowered academic outcomes including competence, self-determination, and a sense that their voice is heard. The current study expands the literature on school climate and applies the literature on empowering settings to an urban, public high school with the goal of identifying characteristics of schools which are related to student empowerment.
A qualitative case study was conducted using observations, focus groups, and interviews on one urban high school campus. A participant research team collected and analyzed data over the course of one semester. A conceptual model of student empowerment was developed for this study and used to interpret the data.
Results identified a total of eleven characteristics which were related to student empowerment. Empowering classrooms were characterized by positive relationships (teachers believed in students, high sense of community in class, equitable teacher-student roles) and opportunities for classroom involvement (shared decision-making in class and engaging classroom practices). On the school level, the impact of positive traditions, valuing of student leadership, and embracing cultural diversity were connected to student empowerment along with adequate resources and sense of community and empowerment among staff. The results supported the conceptual model by identifying characteristics of academic settings which related to student empowerment and the development of empowered outcomes.
The current study presents a valuable addition to the literature by extending the literature on school climate to include the concepts of power and empowerment, while applying the literature on empowering settings to a public high school setting. Implications for educational reform and future research are discussed. Suggestions include expanding school evaluations, enhancing teacher training, and modifying curriculum. Future research questions include measuring the identified characteristics across settings and empirically testing programs, policies, and practices designed to promote student empowerment. Limitations and future directions are discussed.Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
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Boaventura, Patricia Silva Monteiro. "Defining student participation and empowerment in higher education." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/16049.
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Customer participation has been studied for decades; however, it gained a postmodern perspective around the year 2000. Customers have become co-creators of personalized experiences, moving from the audience to the stage. In the educational context, students must take responsibility for their learning process and participate in the production of the service. This changing is providing opportunities and challenges for higher education institutions (HEIs) to redefine their relationship with stakeholders, especially with students. This study is based on the service dominant logic (SDL) perspective because students are assumed to take the role of co-creators of knowledge in the educational setting. The research uses adapted frameworks and concepts applied in organizational, knowledge-intensive business services (KIBS) and also medical studies to advance the understanding of value co-creation in the HEI context. The current study addresses a lack of research in the higher education context focusing on defining students’ participation and students’ empowerment in higher education context. An empirical investigation was developed with traditional schools in Brazil. This investigation allowed the description of the constructs in the specific context. The description of student participation in HEIs context reflects the relevance of three dimensions – information sharing, personal interaction and responsible behavior. In the Brazilian context, responsible behavior is the weakest dimension in the construct, because the responsibilities are unbalanced between students and professors. The main reasons identified for this unbalanced relation were cultural issues and local regulation. Student empowerment was described as composed by four dimensions – meaningfulness, competence, impact and choice; however, one of them – choice – was identified as the weakest dimension, facing cultural and bureaucratic barriers for implementation in the Brazilian educational context. Moreover, interviewees spontaneously cited the idea of trust in the faculty as an important antecedent of student participation that must be considered when analyzing student participation and empowerment mechanisms. An additional contribution was the proposal of a theory-based framework for understanding the service dominant logic perspective in the HEI context, in which student participation and student empowerment were explored as mechanisms leading to positive student behavior toward institution.
A participação dos clientes tem sido estudada ao longo de décadas; no entanto, ela ganhou uma perspectiva pós-moderna em torno do ano 2000. Os clientes tornaram-se cocriadores de experiências personalizadas, movendo-se da plateia para o palco. No contexto educacional, os alunos devem assumir a responsabilidade por seu processo de aprendizagem e participar da produção do serviço. Esta mudança tem gerado desafios e oportunidades para as instituições de ensino superior (IES) redefinirem suas relações com seus stakeholders, especialmente com os estudantes. Este estudo baseia-se na perspectiva da lógica dominante de serviços (SDL), porque os alunos assumem o papel de cocriadores do conhecimento no ambiente educacional. A pesquisa utiliza frameworks e conceitos adaptados de estudos de organizações de serviços intensivos em conhecimento (KIBS) e também de estudos médicos para avançar na compreensão da cocriação de valor no contexto das IES. O estudo tem objetivo de definir os conceitos de participação do aluno e de “empoderamento” no contexto do ensino superior. Uma investigação empírica foi desenvolvida com escolas tradicionais no Brasil. Esta investigação permitiu a descrição dos construtos no contexto específico. A descrição da participação dos alunos nesse contexto reflete a relevância de três dimensões - compartilhamento de informações, interação pessoal e comportamento responsável. No contexto brasileiro, comportamento responsável é a dimensão mais fraca do construto, porque as responsabilidades estão desequilibradas entre alunos e professores. Os principais motivos identificados para este desequilíbrio foram questões culturais e de regulamentação local. O “empoderamento” do estudante foi descrito como composto por quatro dimensões - significado, competência, impacto e escolha; no entanto, uma delas - escolha - foi identificada como a dimensão mais fraca, enfrentando barreiras culturais e burocráticas para uma adoção mais forte no contexto educacional brasileiro. Adicionalmente, os entrevistados espontaneamente citaram a confiança no corpo docente como importante antecedente da participação do aluno que deve ser considerada quando se analisam os mecanismos de participação e “empoderamento”. Como contribuição adicional foi proposto um framework teórico para a compreensão na perspectiva da lógica dominante serviço no contexto de IES, no qual a participação dos alunos e o “empoderamento” dos alunos foram explorados como mecanismos que podem levar a um comportamento dos alunos mais positivo em relação à instituição.
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Bosley, Cheryl L. Markuten. "Organizational Culture and Student Empowerment in Baccalaureate Nursing Programs." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1132349909.
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Banda, Emmanuel. "Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.
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Sullivan, Anna M. "Student empowerment in a primary school classroom : a descriptive study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1068.
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Empowering students to take control to lead functional and fulfilling lives should help them meet their needs for power and belonging, and enable them to realise their social goals. Such an outcome should positively affect students' achievement motivation. However, there is little understanding and research on the construct of student empowerment particularly in the primary school context from the teacher and student perspective. Teachers have a power-over relationship with students and arc in a position to decide how they exercise that power. Teachers who choose to enable student empowerment can share power with students to establish positive forces of power, namely power-with and power-to. This exploratory research examined the nature of student empowerment and how it can be enabled. A descriptive study using ethnographic techniques was conducted in a primary school classroom. Findings suggest that there are two dimensions of student empowerment: intrapersonal and interpersonal empowerment, which supports existing literature. Moreover, they build on the literature by indicating that intrapersonal empowerment is the ability and capability of students to pursue appropriate and complementary social and achievement goals through the establishment of agendas. Interpersonal empowerment is the pursuit of goals by students that are not in conflict with peers or the teacher. It is a sense of collective autonomy with peers and the teacher. This research indicates that student empowerment is a fluid and fragile phenomenon, but also one that the teacher can contribute to. The findings of the study suggest that teachers can enable students to become empowered by sharing power with students. Teachers can share power with students by facilitating the pursuit of students' agendas to help them coordinate their pursuit of appropriate social and achievement goals. That is, teachers can adopt beliefs and establish structures, processes and an environment conducive to student empowerment. These findings have led to the development of a framework, which describes the variables enabling student empowerment and their interrelationship. Finally, this study indicates the importance of student empowerment to enabling students to realise their social and achievement goals and meet their needs for power and belonging, thus enhancing motivation and achievement,
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Jackson-Crossland, Barbara A. "The relationships between teacher empowerment, teachers' sense of responsibility for student outcomes, and student achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974618.
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Hoague, Sarah. "Student Voices: New Experiences, Empowerment, & Moral Development in Physical Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1532537250017522.
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Christensen, Doran H. "Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-day Saint (LDS) Seminary Students." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1166.
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Many students appear to be disinterested and unengaged in traditional classroom settings. Numerous educational theorists suggest that students need current technology and communication in order to get students more involved in classroom discussion. This study examined a group of Latter-day Saint (LDS) students who were not involved vocally in the classroom (communication apprehensive), yet were highly involved in peer-to-peer communication via technology outside of the classroom. Issues of power are critically examined utilizing LDS and Freirean lenses of student voice, democracy, and empowerment. These issues are consistent with the LDS Church Educational System’s efforts to help students to explain, share, and testify of gospel truths. Student surveys concerning the use of technology and communication were instrumental in selecting a purposeful sample of five students for further study. These students, ranging from grades ninth to twelfth, were interviewed regarding their perceptions of the potential of educational technology implementation in LDS seminary classrooms in an effort to engage the communication apprehensive students. The data derived from this multiple case study design were analyzed using constructed grounded theory. Several key findings emerged through the analysis. The participants felt that some form of communicative technology could be empowering and advantageous to apprehensive students. However, the technological tool selected should be innovative and independent of currently existent resources. The participants also noted that some degree of communication apprehension still exists when using communicative technology. Ultimately, it is people who empower and give voice to the apprehensive student, not technological mediums alone.
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Richardson, Lisa. "When Urban Education Meets Community Activism: A Case of Student Empowerment in New Orleans." ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/13.
