Dissertations / Theses: 'TRAINING AND COLLABORATION'

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Wright, Sharon L. "Examining the Impact of Collaboration Technology Training Support on Virtual Team Collaboration Effectiveness." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/338.

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Businesses and governmental agencies are increasingly reliant on virtual teams composed of team members in different location. However, such virtual teams face all the interpersonal challenges inherent in working in a group, plus additional challenges that are a consequence from communicating through electronic methods. Numerous technological tools are available to facilitate electronic communication, and some organizations provide Collaborative Technology Skills Training (CTST) to virtual team members to help them select and use these tools. In this study, the researcher investigated whether CTST improves virtual team effectiveness by quantifying relationships between CTST and five components of team effectiveness: knowledge sharing, trust, cohesion, performance, and satisfaction. The researcher designed a survey based on an extensive literature review to allow respondents to quantify and describe their virtual team experiences, including information on any CTST they received and their perceptions of the five components of team effectiveness. Prior to the main research study, a panel of experts used the Delphi method to evaluate the survey, commenting on structure, content, and applicability to the research questions. The researcher then evaluated the temporal reliability and internal reliability of the survey. For the research study, the researcher invited over 1000 members of virtual teams to complete the online, self-report survey. Data were analyzed using MANOVA to investigate and confirm that CTST significantly affected components of team effectiveness. Results of this study can be used to improve CTST, thereby increasing the effectiveness of virtual teams.

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Foster, Gregg. "Information Technology Training to Promote Collaboration Among Multiple Generations." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3675.

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The decision to implement information technology (IT) initiatives to enhance collaboration among veterans, baby boomers, Generation X, Generation Y, and Fifth Generation employees continues to challenge organizational leaders. The purpose of this nonexperimental study was to identify how the implementation of information technology initiatives, coupled with the knowledge of learning styles, might enhance collaboration among generational cohort employees. The generational cohort theory, Maslow's hierarchy of needs theory, and the technology acceptance model were the theoretical frameworks used to develop an understanding of the relationships among the cohorts and the acceptance of technology to enhance collaboration. Data were collected from a survey of 335 respondents from the five generational cohorts who worked in small, medium, and large not-for-profit firms that used IT processes, in the Southeastern United States. Data analysis included Welch ANOVA with the Games-Howell post hoc test, Kruskal-Wallis test with Dunn's Bonferroni adjustment, and chi-square tests. Findings revealed no significant differences in learning style preferences among the cohorts, and no significant differences among factors influencing preferences for technology activity. Irrespective of generational cohorts, individuals displayed common degrees of comfort with IT training activities. Findings may be used by organizational leaders to implement technology training activities without focus on preferences for training among multigenerational employees. Findings may also be used to enhance collaboration by focusing on commonalities rather than differences among generational cohorts.

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Wright, Jannet Anne. "Collaboration between speech and language therapists and teachers." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019150/.

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Successful collaboration between speech and language therapists and teachers has implications for the delivery of services for children with communication problems. This research is concerned with the ways in which speech and language therapists and teachers work together to help children up to the age of 11 years of age who have difficulties with communication. A survey was carried out among speech and language therapists working in England and Wales, who either worked in schools or Health Centres. A postal questionnaire was used to collect the information and the responses were analysed using quantitative and qualitative methodology. All the 443 respondents agreed that collaboration was important although this did not always happen. More school based therapists collaborated with teachers than clinic based therapists. The speech and language therapists in this survey assessed children with coimnunication problems, planned the therapy and then begin to work with the teachers. Therapists who were based in health centres saw this as a way of ensuring a continuation of therapy between clinic appointments. To try to understand the reasons for teachers and therapists collaborating a second set of data was collected using interviews. Twenty pairs of speech and language therapists and teachers who worked together, were interviewed. In ten pairs, the therapist was clinic based and visited the school and in the other ten pairs the therapist was based in the same school as the teacher. Reciprocity between collaborating dyads was much more common around their increase in knowledge as a result of working together than any other factor. The fact that cognitive gain was one of the chief benefits following collaboration raises interesting issues to be considered in future undergraduate professional education and in-service training.

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Thorsteinsdottir, Oddifriour Halla. "Islands reaching out? : External research collaboration in Iceland and Newfoundland." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285132.

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Gill, Andrew Nicholas. "What makes parent training groups effective? : promoting positive parenting through collaboration." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31260.