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This is an ethnographic study of urban education and community development in the city of New Orleans. In New Orleans, as in all American cities, the public schools are at the center of local politics and the policies that affect community life. Institutions of public education have come under fire for failing to prepare youth to compete in the global economy. This is particularly true in urban communities, where schools serve a higher proportion of students of color facing greater incidences of poverty, underemployment and economic distress. As education policymakers and business leaders look to improve education, many of the solutions put forth to reform schools focus on meeting state standards and instituting high stakes testing. A group of educators, community activists, artists, and young people in New Orleans have taken a different approach. By combining classroom learning with social action, the individual and collective empowerment of students serves as the focus of Students at the Center, a program designed by a writing teacher and his students, that operates within the public school system. Through community-based study on environmental, public health, neighborhood development issues, young people in the Students at the Center program begin to see the learning process, and the product of their education as tools for equitable social change through research, writing, youth media, and social action. This research examines the ways that taking part in community collaborations that emphasize local history, a sense of place, and the struggle for social justice affects students, teachers and residents as they strive to make education accountable to community concerns.
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Lee, Seung Suk. "Relationships among leadership empowerment, job satisfaction, and employee loyalty in university dining student workers." [Ames, Iowa : Iowa State University], 2008.
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Peel, Patricia Smith. "The relationship of teacher empowerment and pupil control ideology to student school self-concept /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946286.
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Dotson-Blake, Kylie Phares. "A praxis of empowerment: Critically exploring family-school-community partnerships in Mexico and the United States." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1550154052.
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Miranda, Mouchrek Najla. "Empowerment in the Transition to Adulthood: Supporting Career Exploration in College Using Participatory Design." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90893.
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Developmental challenges in the transition to adulthood call for a process of empowerment that supports young people in guiding themselves and building capacities toward adult commitments and roles. The purpose of this study is to investigate empowerment in emerging adulthood, aiming to develop interventions to promote college student developmental outcomes, particularly in career exploration processes.
A process of theory construction generated an innovative model of developmental empowerment in the transition to adulthood. Empowerment is conceptualized as a systemic process that emerges through the ongoing interaction between individual and relational environment. Empowerment constructs include personal agency and sense of purpose (as internal experiences), and mentoring and engagement in community (as external experiences).
In the first study, a survey investigated empowering experiences in college among Virginia Tech students (N= 255). The findings support the theoretical model, confirming the salience and interdependence of the four main empowerment constructs. Preliminary evidence suggests relevant connections among the empowerment constructs and outcomes such as definition of life goals and career identity. Additionally, qualitative findings offered insights about the role of mentors and community in relation to empowerment.
In its second phase, the research project narrowed the focus to study how the empowerment framework may be used to support the process of career exploration in college. The final study integrates the conceptual model and findings from the first study in a participatory design-based intervention for Virginia Tech first-year students exploring career options (N=126). A series of workshops generated an extensive data collection, yielding further investigation about empowerment, definition of life goals and career identity. Qualitative and quantitative data analysis demonstrate that the intervention improved scores for agency and purpose, besides improving student career adapting responses, major decidedness, and progress in career choice. Participants also advanced self-knowledge and purpose-driven orientation, and developed personal criteria for choice of major and career.Doctor of Philosophy
In the transition to adulthood, young people need to learn how to make autonomous decisions, guide themselves, and build capacities to commit to adult roles and responsibilities. Deciding a career and pursuing education are good examples of tasks requiring self-knowledge and empowerment in this period. In this dissertation, we present studies about empowering settings to support development in this period of life, in particular for college students. Besides presenting a model of empowerment which includes internal processes and experiences in community, we propose a series of workshops using design techniques to empower and guide students exploring career options.
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Bergstedt, Fredrik. "Ett verkligt inflytande? : Lärares och elevers syn på elevinflytande i engelskundervisningen." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59524.
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Huvudsyftet med denna undersökning har varit att undersöka och jämföra lärares och elevers uppfattningar av lärares arbete med elevinflytande i engelska A-undervisningen på gymnasiet. Det andra syftet har varit att beskriva hur den nya ämnesplanen för engelska (Gy 2011) förändrats vis-a-vis ämnesplanen och kursplanerna för engelska (Gy 2000) och vad dessa förändringar kan få för effekt på lärares fortsatta arbete med elevinflytande i engelskundervisningen. Undersökningen genomfördes med utgångspunkt i följande huvudfrågeställningar: (1) hur förhåller sig lärare respektive elever till begreppet elevinflytande samt (2) vilka förändringar återfinns i de nya styrdokumenten för engelskundervisningen i Gy 2011 och hur kan det påverka lärares arbete med elevinflytande? Metoderna som tillämpats i undersökningen har varit kvalitativa semi-strukturerade intervjuer med lärare och elever, en enkätundersökning som riktades till elever och en jämförande textanalys av ämnesplanen för engelska Gy 2011 och Gy 2000. Dessa tre metoder valdes med utgångspunkten att kunna triangulera och på så vis jämföra det insamlade datamaterialet. Analysen av datamaterialet har gjorts med koppling till styrdokument, teori och tidigare forskning med anknytning till ämnesområdet. Resultatet av undersökningen visade på att lärares och elevers uppfattningar av elevinflytande i många avseenden är lika. Både lärare och elever uppfattar att elevinflytande handlar om att påverka, vara delaktig och valmöjligheter. Vidare uppfattar lärare och elever att ett verkligt inflytande innebär att eleverna både känner och faktiskt har möjlighet att påverka undervisningen. Lärarens roll när det gäller elevinflytande i engelskundervisningen är att vara lyhörd och öppen för elevernas förslag. Elevens roll är att aktivt kunna förmedla sina förslag och synpunkter till läraren. När det gäller lärares arbete med elevinflytande i engelskundervisningen så framgick det av svaren att det till största delen är hur arbetet ska genomföras som eleverna har möjlighet att påverka medan vad arbetet ska innehålla till större delen väljs utifrån alternativ som styrs av lärarens tolkning. Textanalysen av den nya ämnesplanen (Gy 2011) visade på att styrdokumentet innehåller förändringar vad gäller struktur, kommunikation, elevperspektiv och ansvar. Under rubriken "Centralt innehåll" i kursbeskrivningarna finns ett krav som ger utrymme för ökat elevinflytande. Vissa av lärarna var dock inte säkra på att det skulle generera ett ökat elevinflytande då de menar att lärarens tolkning fortfarande är utgångspunkten.The primary aim of this study has been to examine as well as compare teachers’ and students’ views on student influence in English teaching (English A) at upper secondary school. The secondary aim of the study focused on describing how the new English curriculum (Gy 2011) have changed vis-à-vis the previous English curriculum (Gy 2000) and what impact these changes might have on teachers approach to student influence in English teaching. The study was carried out with the following research questions in mind: (1) how does teachers and students interpret student influence and (2) what kind of changes can be found in the new English curriculum (Gy 2011) and how might these changes affect teachers’ approach to student influence? The applied methods in this study have been qualitative semi-structured interviews with teachers and students, a survey aimed at students and a comparative textual analysis of the two curricula, Gy 2011 and Gy 2000. In order to triangulate the collected data, these three methods were chosen. The data analysis is based on the two curricula, theory and previous research connected to the specific subject area. The results of the study indicated that teachers’ and students’ interpretations of student influence were in many ways similar. Teachers as well as students think of student influence as participation, being involved in the decision-making process and being able to choose between options. In addition, teachers’ and students’ definition of a veritable influence is that students both feel that they have an opportunity to shape their English education and that they actually have an opportunity to shape their English education. The role of the teacher, when it comes to student influence in English teaching, is to be perceptive and open-minded to students’ suggestions. The role of the student is to voice his or her opinions and give suggestions to the teacher. In regard to how teachers are working with student influence in their English teaching, answers from the interviews and the survey indicated that students mainly have an opportunity to influence how the classroom activity can be carried out. The content of the classroom activity is still the teacher’s prerogative. If the students are given choices, these choices have usually been framed by the teacher. The results of the textual analysis of the new English curriculum (Gy 2011) showed that changes have taken place in the new curriculum in areas such as structure, communication, student perspectives and student responsibility. A requirement in the new curriculum was found that could lead to more student influence. However, some of the teachers were not really sure that it could generate more student influence. In this regard, they highlighted the authority of a teacher’s opinion.
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Noland, Aaron K. "THE RELATIONSHIP BETWEEN TEACHER TRANSFORMATIONAL LEADERSHIP AND STUDENT OUTCOMES." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123168677.
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Oscarsson, Maria, and Karin Malmström. "Nyblivna föräldrars erfarenhet av att delta i studentledd föräldragrupp under graviditet : en utvärdering." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-59774.
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Abstrakt Bakgrund: Att bli förälder är en omvälvande händelse. Stöd i föräldraskapet såväl individuellt som i grupp ska erbjudas till alla blivande föräldrar. Målet med föräldragrupper är bland annat att ge föräldrarna stöd och kunskap samt tillfälle till att skapa nya kontakter och chans att ställa frågor om graviditet, förlossning och föräldraskap. Stöd i föräldraskapet ska öka föräldrarnas självförtroende och lyfta fram deras egen förmåga. I Kalmar län finns ett samarbete mellan mödrahälsovården (MHV) och barnmorskeprogrammet på Linnéuniversitetet som innebär att blivande föräldrar i länet erbjuds att delta i föräldragrupper ledda av barnmorskestudenter under handledning av barnmorska/lärare. Det behövs ett fortsatt arbete för ökad kvalitet, likvärdighet och jämlikhet i hälso- och sjukvårdens föräldrastöd och det efterfrågas uppföljning och utveckling av insatserna. Syfte: Syftet med studien var att utvärdera nyblivna föräldrars erfarenhet av att delta i studentledd föräldragrupp under graviditeten. Metod: Metoden var en retrospektiv tvärsnittsstudie med kvantitativ ansats. Datainsamlingen har gjorts med hjälp av enkäter. Enkäten var utformad med både öppna och slutna frågor. Totalt besvarades 45 enkäter av deltagare i de studentledda föräldragrupperna som hölls på Linnéuniversitetet under våren 2016. Enkäterna analyserades med statistikprogrammet GNU PSPP version 0.10.2-g654fff. Resultat: Studien visar att deltagarna i föräldragrupperna var en homogen grupp. De flesta av respondenterna var nöjda med gruppstorlek, utformning och antal träffar. Överlag uppges att ämnen som rör förlossningen togs upp tillräckligt medan det efterfrågades mer information om tiden därefter. De allra flesta respondenter tyckte det var positivt att föräldragrupperna letts av barnmorskestudenter och alla respondenter uppgav att de skulle rekommendera andra att delta i liknande träffar. Resultatet visar också att det stora flertalet tyckte att det var för lite tid att lära känna de andra deltagarna, få uppgav att de har kontakt med andra deltagare efteråt. Konklusion: Nyblivna föräldrar upplevde det positivt att delta i studentledda föräldragrupper under graviditeten och alla skulle rekommendera andra att delta i liknande grupper. Det var en homogen grupp med hög socioekonomisk status som deltog. Få deltagare hade kontakt med andra från gruppen trots att de uppgav detta som viktigt vilket indikerar att för lite tid gavs för deltagarna att lära känna varandra.Abstract Background:To become a parent is an overwealming experience. Support in parenthood both individually and in group shall be offered to all parents to be. The aim of having parenthood education classes is to give parents support and knowledge and to give an opportunity to create new contacts and a chance to ask questions about pregnancy, childbirth and parenthood. Parenthood support shall increase the parents selfesteam and bring out their own ability. In the region of Kalmar there is a cooperation between the antenatal care-unit and the midwifery course at the Linnaeus university that means that parents to be is offered to participate in parenthood education classes led by midwifery-students under supervision of a midwife/teacher. There is a need for improvement in quality, equivalence and equality within the parenthood support in the antenatal care system in Sweden and development and follow-ups of the actions are requested. Aim: The aim of the study was to evaluate new parents perceptions of participating in studentled parenthood education classes during pregnancy. Method: The method was a retrospective cross-sectional study with a quantitative approach. Data were collected through a questionaire survey. The questionaire contained both open and closed questions. A total of 45 questionaires were answered by participants of the student-led parenthood classes that were held at the Linaeus university during the spring of 2016. The questionaires were analyzed in the statistics program GNU PSPP version 0.10.2-g654fff. Result: The result shows that the participants in the parenthood classes had a great demographic simularity. Most of them where pleased with the size of the group, the formulation and the number of groupmeetings. Alltogether subjects that concerned childbirth were considered mentioned enough but more information about the time following was requested. A majority of the respondents thought it was positive that the classes where held by midwifery-students and all of them would recommend others to participate in simular classes. The result also showed that most of the participants felt that too little time was given to get to know each other, a few of them said that they stayed in contact with other participants afterwards. Conclusion: New parents perception of participating in studentled parenthood education classes during pregnancy were positive and they all recommended others to do the same. It was a homogeneous group with high socioeconomic standard that participated. Only a few of the participants stayed in contact with each other even though many mentioned it as important. This indicates that too little time was given to the groupmembers to get to know each other.
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Hamilton, Mauricette Ann. "We grow in the shade of each other: A study of connectedness, empowerment and learning in the middle years of schooling." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/22de170c1fd76442d060171ac912ad07919f57e379a0c089a86f46753f1d3511/3475008/64899_downloaded_stream_124.pdf.
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Learning is enabled in an environment that promotes connectedness. This belief led me to an exploration of connectedness and the discovery that connectedness has more than one connotation in the literature. For some it means making connections within curriculum areas, which is closely associated with the understanding that connectedness means teaching and learning within a community of learners. Another body of literature understands connectedness as a person's sense of belonging within the family, school and wider community. Embedded in all these understandings of the term is either implicit or explicit reference to empowerment. An exploration of learning necessarily involves an exploration of students and teachers perceptions of effective learning. The exploration of learning focuses on: teacher and students understanding of learning, student expectations and achievements within the classroom, the opportunities for participation and contribution. The various understandings of connectedness, empowerment and learning are linked in the exploration of the following themes within the classroom: Building caring relationships, Setting high and achievable expectations and Providing opportunities for participation and contribution (Bernard, 1991; 1997; MindMatters, 2000). The context is the middle years of schooling as the last 10 years has produced research that delivers findings asking teachers in the middle years to negotiate a curriculum that is based on people. Effective teaching and learning is essential if students are to achieve their potential, should be cooperative and be fostered within a reflective community atmosphere. Relationships are to the fore in all concepts of effective middle schooling and this case study explores relationship as they exist at Garden College in year seven. It is these relationships that promote a sense of belonging to and empowerment within the learning community, thus enabling learning.;If schools are to 'expedite the development of effective middle schooling' (Schools Council, National Board of Employment, Education and Training, 1993, p. 65), by addressing the issues highlighted above, I believe the concepts of connectedness, empowerment and learning must be fully explored by the community of learners in each school.
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Groves, Amanda. "Exploring social class and the rural/urban dichotomy : a critical approach to rural community college student empowerment through composition /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131565115.pdf.
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Costa, Ann Marie. "A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1026.
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A recent law in a New England state allowed public schools to operate with increased flexibility and autonomy through the authorization of the creation of Innovation Schools. This project study, a program evaluation using a convergent parallel mixed methods research design, allowed for a comprehensive evaluation of the first Innovation School (IS). Activity theory, which conceptualizes change in systems involving human interaction, was the theoretical foundation of this study. The research questions focused on the efficacy of the autonomous school redesign model in involving stakeholders in participatory decision making, improving teacher collaboration, expanding teacher empowerment, and increasing student achievement on a state standardized assessment. Descriptive and statistical analyses of a preestablished survey on teacher empowerment were used to collect data, and student achievement was examined via parametric statistical analyses of standardized state achievement assessments of 3 rd, 4th and 5th grade students. Independent and paired t-test analyses documented significant increases in teacher empowerment and student achievement test scores associated with the IS model. Qualitative data, focus group and individual interviews, were analyzed through open coding and deriving summative themes of stakeholder perceptions to extend the quantitative results. The combined findings demonstrated that the IS model significantly impacted teacher empowerment and student achievement. The implications for social change lies in giving stakeholders a voice and decision making authority. As a result, schools can become organizations where stakeholders, regardless of race, color, national origin, or educational attainment, become responsible for issues related to the teaching and learning of the entire school community.
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Heath, Elizabeth Vernon. "Teacher Perceptions of Post No Child Left Behind Elementary Teacher and Student Test Anxiety." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26236.
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The purpose of this pilot and main study was to examine teachers' perceptions of the post No Child Left Behind (NCLB) elementary classroom, the perceived changes, and the implications for teachers' feelings of empowerment and student test anxiety. Previous investigators have agreed that the teacher's voice has been missing, but needed in test anxiety research. By engaging veteran teachers who had experience both before and after the enactment of NCLB in reflective conversation about their experiences, valuable information was gained concerning whether or not teachers felt empowered to perform their duties and what impact they perceived that high stakes standardized testing has had on both teacher anxiety and student test anxiety. This information could be used to inform educational practice and decision making.
Triangulation of data sources included narrative data collected through face-to-face interviews with the teachers, the writing of field notes, interview process notes, and reflective journal entries from both the pilot and main studies. Three clear themes emerged that fit the division of the data by the research questions: change in the teachers' experiences, change in teaching vocabulary, and change in the students' experiences. These themes emerged through a process of categorical-content perspective analysis for coding the data and sorting it into themes. The Hermeneutic narrative analysis approach was used to analyze and identify the meaning of these related experiences and stories. The context of the pilot and main studies was elementary schools in a rural school system in the Southeastern United States. The participants were eleven elementary teachers from grades three through five with experience before and after NCLB enactment who taught core academic subjects. Member checks of the interview transcripts and data analysis enhanced the credibility of these reports. The analysis revealed both positive and negative perceptions of the changes in the classroom experience of these elementary teachers, their feelings of empowerment, and the impact of the changes on the test anxiety of their students. Participants across the pilot and main studies indicated that increased stress, pressure, frustration, and professional struggles have had a negative impact on teacher anxiety, teacher efficacy beliefs, and student test anxiety.Ph. D.
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Ruuth, Madeleine. ""Aha, det är bara studentradio" : En kvalitativ studie om medielandskapets underdog och kampen om legitimitet." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101741.
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The Bachelor thesis ”Oh, it’s only student radio” is a qualitative study of the Swedish student radio and its members. The study aims to investigate the professionalisation of the radio hosts through Pierre Bourdieu’s theories of field and habitus as well as theories of profession. In order to do so, it’s also necessary to establish the radiostations’ perceived role in today’s media landscape by analysing their ambition in relation to other media organisations. The latter has been determined in part by the same theories as the former, in part also by theories of media convergence and a comparison to its international counterpart Community Radio. The investigation has been conducted through semi-structured research interviews with active members. The material has furthermore been operationalised through a theme-based qualitative data analysis, to compare and contrast the participants views and perceptions from the standpoints of the theoretical framework and earlier research. The thesis concludes that the journalism students have higher ambition and are likely to use the student radio as a stepping stone for their future career. They are also more likely to take on several different projects, whereas the other members tended to stay within the same genre of radio show. All the participants said to achieve a personal growth through their memberships, whether as mastering the tool of a future career or more of a personal gain through a hobby. It was also established that members of the older and larger radio stations where more likely to aspire as competators of Sveriges Radio (Swedish Public Service Broadcaster) whereas hosts from the younger stations where more likely to compare themselves to those within the podcasting community, due to the esteem of the stations leading figures.