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The research investigated 60 parents with conduct disordered children (49 were female and 11 male, 45 had partners and 15 were lone parents, 7 attended with their partners). Forty nine parents joined one of two parent training programmes, in order to compare and contrast effectiveness and to identify essential or core therapeutic variables. Six groups were measured against a non-treatment control group (n=11). Three groups (n=27) used the Fun and Families programme (Neville, King and Beak, 1995) whilst a further three (n=22) completed the WINNING programme (Dangel and Polster, 1988). Additionally, a sample of parents (n=35) attended an ongoing Parent Support Group in order to further evaluate the impact on the maintenance and generalisation of change. Qualitative and quantitative measures were used to evaluate group process, consumer satisfaction, attitudinal shift and child behaviour change (Eyberg Child Behaviour Inventory; Eyberg, 1980). Parental reporting was cross checked through direct observation tests administered within the natural home setting. Parents were followed-up at two weeks, three months, nine months and two years. Outcomes demonstrated there was no major significant difference between the two groupwork programmes; providing evidence that Group Leaders can achieve just as effective results by teaching intervention skills (WINNING programme) without the need for group members to carry out their own assessment (Fun and Families programme). Both programmes received significantly high consumer satisfaction ratings. Those parents who attended parent training reported significantly less child conduct problems when compared against the Control Group. Over time though (two years) there was no overall evidence to indicate a significant maintenance effect. Levels of self-efficacy and positive regard towards children did improve significantly as well as the quality of parent-child interaction; matched by a reduction in observed child behaviour problems within the home. The Control Group failed to achieve such improvements. There was no quantitative confirmation of the hypotheses that parental involvement with an ongoing support group facilitated the maintenance and generalisation of change over time and settings.

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Deng, Jie. "Training Multi-Agent Collaboration using Deep Reinforcement Learning in Game Environment." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-240316.

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Deep Reinforcement Learning (DRL) is a new research area, which integrates deep neural networks into reinforcement learning algorithms. It is revolutionizing the field of AI with high performance in the traditional challenges, such as natural language processing, computer vision etc. The current deep reinforcement learning algorithms enable an end to end learning that utilizes deep neural networks to produce effective actions in complex environments from high dimensional sensory observations, such as raw images. The applications of deep reinforcement learning algorithms are remarkable. For example, the performance of trained agent playing Atari video games is comparable, or even superior to a human player. Current studies mostly focus on training single agent and its interaction with dynamic environments. However, in order to cope with complex real-world scenarios, it is necessary to look into multiple interacting agents and their collaborations on certain tasks. This thesis studies the state-of-the-art deep reinforcement learning algorithms and techniques. Through the experiments conducted in several 2D and 3D game scenarios, we investigate how DRL models can be adapted to train multiple agents cooperating with one another, by communications and physical navigations, and achieving their individual goals on complex tasks.
Djup förstärkningsinlärning (DRL) är en ny forskningsdomän som integrerar djupa neurala nätverk i inlärningsalgoritmer. Det har revolutionerat AI-fältet och skapat höga förväntningar på att lösa de traditionella problemen inom AI-forskningen. I detta examensarbete genomförs en grundlig studie av state-of-the-art inom DRL-algoritmer och DRL-tekniker. Genom experiment med flera 2D- och 3D-spelscenarion så undersöks hur agenter kan samarbeta med varandra och nå sina mål genom kommunikation och fysisk navigering.

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Williams, Shannon M. "Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4872.

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Students with disabilities often have difficulties transitioning from high school to employment. Many students lack the self-determination skills needed to make this transition. Self-determination involves students implementing strategies that enable them to modify and regulate their own behavior; and utilizing strategies that support them to track progress toward goals. The research literature has shown that self-determination instruction can facilitate positive transition outcomes. Collaboration between districts and outside agencies has also been shown to improve transition outcomes, according to existing research. This study examines the effects of self-determination training, taught by Vocational Rehabilitation counselors, on self-determination skills of students with disabilities. Participants included 11 students, ages 15-18, who have been identified as having a specific learning disability, intellectual disability, other health impairment, or autism. The target behavior will be increased self-determination scores on two instruments: a formal rating scale and curriculum-based assessment. The effects of the lessons will be measured by the AIR Self-Determination Scale and a Curriculum Based Assessment. Ten lessons were taught by a Vocational Rehabilitation Counselor. The researcher found that student self-determination scores did not substantially increase after receiving “Job Club” instruction taught by the Vocational Rehabilitation Counselor, but that participants showed an increased knowledge surrounding disability disclosure in the workplace and increased self-determination scores in the area of self-monitoring of progress towards a goal. The research also showed that participants who had been previously or were currently employed showed greater progress on a curriculum based assessment than those with no employment history.