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Reiger, Christopher J. "From Program Recipients to Social-Change Agents: Identifying Influential Elementary School Students for Participation in School-Improvement Efforts." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313068766.
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Chien, Li-Yu. "Reculturing curriculum within a nursing context in Taiwan : an action research approach." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16469/1/Li-Yu_Chien_Thesis.pdf.
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The focus of this study is on curriculum change within a nursing institute in Taiwan where there is a growing demand for reform to nurse education in order to produce more competent practitioners. I conceptualised a framework to guide the transformation process in ways that were empowering, sustainable and generative. I argued that curriculum change also involves the beliefs, customs, attitudes or expectations of those who participate in the process: essentially it is a reculturing process. My conceptual framework included notions such as student-centredness, reculturing, collaborative practices and reflections, personal growth, and professional development.
A plan of action was developed based on the notions contained in the conceptual framework and carried out within an Action Research methodology. Action Research provided the mechanism by which the collaborators explored and understood their conceptions of teaching and learning and then planned and implemented action to change the current situation, and evaluate and reflect on the transformations. Strategies such as personal practical theorising, focus group, critical debate, and collaborative reflection were used to bring about the curriculum change.
The significance of this study lies in its practical contribution to all aspects of curriculum making including innovation, planning, implementation and ongoing review. Although information generated from this study is not generalisable, lessons learned from it may be utilised by other educational institutes with similar issues and similar contexts.
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Chien, Li-Yu. "Reculturing curriculum within a nursing context in Taiwan : an action research approach." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16469/.
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The focus of this study is on curriculum change within a nursing institute in Taiwan where there is a growing demand for reform to nurse education in order to produce more competent practitioners. I conceptualised a framework to guide the transformation process in ways that were empowering, sustainable and generative. I argued that curriculum change also involves the beliefs, customs, attitudes or expectations of those who participate in the process: essentially it is a reculturing process. My conceptual framework included notions such as student-centredness, reculturing, collaborative practices and reflections, personal growth, and professional development. A plan of action was developed based on the notions contained in the conceptual framework and carried out within an Action Research methodology. Action Research provided the mechanism by which the collaborators explored and understood their conceptions of teaching and learning and then planned and implemented action to change the current situation, and evaluate and reflect on the transformations. Strategies such as personal practical theorising, focus group, critical debate, and collaborative reflection were used to bring about the curriculum change. The significance of this study lies in its practical contribution to all aspects of curriculum making including innovation, planning, implementation and ongoing review. Although information generated from this study is not generalisable, lessons learned from it may be utilised by other educational institutes with similar issues and similar contexts.
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Samoukovic, Biljana. "Re-conceptualizing teacher expertise: teacher agency and expertise through a critical pedagogic framework." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/2006.
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Public and scholarly debates on what it means to be a successful teacher are characterized by increasingly pronounced differences in how various political, legislative, and professional groups define successful teaching. In response to pressures posed by these polarized discourses, critical pedagogic research on education contrasts contested views on the nature of knowledge and critiques the standardization of knowledge in schools. There is a general consensus in the research that it is necessary for teachers to develop an understanding of a rapidly changing world, and an understanding of students coming from various social milieus who are often unwilling to accept a uniform set of knowledge and values it promotes. Thus, the body of knowledge and the values which are supposed to be passed on to new generations of students continue to be points of contention in education. It is necessary for teachers to be aware of why certain sets of knowledge, skills, and values should be promoted in increasingly diverse school settings. In this expanded view of the teachers’ role and of teacher expertise, teacher agency, the nature of knowledge, sociopolitical relations, and power relations need to be considered.
In this dissertation I examine the interplay of these factors by examining the extant research and then analyzing the perceptions of a group of teacher participants in a qualitative study. I have synthesized the findings to develop a new concept of teacher agency expertise in a critical pedagogic sense. I clarify the relationship between teacher expertise and teacher agency. The concept of teacher expertise requires that teacher agency be conceived of in terms of its collective expressions and its larger influence, as well as the aim of effective teaching for equity and social justice.
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Thors, Maria. "Skolkuratorers förebyggande och hälsofrämjande arbete : En kvalitativ studie om hur skolkuratorer i Västmanland arbetar för att förebygga psykisk ohälsa och främja psykisk hälsa hos ungdomar." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28476.
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Psykisk ohälsa är ett stort folkhälsoproblem som orsakar enskilt lidande och stora samhällsekonomiska kostnader. Insatser som främjar psykisk hälsa hos barn och unga är högst relevant och skolan har en viktig roll i det hälsofrämjande arbetet. Skolkuratorn blev en lagstadgad del av elevhälsan år 2010 och ska i sin roll främst arbeta förebyggande och hälsofrämjande. Syftet med studien var att undersöka hur skolkuratorer i Västmanland arbetar för att förebygga psykisk ohälsa och främja psykisk hälsa hos ungdomar. En kvalitativ metod med en induktiv ansats valdes. Insamlingsmetoden var enskilda semistrukturerade intervjuer. Urvalet för studien var sex skolkuratorer som arbetar på en eller flera grund-högstadie-och/eller gymnasieskolor i Västmanlands län. En intervjuguide användes under intervjuerna som spelades in, transkriberades och analyserades genom en manifest innehållsanalys. Resultatet visade att skolkuratorerna har metoder för att arbeta förebyggande dock nämndes få metoder som enbart är hälsofrämjande. Skolkuratorerna främjar barns och ungas psykiska hälsa genom att vara ett socialt stöd och stärka deras egenkraft. Det som upplevs försvåra eller omöjliggöra det förebyggande och hälsofrämjande arbetet är bristen på tid. Slutsatsen av studien är att det behövs tydligare riktlinjer kring hur skolkuratorer ska arbeta förebyggande och hälsofrämjande samt ökade resurser för att detta arbete ska kunna bedrivas.Mental illness is a major public health problem that causes individual suffering and huge economic costs. Operations promoting mental health in children and adolescents are highly relevant where the school has an important role. School counselors became a statutory part of student welfare in 2010 whose main mission is to work with prevention and health promotion. The aim of this study was to examine how school counselors in Västmanland works to prevent mental illness and promote mental health in adolescents. A qualitative method with an inductive approach was chosen. Collection method was individual semistructured interviews. The sample for the study was six school counselors working in one or several primary-secondary school and/or high schools in Västmanland. An interview guide was used during the interviews that were recorded, transcribed and analyzed by a manifest content analysis. The results showed that school counselors have methods for preventive work but they did not mention many specific health promotion methods. They promote children and young people's mental health by being a social support and strengthen their empowerment. The school counselors all wanted to work more with prevention and health promotion but described the difficulty due to lack of time. The conclusion of this study is that there is a need for clearer guidelines on how school counselors should work with prevention and health promotion as well as increased resources for this work to be pursued.
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Diamond, M. Eileen. "Relationships Matter: Illuminating the Voices of Teachers Who Go the Extra Mile." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312163977.
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Mahaffey, Cynthia Jo. "Wearing the Rainbow Triangle: The Effect of Out Lesbian Teachers and Lesbian Teacher Subjectivities on Student Choice of Topics, Student Writing, and Student Subject Positions in the First-Year Composition Classroom." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1100110069.
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Yamauchi-Gleason, Gayle R. "Making Sense of the Experience of Internalized Oppression and Oppression in Student Affairs Organizations in the Southwestern United States." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1088537126.
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Kurt, Layla. "Evaluation of Professional School Counselor Led Interventions on Test Scores for Attachment, Engagement, and Empowerment with At-Risk Truant High School Students." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1336693701.
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Ferreira, Caroline Souza. "O uso do Blog na aula de português: em busca do empoderamento discente." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5764.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este trabalho foi desenvolvido no âmbito do Mestrado Profissional em Letras (ProfLetras/UFJF). Vinculados à linha de pesquisa Teorias da Linguagem e Ensino, procuramos estabelecer um diálogo entre o conhecimento construído na área de Linguística, Linguagem e Tecnologia e nossa prática docente como professores de Português. O projeto, caracterizado metodologicamente como uma pesquisa-ação (TRIPP, 2005; ENGEL, 2000), teve como produto a elaboração de uma proposta de intervenção, aplicada em uma turma do oitavo ano do ensino fundamental, de uma escola municipal de Juiz de Fora/MG. No que diz respeito ao uso pedagógico das tecnologias digitais, baseamo-nos em Lévy (1999), Lorenzi; Pádua (2012) e Marcuschi; Xavier (2004). No decorrer do processo, foram realizadas atividades de análise linguística (MENDONÇA, 2006; BEZERRA; REINALDO, 2013; ANTUNES, 2014; entre outros), com base nas necessidades apresentadas, pelos discentes, na produção e revisão dos textos. Em linhas gerais, foi desenvolvida uma intervenção pedagógica a partir de práticas de leitura e produção de textos do gênero comentário, no contexto do blog. Com isso, objetivamos não apenas o desenvolvimento da competência linguística dos discentes, como também o seu empoderamento frente a questões do cotidiano, visto que toda a proposta se sustentou na criação coletiva do blog da turma. Os alunos participaram ativamente de todo o processo, desde a criação e organização do ambiente virtual, passando pela escolha dos temas abordados e culminando na publicação de textos, vídeos e comentários argumentativos a respeito das postagens. Os resultados mostraram-se positivos, no que tange ao desenvolvimento das habilidades de pesquisa e argumentação dos discentes envolvidos, bem como à ampliação do interesse e da participação ativa dos alunos nas atividades da disciplina Língua Portuguesa.
This work has been developed under the Professional Master of Letters (ProfLetras / UFJF). Related to the line of research Theories of Language and Education, we seek to establish a dialogue between knowledge built in Linguistics, Language and Technology areas and our teaching practice as Portuguese teachers. The project, characterized methodologically as anaction research (TRIPP, 2005; ENGEL, 2000), had as product the development of a proposal for intervention, applied to a class of eighth grade students of elementary school, at a public municipal school in Juiz de Fora / MG. With regard to the pedagogical use of digital technologies, we rely on Lévy (1999), Lorenzi; Padua (2012) and Marcuschi; Xavier (2004). In the process, linguistic analysis of activities were carried out (Mendonça, 2006; Bezerra; Reinaldo, 2013; Antunes, 2014; among others), based on the needs presented by the students in the production and revision of texts. In general, an educational intervention was developed from reading practices and production of texts on commentary gender, on the blog context. With this, we aim not only the development of language skills of the students, but also their front empowerment to everyday issues, as the whole proposal has been supported by the collective creation of the class blog. Students actively participated in the entire process, from the creation and organization of the virtual environment, through the choice of topics approached and culminating in the publication of texts, videos and argumentative comments about the posts. The results were positive, with respect to the development of research skills and reasoning of the students involved, as well as the expansion of the interest and active participation of students in the activities of the discipline Portuguese Language.
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Smith, Andrew L. "Playing to the beat, a play, devising and collective creation in actor training, an exegesis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2578.
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Actor training in a conservatoire context is a rigorous, immersive and challenging course of study in which students are extended in the core principles of acting, movement and voice. A variety of teaching methods and techniques are used to assist and enable student actors to become accomplished artists. This is mostly achieved by working on existing scripts from the classical and contemporary canon. However, during the last 20 years, there have been significant funding cuts to arts organisations and screen production, so waiting for auditions and work is no longer a realistic option for most young graduates. This research interrogated whether the conservatoire model of actor training can adapt to changing industry demands by introducing devised work into the curriculum.
I adopted an a/r/tographic methodological approach, using the three aspects of my professional identity—artist, researcher and teacher—to create a new theatre work alongside third-year actors, interviewing them over 18 months. This allowed me to use insider knowledge and examine my shifting roles during the creative process while reflecting on approaches to fostering a student-centred learning environment.
I directed this devised theatre work, The Beat Generation, with third-year actors based on the 1950’s anti-authority movement (including performance, poetry and jazz) in a promenade production at the Fremantle Arts Centre, Western Australia, over five nights. The production was recorded and became the central creative component and artefact for my study, which allowed me to examine and reflect on the implications of the devising process. This included examining the learning outcomes and potential pedagogical shifts in the Western Australian Academy of Performing Arts (WAAPA) BA (Acting) program, to aid in developing an autonomous and resilient actor that may be better prepared for the vagaries of the industry.
My role shifted in the process, and I learned through a/r/tography how to encourage and enable the actors to make their own choices in relation to producing content. It became apparent that students gained a sense of empowerment and confidence by developing their own material and could apply the skills learned in some way during their career.
I realised that embedding systems of devising throughout the training could create many benefits for graduating actors. Through my investigation and interviews with students and leading educators in the field, I assess how and where devising could be most beneficial in a conservatoire training environment. My findings from the research and subsequent recommendations have been developed with the acting program staff at WAAPA. These include a scaffolded approach by: (1) introducing a vocabulary of devising, including lessons on collaborating and work on small studio-based pieces in the first year; (2) collaborating as an ensemble on a movement project and storytelling in the second year; and (3) creating a fully devised work in the students’ third year.
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Scott, Robert Bruce. "Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13095.
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Doctor of EducationDepartment of Special Education, Counseling and Student Affairs
Warren J. White
Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.
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Moebius, Lucinda Eva. "Creating a Peer-Managed Writing Center for Secondary Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1520.
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Student writing skills are a growing concern in secondary schools given the current focus on common core standards and college readiness. This qualitative case study addressed the growing problem of high school students being unprepared for the rigor of college level-writing. The study used a series of 10 interviews with writing center directors and teachers in 2 secondary schools with writing centers. This research adds to the literature on peer-managed writing centers and contributes to the body of knowledge of writing centers as a specific conceptual framework of response to intervention (RtI). The broad research questions were focused on 3 topics: student's writing abilities, the effectiveness of the intervention of the writing center, and possible improvements to the writing center. Three directors and 7 teachers were selected for interviews through purposeful sampling. Inductive analysis was used to identify emergent themes: establishing a peer-managed writing center, function of the center, student writing, effectiveness of the writing center, and suggested improvements. The culminating project for this research was the establishment of a professional development program designed to provide a foundation for schools that are creating a peer-managed writing center at the secondary level. This study promotes the development of these centers across the school district of the study and provides evidence for RtI as a method to address the problem of secondary students being unprepared for writing at the post-secondary level. Positive social change can be achieved for the local school district by expanding the use of peer-managed writing centers with a focus on using RtI to address the problem of students being unprepared for the rigors of college writing.
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Taylor, Ruth Fiona. "Creating connections : an investigation into the first year experience of undergraduate nursing students." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/373.
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The aim of the research is to explore the first year experiences of two groups of undergraduate student nurses. The research takes a holistic approach to the investigation of the first year experience. In part, a curriculum change is used as a way to find out about the first year experience, with the research looking at how the introduction of enquirybased learning (EBL) into a curriculum impacted on the first year. The curriculum change is described in detail in chapter 1. The objectives of the thesis were to: 1. Examine the first year experience of nursing students. 2. Describe the curriculum change, the rationale for the change and the context within which this occurred. 3. Compare the demographic profiles of two groups of students one following a ‘traditional’ curriculum and the other using ‘EBL’; to compare students who chose to leave the courses with those who successfully completed first year. 4. Compare experiences with expectations of first year between nursing students undertaking a ‘traditional’ and an ‘EBL’ curriculum. 5. Propose strategies to enhance the student experience and rates of retention in first year undergraduate nursing students. The context for the research is described in chapter 1 – the literature review. This chapter explores the literature on the first year experience from both national and international perspectives. Inevitably, it reviews issues relating to student retention, which is the focus for much of the first year experience literature. The literature review argues that the contemporary context of nursing education requires nurse educators to consider the whole first year student experience when developing curricula that are fit for purpose. While the content of a course is important, the approaches to teaching need to facilitate learning within a diverse student population and need to prepare students to continue to learn in an increasingly dynamic healthcare environment. The chapter goes on to 2 argue that the issues that impact on the students’ first year experiences (e.g. relationships with peers and with academic staff, external domestic and personal circumstances) can be mitigated through curriculum development and other means (such as the availability and effectiveness of student support). The context of the particular nursing course along with the curriculum change and the rationale for the change are described. It can be argued that the retention literature takes a deficit approach to the improvement of the first year experience. Such an approach can be viewed as one that emphasises the factors that cause people to leave (or puts them ‘at risk’), and attempts to address these. On the other hand, a positive approach to the improvement of the first year is one in which measures and interventions aim to enhance the overall experience for all students, not just those who are seen as ‘at risk’. That said, the policy drivers for improving retention cannot be ignored and are discussed within the context of HE and nursing education. Finally, it is contended that the first year experience has not been widely explored within nursing literature and merits attention for a number of reasons, including the policy context and the need to determine whether student nurses have differing needs from students within other specialities. In chapter 2 the research methodology and research methods are described. An overview of case study research is provided and the approach taken within this thesis is described, along with a rationale for its use. The philosophical perspective is discussed with particular emphasis on the relationships between the methodology and the methods used to investigate the first year experience of students. It is argued that case study research is an appropriate methodology to investigate a complex area and provides an opportunity to utilise a number of methods so as to get to a ‘thick’ description of the phenomenon (the first year experience). All students in the two groups under investigation were asked to complete an expectations questionnaire, and an experiences questionnaire. Everyone who chose to leave the courses was asked to undertake an in-depth focused interview, although not all agreed. A sample of students who successfully completed first year was also asked to undertake an in-depth 3 focused interview. Finally, a sample of students was asked to complete a diary for the duration of the first year. The use of multiple methods is fitting, given the case study approach and the aim to create a ‘thick’ description, and an in-depth understanding of the first year experience. The use of the same research methods across the different groups of students allows for some comparisons to be made between the ‘traditional’ and ‘EBL’ curriculum students, and between leavers and stayers. The chapter also describes the approaches to data analysis. Chapter 3 presents the findings from the two questionnaires. Relevant demographic variables are reported, and the quality of the educational experience is measured in relation to the ways in which experiences meet expectations. This chapter shows that the two groups (‘traditional’ and ‘EBL’) are similar in terms of demographic variables. It also shows that the participants appeared to expect a ‘connected’ curriculum experience, but that the experience did not always match expectations. In chapter 4 the findings from the interviews and diaries are presented. Four themes are identified, with a number of categories in each. The themes (and categories) are: relationships with people (broadening horizons, knowing self and others, being supported and valued); the classroom experience (feeling inspired, becoming empowered, engaging with the learning experience); the practice experience (feeling inspired, becoming empowered, engaging with the learning experience); and professional education (motivation, preparedness, making adjustments). The chapter demonstrates the differences and similarities between the groups of students, before introducing the links to the quantitative findings, and to relevant research findings from the literature. Chapter 5 – the Discussion - brings together the findings from the qualitative and quantitative data as the case study. A conceptual framework is presented as a way in which the findings can be framed and through which future research can be organised. The assertion is made that the better the relationships, and the closer that experiences meet 4 expectations, the more likely it is that the student will have a ‘good’ experience and therefore be successful. The first year is seen as the foundation for future experiences on a course. While there are some areas that are particularly relevant to nursing students, it seems that the first year experience of student nurses is similar to that seen in other disciplines. Similar issues are identified within the thesis as within the wider literature, although nursing students’ issues may manifest themselves in slightly different ways (e.g. issues with practice placements/learning). In chapter 6, a number of conclusions are drawn that may enable future curriculum development to take a more holistic view of the student experience. Recommendations for practice are made and a focus for future systematic research is proposed. It is asserted that the conceptual framework that has been developed from the findings has allowed for a contribution to be made to the theoretical debate that relates to enhancing the first year experience and, in particular, to propose policy changes within the HE sector that may improve retention rates. This opening section has provided the reader with the context from which the ideas and focus for the thesis have developed, and has provided an overview of the aim and objectives of the research. It provided signposts for the full thesis and its component parts.
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Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.
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Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to influence their educational circumstances. They are, it is argued, kept submerged in a ‘culture of silence’, where they are homogenised as a deficit category of learners and, therefore, perceived in a one-dimensional way. Such disabling barriers stem from practitioner assumptions and wider sociological influences, which are also part of this same culture. The by-products of this thinking have prevented practitioners from developing more interactive and enabling relationships with their students. Starting with a commitment to listen to student views, and explore accessible, flexible and innovative ways in which to advocate these, the research reported in this thesis sought ways to address this agenda. Set in a further education college, five student co-researchers, four practitioner co-researchers and a facilitator co-researcher embarked on a year long project to learn how the same students could be supported in contributing to their own learning. Being a transparent account, the inquiry was also interested in exploring the difficulties of this endeavour and whether student empowerment would alter the relational dynamics and, therefore, practitioner roles. As the facilitator was instrumental in introducing these ideas, she also examined her own influential role. Data were generated from observations and co-researcher experiences of engaging with roles, body collages, student interviews, photo voice, journals, portfolios and reflective meetings. These exploratory processes and methods were predicated upon the ideological frameworks of the social model of disability and multiple intelligences theory. The study revealed that renegotiated co-researcher roles and body collages were effective processes for enabling reciprocal engagement, causing students to empower themselves and leading practitioners to rethink in ways that had not been anticipated. These processes were also felt to be educationally effective in relation to curriculum aims. Whilst journals and lengthy meetings proved to be impractical and of little use, the reflective journal did prove to be an essential tool for the facilitator, allowing her to draw upon further evidence. The findings indicate that student voice can be raised through collaboration and forging relationships of trust and co-ownership. The thesis concludes by arguing that silences were broken, not least since these collaborative actions are still being used in the particular context in ways that are conducive to everyday practices. Although time and commitment are needed, these are valuable strategies that other marginalised educational communities may benefit from adopting.
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Bradbury-Jones, Caroline. "The Empowerment of Nursing Students in Clinical Practice." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506491.
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Fullard, Maria Johanna (Mollie). "Die rol van die onderrigleier in die opleiding van onderwysstudente tydens hul praktiese onderwys by skole." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/24037.
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Praktiese onderwys is onderrig aan leerders by skole. Die onderrigleier is die persoon wat die verantwoordelikheid vir die onderwysstudente by die skool aanvaar. Die doel van die navorsing is om vas te stel wat die rol van die onderrigleier in die opleiding van onderwysstudente by die skool is. As ‘n kwalitatiewe benadering is ‘n etnografiese ontwerp gebruik om vas te stel watter leierskaprol die geskikste sou wees vir die begeleiding van onderwysstudente by skole. Dienslewerende leierskap is as konseptuele raamwerk gebruik. In die navorsing van dienslewerende leierskap word die “SERVE”-model gebruik om die toepassing van dienslewerende leierskap te evalueer. Daar is gevind dat onderrigleiers wat dienslewerende leierskap toepas die onderwysstudene die beste dien deur hulle toekomsgerig voor te berei en deur professionele opleiding te bied wat gerig is op moontlike veranderinge en aanpassings in die onderwys. Die onderwysstudente moet voldoen aan die hoë verwagtinge wat gestel word deur die personeel by die skool. Dienslewerende onderrigleiers stel self die voorbeeld deur hulle leefwyse en professionele optrede in en buite die skool. Die onderrigleiers voldoen aan die verwagtinge van die universiteite en die Departement van Basiese Onderwys (DBO) deur dienslewerende leierskap aan te wend tot voordeel van die onderwysstudente. Die rol van die onderrigleiers is dus om die onderwysstudente te dien op alle vlakke van die onderwys. Die onderrigleiers moet in vennootskap tree met die universiteite en die universiteite adviseer oor tekortkominge en veranderinge in die voorgeskrewe kurrikulum wat die opleiding van onderwysstudente kan verbeter. Die onderrigleiers moet die verantwoordelikheid wat deur die DBO aan hulle opgedra is, nakom deur mentoronderwysers op te lei en te bemagtig sodat hulle saam met die onderrigleiers die onderwysstudente beter tot diens kan wees.ENGLISH : Practical teacher training is the short-term “in-service training” (exposure to the teaching profession’s day-to-day tasks and responsibilities) of education students at schools. Practical teacher training is the responsibility of a specifically appointed instructional leader at a school. The purpose of the research is to determine what the role of the instructional leader should be in the practical training of education students at schools. As a qualitative approach an ethnographic design was used to determine what kind of leadership model would be most suitable for the instructional leader to utilise in the guidance of education students at the school during in-service training. Four case studies were used to assess the utilisation of the “SERVE” model (Blanchard en Miller, 1994) in the application of servant leadership by the instructional leaders during the practical teaching process at school. It was found that instructional leaders who use the “SERVE” model for the application of servant leadership serve their educational students best by preparing them for the future with a shared vision and through professional training and teaching them to be flexible so as to adapt to any changes and alterations in education. The education students will be able to satisfy the high expectations that are set by the staff at the school. Servant-instructional leaders set the example through their own way of life and their professional conduct in and outside the school. The instructional leaders are able to satisfy the expectations of the universities and the Department of Basic Education (DBE) through the application of servant leadership to the benefit of the education students. Therefore the role of the instructional leader at the school is to serve the education students on all levels of teaching. The instructional leaders must enter into a partnership with the universities to advise them about shortcomings and changes that can improve the practical teaching of education students. The instructional leaders must take up the responsibilities that the Department of Basic Education bestows on them by appointing mentor teachers who have been trained and empowered to assist the instructional leaders to best serve the education students.
Dissertation (MEd)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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Soussi, Sonia. "L’apprentissage en milieu clinique des étudiants futurs professionnels de la santé : entre l’autonomisation et les contraintes pédagogiques." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE1181/document.
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Introduction : En tenant compte des particularités de l'apprentissage en milieu clinique, l'évolution des connaissances scientifiques, les besoins des étudiants 21e siècle et les attentes de la société, l'autonomisation de l'apprentissage devient une nécessité. Les objectifs sont de comparer les résultats quantitatifs des items et des scores globaux de « Motivated Strategies for Learning Questionnaire » (MSLQ) en suivant l'approche systémique expérimentée, en comparaison aux résultats de l'approche par objectif conventionnelle et de confronter les résultats quantitatifs aux résultats qualitatifs afin de déterminer laquelle des deux approches est susceptible d'agir positivement sur l'autonomisation de l'apprentissage. Type et devis d'étude : nous avons opté pour l'approche mixte (qualitative quantitative) et un devis séquentiel explicatif. Nous commençons par la collecte et l'analyse des données quantitatives pour enchaîner après l'intervention pédagogique avec la collecte et l'analyse des données qualitatives. Population de l'étude : la recherche a ciblé tous les étudiants des troisièmes années d'études en sciences de la santé inscrits à l'école supérieure des sciences et techniques de la santé de Tunis, durant l'année universitaire 2017. L'échantillon a concerné huit filières : Anesthésie et réanimation, Hygiène, Bloc opératoire, Nutrition humaine, Orthophonie, Obstétrique, Pédiatrie et imagerie médicale. Un nombre de 172 étudiants a participé à la première collecte des données (pré-test), 162 étudiants à la deuxième collecte des données (posttest) et 12 étudiants pour le « Focus group ». Intervention pédagogique : l'approche systématique (AS), inscrite dans le courant sociocognitif a été expérimentée. Elle est fondée sur les principes de l'approche par compétence avec quelques particularités. Elle impose de nouvelles pratiques pédagogiques différentes de l'approche conventionnelle. Outils de collecte des données : pour les données quantitatives, le questionnaire MSLQ dans sa version traduite et validée selon Vallerand (89) a été utilisé avant (pré-test) et après l'intervention pédagogique (post-test). Pour les données qualitatives, nous avons opté pour la méthode de l'entretien par « Focus group ». Méthodes d'analyse des données : pour les données quantitatives, nous avons eu le recours au logiciel « Statistical Package for the Social Sciences », version 20. 0, quant aux données qualitatives nous avons procédé à une analyse thématique. Résultats : l'étude montre une prédominance féminine, la moyenne d'âge est de 21,2. Pour les résultats de MSLQ, à l'exception de l'échelle de « l'anxiété aux tests » tous les résultats de la section motivation ont enregistré une amélioration en post-test. Le score moyen global de la motivation est nettement meilleur avec l'AS. Ce score a été de l'ordre de 3,93 en suivant l'APO pour atteindre un score de 4,94 en suivant l'AS. Les résultats des focus groups ont confirmé les résultats statistiques avec émergence des sous thèmes comme : l'engagement, la régulation identifiée le sentiment d'amélioration des performances et des résultats. Pour les stratégies d'apprentissage, à l'exception de l'échelle de la gestion du temps et de l'environnement, les résultats ont enregistré une augmentation de tous les items et les scores moyens en post-test. Les étudiants ont argumenté et confirmés les résultats quantitatifs par un approfondissement de la réflexion dans l'action et sur l'action, du raisonnement clinique, de la mobilisation des connaissances et la reconnaissance de l'expertise d'autrui. Le score global des stratégies d'apprentissage a été de l'ordre de 4,11 en pré-test pour aboutir à un score de 4,56 en post-test. Le score global de MSLQ a enregistré une amélioration favorable pour l'AS. Il a été de 4,02 en suivant l'APO pour évoluer à 4,75 en adoptant l'AS [etc...]Introduction: taking into account the particularities of learning in clinical environment, the evolution of scientific knowledge, the needs of 21st century students, the expectations of society, the empowerment of learning becomes a necessity. Goals: Mainly: to compare the quantitative results of the items and the overall scores of Motivated Strategies for Learning Questionnaire (MSLQ) by following the systemic approach tested, to the results of the conventional objective approach. Type and study quote: we opted in our study for the mixed approach (quantitative qualitative) and an explanatory sequential estimate. We start with the collection and analysis of quantitative data to follow up after the educational intervention with the collection and analysis of qualitative data. Population of the study: A number of 172 students participated in the first data collection (pretest), 162 students at the second data collection (post-test) and 12 students for the « Focus group ». Pedagogical intervention: the systematic approach (AS), inscribed in the socio-cognitive current, has been experimented. It is based on the principles of the competency-based approach. This approach imposes new pedagogical practices different from the conventional approach. Data collection tools: for the quantitative data collection tool, the MSLQ questionnaire, translated and validated according to Vallerand (89), was used for the collection of data before (pre-test) and after the pedagogical intervention (post-test). For the collection of qualitative data, the focus group interview method was conducted using a semi-structured interview guide. Data analysis methods: for the quantitative data, we used the software "Statistical Package for the Social Sciences", version 20.0, for the qualitative data we carried out a thematic analysis. Results: our study showed a female predominance, the average age is 21.2 standard deviations of 0.7. For the results of MSLQ except for the "test anxiety" scale, all results from the motivation section showed an improvement in the post-test. The overall mean score of the motivation is much better with AS. This score was of the order of 3.93 following the APO to reach a score of 4.94 following the AS. The students' comments confirmed the statistical results with the emergence of the sub-themes as: commitment, regulation identified the feeling of improvement of performances and results. For learning strategies, with the exception of the time and environmental management scale, the results showed an increase in all items and mean post-test scores. The sayings students have argued and confirmed the quantitative results through a judicious deepening especially reflection in action and action, clinical reasoning, mobilization of knowledge and recognition of the expertise of others. The overall score of the learning strategies was of the order of 4.11 in pre test to reach a score of 4.56 in post-test. MSLQ's overall score showed a favorable improvement for AS. It was 4.02 following the APO to evolve to 4.75 by adopting AS. Finally, the students' comments show that the current conventional APO, applied in the context of the CMA, poses pedagogical constraints to take charge of its own learning. Conclusion: The experienced systemic Learning model in the competency-based approach is likely to have a positive impact on both the Motivational Profile and Learning Strategies and on the empowerment of Learning
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Chung, Luz M. "Second language learning as empowerment adult Latino immigrants as students, teachers, and problem solvers /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3211928.
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Thesis (Ed. D.)--University of California, San Diego, 2006.Title from first page of PDF file (viewed June 13, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 212-216).
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Delgado, Montoya William. "La competencia digital del profesorado y empoderamiento digital a estudiantes: estudio de caso de asignaturas semipresenciales." Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/669929.
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El postgrau interuniversitari de Salut Ocupacional, únic a l'Amèrica Central, va decidir el 2014 adoptar un procés formatiu semipresencial. Per fer-ho, va caldre que els docents demostressin una competència digital docent (CDD) oportuna, entesa com la capacitat d'adaptar les tecnologies digitals a les seves pràctiques metodològiques, didàctiques i avaluatives per promoure la competència digital (CD) en l'estudiant. Sens dubte, el desenvolupament continu de la CD i la capacitació de l'estudiant resulten clau. El propòsit és analitzar l'autopercepció de la CD per part del professorat i l'estudiantat del postgrau en entorns b-learning. Aquest treball, de caràcter qualitatiu, va partir d'un estudi de cas, amb un disseny de recerca mixt, per explorar el nivell de la CDD dels professors i dels estudiants, determinar els factors que la faciliten o la dificulten i dissenyar un instrument d'autoavaluació per a la presa de decisions i accions estratègiques focalitzades en la formació contínua de la CDD.El posgrado interuniversitario de Salud Ocupacional, único en Centroamérica, decidió en 2014 adoptar un proceso formativo semipresencial. Para ello, fue necesario que los docentes demostraran una competencia digital docente (CDD) oportuna, entendida como la capacidad de adaptar las tecnologías digitales a sus prácticas metodológicas, didácticas y evaluativas para promover la competencia digital (CD) en el estudiante. Sin lugar a dudas, el desarrollo continuo de la CD y la capacitación del estudiante resultan clave. El propósito es analizar la autopercepción de la CD por parte del profesorado y el estudiantado del posgrado en entornos b-learning. Este trabajo, de carácter cualitativo, partió de un estudio de caso, con un diseño de investigación mixto, para explorar el nivel de la CDD de los profesores y de los estudiantes, determinar los factores que la facilitan o la dificultan y diseñar un instrumento de autoevaluación para la toma de decisiones y acciones estratégicas focalizadas en la formación continua de la CDD.
In 2014, the interuniversity postgraduate programme in Occupational Health, one of its kind in Central America, decided to adopt a blended learning approach. In order to make this switch, teachers had to show they possessed the required level of digital teaching competence (DTC) as well as the ability to adapt their teaching and assessment methodology to include digital technologies so they could in turn increase their own students' digital competence (DC). For this reason, continuous development and training in this area was key. The purpose of this work is to analyse teachers' and postgraduate students' perception of their own DC in a blended learning environment. This qualitative work is based on a case study using a mixed research design that outlines a series of phases and stages to explore teachers' and students' level of DC. The aim is to identify factors that facilitate or hinder DTC and students' empowerment in this area so as to establish criteria to guide its improvement and to design a self-assessment instrument for decision-making and strategic actions focused on continuous training in DTC.
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Alajlan, Sarah Mohammed. "Saudi Female Students? Perceptions of their Democratic Empowerment in the Classroom at King Saud University." Diss., North Dakota State University, 2016. http://hdl.handle.net/10365/25815.
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The purpose of this quantitative study is to describe female graduate students? perceptions about their democratic empowerment in the classroom at King Saud University in Saudi Arabia. Their perceptions are compared based on female students' tracks. It also investigates the obstacles for democratic empowerment that female students face in the classroom. The theoretical framework depends on Dewey, Freire, and Shor?s perspective on critical pedagogy and Islamic teachings that help to create a democratic (Shura) classroom. Both approaches require freedom, dialogue, collaborative learning, equality, and critique concepts. These five concepts seek to create a critical thinking classroom that also encourages students to be empowered and active learners. However, classrooms that use traditional teaching methods that do not exercise the elements of democratic (Shura) empowerment lead to disempowered students by practicing silence, marginalization, and dependence. The data is collected through a questionnaire survey method, and the participants are female graduate students who study at the College of Education in the Department of Educational Policies. The statistical analysis that is used to answer the research questions are descriptive analysis including means, and standard deviation, one-way ANOVA, and Scheff? Post-Hoc Comparisons. The main results of this study are that Graduate female students practiced and showed the importance of the five elements of democratic empowerment in their classrooms. Also, the results show that there was no statistically significant differences at (? = 0.05) among female students' perceptions about their practices in dialogue, collaborative learning, and equality, in a classroom based on their study tracks. However, there was statistically significant differences at (? = 0.05) among female students' perceptions about their practices in freedom, critique, and the total of practices in a classroom based on their study tracks. The direction of the differences was a benefit for Adult Education track. About the obstacles for democratic empowerment that female students face in the classroom, two themes emerged: pedagogical methods of teaching and obstacle courses. One of the key recommendations is that the critical Islamic pedagogy that is theorized in this study should be applied in the university classrooms in Saudi Arabia, especially for graduate students.
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Best, Cecilia Torres. "A literacy journey of empowerment for adult Hispanic students in a community college's learning center." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1274.
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Toner, Michele Eva. "Students diagnosed with AD/HD and their first year at university : a theory of developing empowerment." University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0108.
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The past decade has witnessed students with disabilities attending university in everincreasing numbers. In particular, many countries, including Australia, now report that students with so-called 'invisible disabilities' comprise the vast majority of those seeking support from Student Disability Services at university. Despite this increase, relatively few researchers have investigated the processes involved in the university education of students with disabilities, particularly during their crucial first year, when the highest rate of student attrition occurs across the board. The substantial body of research which has investigated the 'first year experience' for university students in Australia and the United States of America has ignored the issues unique to students with disabilities during this critical period. At the same time, some researchers, predominantly in the United States of America and the United Kingdom, have studied the tertiary education of students with disabilities. However, the subject has received less attention in Australia. Also, certain categories of university students with disabilities have been overlooked. In particular, university students diagnosed with Attention Deficit/Hyperactivity Disorder (AD/HD) appear to be one of the groups that have attracted little attention worldwide, despite the vast body of research that exists on children and, increasingly, on adults with the diagnosis. These students constituted the focus of the study reported in this thesis. The aim of this study was to develop substantive theory about how university students who are diagnosed with Attention-Deficit/Hyperactivity Disorder (AD/HD) deal with their first year. The study is conceptualised within the social theory of symbolic interactionism. A central research question and a series of related guiding questions were used as the starting point for data collection. Data collection was conducted largely through in-depth, individual, face-to-face semistructured interviews, and participant observation consistent with the interpretivist qualitative research tradition. In addition, informal interviews, telephone interviews and documents provided supplementary data for the study. Data analysis, which occurred concurrently with data collection, employed the open coding method consistent with the grounded theory model and the development and testing of propositions. The central proposition of the substantive theory generated from this study is that students diagnosed with AD/HD experience a sense of developing empowerment as they progress through three stages in their first year at university. The first stage in the theory of developing empowerment is entitled the development of empowerment through realising a dream. The second stage is entitled the development of empowerment through becoming proactive. The final stage is entitled the development of empowerment through the feeling of belonging. The theory of developing empowerment provides a new perspective on how university students with a diagnosis of AD/HD deal with their first year of study. A number of implications for further theory development, policy and practice are drawn from it. There are also several recommendations for further research.
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Malan, Hanelie. "An empowerment programme for social work students regarding HIV and AIDS : adapted REds programme / H. Malan." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5082.
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According to Lerole (1994:9), practitioners in the health care and social services find themselves in the frontline regarding their attempt to prevent the spread of HIV as well as deal with its consequences. Having well-trained, knowledgeable and highly motivated professionals working in service delivery at all levels is crucial for effective management of the HIV epidemic. HIV and Aids present a significant problem at both societal and professional levels for social workers. Individuals who are affected by HIV or Aids have needs that may require a multitude of services including counselling, social services (Wexler, 1989), advocacy, community outreach and case management (Wiener & Siegel, 1990). At a broader level, there is a need for preventive programming, education and policy making. Social work has a significant role to fulfil in meeting the needs of individuals affected by HIV or Aids. The skills social workers perform in integrating people with larger systems, their focus on context and environment evolving from work with historically marginalised groups, and their commitment to human rights and fairness are critical in addressing the issues surrounding HIV and Aids.
The overall aim of this research was to determine whether the evaluated Resilient Educators (REds) support programme can be adapted to become an effective empowerment programme for social work students in supporting people infected with and affected by the HIV and Aids pandemic. Attention was given to the following aims of the study as discussed in each chapter.
Chapter 1 contains the problem statement, research objectives and a discussion on the strengths perspective as well as the procedures followed. Furthermore, the limitations of this study were discussed, the definitions of key words were given and an exposition of the composition of the research report was also given. Chapter 2 gives an overview of the research methodology and includes a discussion of the intervention research model applied. The concurrent embedded strategy was used in this study and was implemented with a mixed method design model. The single system design and interviewing procedures were used to collect quantitative and qualitative data simultaneously.
In Chapter 3 the nature and content of the REds programme for educators are discussed. REds was conceptualised as a potentially supportive, participatory group intervention for educators affected by the HIV and Aids pandemic to ensure educators excellence and sustainability. Group work as a research process was simultaneously offered, enabling intervention or leading to positive social change. An overview of the REds programme was provided by stating the aim of each session and documenting the process of each session as it occurred. This chapter provided a background for the next chapter that reported on the effectiveness of the REds programme. Chapter 4 reports on the effectiveness of REds. REds was presented to affected educators from two schools in the Matlosana district in the North West Province. The results of this study are based on a comparison of pre-test data and post-test data within both the qualitative and quantitative paradigm. The quantitative data was gained by using the Professional Quality of Life Screening questionnaire (Stamm, 2005). The qualitative data was gathered by way of in-depth interviewing where symbolic drawings, open-ended questions and participants' comments on each session, were integrated. The REds programme was evaluated as being successful for this group. However, a need for services from other health care professionals, such as nurses or social workers, was established.
Chapter 5 focuses on the role of the social worker in providing empowerment to those infected with and affected by HIV and Aids and a literature study was conducted on the role of the social worker within an HIV and Aids reality.
Chapter 6 focused on the development of an empowerment programme for fourth-year social work students regarding HIV and Aids, adapted from the REds programme. The HIV and Aids empowerment programme was developed to educate the social work student with the necessary knowledge and skills to ensure that they are well-trained to deliver an effective service to those people infected with and affected by HIV and Aids, when they enter the social work practice. The programme consists of a detailed workbook designed as a practical toolkit to address the issue of HIV and Aids through the use of multi-media training methods.
Chapter 7 evaluated the effectiveness of an empowerment programme regarding HIV and Aids -the adapted REds programme. Eleven fourth-year social work students at the Department of Social Work, North-West University, Potchefstroom Campus, participated in this research. Pre-and post-assessment were done and both qualitative and quantitative approaches were used. However, the main focus in this study was on the qualitative data. The efficacy of the empowerment programme was evaluated, and implications for future educational preparation for students to work effectively in their roles as social workers regarding HIV and Aids were discussed. Chapter 8 provided a summary of the findings and conclusions of the research report, and some recommendations were made.Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2010.
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Vick, Christopher Len. "Study of the Perceived Effects of a Parental Empowerment Project for Parents of Students of Color." Thesis, Boston College, 2009. http://hdl.handle.net/2345/669.
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Thesis advisor: Irwin BlumerThis study examines the perceived impact of a parental empowerment project on parents of students of color transitioning into high school. The overarching problem addressed is the achievement gap. The study is an investigation of a means to increase the involvement of parents of color at an important transition. This is a gap closing measure because research dictates that this type of intervention can lead to higher academic achievement for minority students. To this end, seven participants constitute the sample group. Each sample member is treated as an individual case in keeping with the study's design as a qualitative case study. This study seeks to determine how these seven parents had their attitudes and behaviors shifted as a result of their participation in the aforementioned project, and which factors supported and inhibited their involvement as their children transitioned into high school. The researcher finds that all of the sample members perceived some benefit from their participation. These benefits for the parents include fostering a greater role understanding, increased ability to hold their children accountable, and an increased understanding of the high school curriculum. The monthly parent meetings, one of the three elements comprising the empowerment program, were most helpful for parents. Whereas, the scheduling of meetings made it difficult for members of the sample to be as involved as they wanted to be. Ultimately, the study concludes that a program which involves parents during their children's high school transition can help them increase their own sense of efficacy. It suggests opportunities for further research to be done on the impact of such a program on the actual academic performance of students
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
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Schmelzer, Michael Allen. "Making a difference, transforming lives mediating practices in a culture of empowerment at Santa Cruz School /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118236067.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xiv, 361 p.; also includes graphics Includes bibliographical references (p. 315-345). Available online via OhioLINK's ETD Center
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Gordon, Hava Rachel. "The scapegoat generation fights back : how young people challenge age subordination and find empowerment in movements for social justice /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181100.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-262). Also available for download via the World Wide Web; free to University of Oregon users.
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Kok, Jurgens Johannes. "'n Model vir leerlingdeelname aan skoolbestuur / Jurgens Johannes Kok." Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/9387.
Full textAbstract:
Since the democratic election in 1994 and the publishing of the SA Schools Act on
the 16th of November 1996 the South African education system has undergone a
fundamental transformation. Pupils are regarded as a specific interest group that
stands in a partnership relationship with other interest groups (stakeholders) in the
school. The principle of partnership advocated by the South African Schools Act
invites pupils to partake in and share responsibility for the governance, organising
and funding of public schools. To participate in school management pupils have to be
part of participative structures. Two such structures for pupil participation and
representation exist in South African schools, namely SRC's and the governing body
of the school.
The aim of this research is to develop a model for pupil participation in the
management of schools and specific attention was given to participative
management of pupils on the SRC and governing body of the school. In order to
operationalize the above mentioned aim an analysis of the nature of participative
management by pupils was done on the basis of theoretical approaches to
participative management.
Participative management by pupils can only be successful if the following
participative management techniques namely pupil participation, pupil empowerment,
influence. participative decision-making, delegation, democracy, decentralization,
committees and meetings are interwoven with the participative management process.
Pupil participation can also be successful if the advantages of such participation is
realised by all school interest groups.
The structure and functioning of pupil participation in the management activities of
the school is reviewed firstly by giving attention to the practices of pupil participation
in the education systems of a few international countries. This is done by analizing
the structure of each education system, the statutory directives for pupil participation
and the structures for pupil participation in these education systems. Secondly the
managerial involvement of pupils in the management activities of SRC's and the
governing bodies of schools was reviewed, while certain lacunas that resulted from
the lack of information were addressed by empirical research.
As a result of the preceding criteria a model for pupil participation in school
management was developed and certain findings and recommendations were
derived from it.Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000