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Kennard, Jeremy James. "Curriculum, climate and collaboration : an illuminative investigation into the relationship between shared-learning, organisational climate and the potential for greater collaboration in health care settings." Thesis, University of Leeds, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250564.

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Samuel, Lensworth A. Yates Kenneth R. "Investigating team collaboration of an Air Force Research Event October 2008." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Jun/09Jun_Samuel_Yates.pdf.

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Thesis (M.S. in Systems Technology (Comman, Control, Computers, Communications and Intelligence))--Naval Postgraduate School, June 2009.
Thesis Advisor(s): Hutchins, Susan G. Second Reader: Pfeiffer, Karl D. "June 2009." Description based on title screen as viewed on February 17, 2010. Author(s) subject terms: team collaboration, team communication, Air and Space Operations Center, macrocognition. Includes bibliographical references (p. 73-76). Also available in print.

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White, Sullivan Canaday. "Training the Theatre Artist." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd_retro/8.

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While most undergraduate theatre programs value the concept that their students should be acquainted with all areas of theatre, (acting, directing, design, playwrighting), they implement it by asking students to take classes in each area of specialization, which can reinforce the natural division between the fields. This thesis aims to create four courses that would be a part of a larger undergraduate curriculum that focus upon training the theatre student in a holistic manner through developing knowledge and skill in all fields of the theatre simultaneously and within a single class. Significantly, this process begins with a course in collaboration that consciously draws attention to the components and abilities necessary for fruitful ensemble work. Students participate in non-hierarchical methods for creating theatre and then apply these same concepts to the elements (actor, text, light, sound, etc.) that contribute to creating theatrical moments. This type of training encourages students to view themselves not just as an actor or director or designer or playwright, but as theatre artists who have a sense of ownership of the knowledge of how these various fields work together within him or herself, but also within the theatre as a whole. My experience has been that after such courses students have an even greater sense of respect for what it means to make theatre with a group of people, and as theatre is never done in isolation, this is a step toward more empowered theatre artists.

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Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.

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Moore, Kristi A. "Interprofessional Patient Simulation Training Compared to Online Training for learning to use In-Line Speaking Valves." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3021.

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Restoring speech in persons who are tracheostomy and ventilator dependent, through the use of a Passy-Muir Speaking Valve (PMSV), requires specific training. Methods of training interprofessional team members to assess in-line PMSVs are unclear. This study used a pretest/ post-test design to compare effects of online training and online training plus simulation training on knowledge acquisition, skills performance, and comfort levels when working with persons who are tracheostomy and ventilator dependent. Twenty-six students studying either respiratory therapy (N=13) or speech-language pathology (N=13) were assigned to the control group or experimental group. Results revealed that online training proved beneficial for increasing tracheostomy and ventilator knowledge. Participants who underwent simulation training reported greater levels of comfort and demonstrated more efficient skills performance during simulation post-testing. Simulation training is efficacious to train interprofessional teams how to properly assess this population for use of in-line PMSVs.

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Riddle, Austin Christopher. "Interactive graphical timelines as collaborative scenario management tools." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85915.

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Training emergency response decision makers using live, virtual and/or constructive simulations can be highly complex since certain situations can generate stimulusresponse cycles that depend significantly on unpredictable human judgments. In particular, effective training scenarios require a combination of content contributed via pre-authored scripts and content generated dynamically during the training exercise. Large-scale exercises require multiple domain experts contributing oversight and content to the scenario as it proceeds. Such real-time adaptation requires situational and group awareness based on an understanding of pre-scripted materials and the adaptations of others. This thesis describes the evolution and evaluation of a collaborative graphical timeline system, called the Scenario Timeline System (STS), which facilitates asynchronous and synchronous collaborative timeline management, and its application in large-scale, computer-supported emergency response training exercises.

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Durbin, Dayna N. "The Effects of Pre-Service Training on Collaboration Between Classroom Teachers and Media Specialists." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/426.

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An electronic survey of 40 elementary teachers of the Chapel Hill-Carrboro City Schools district in the Triangle area of North Carolina was conducted to determine the effects of pre-service training on how often teachers collaborate with school library media specialists. Teachers were asked if they had received training in the media center and collaborating with media specialists, and were also asked to report the number of times they had collaborated in the previous semester. Although a statistical relationship between the amount of pre-service training in collaboration and frequency of collaboration was not established, the survey indicated that teachers who had received information about the media center in general were more likely to collaborate with media specialists. In order to increase instructional partnerships, it is recommended that schools of education increase information about the media center in their curriculum to better prepare pre-service teachers to collaborate with media specialists.

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Masters, Paula, Megan Quinn, G. Galfano, and Samuel Pettyjohn. "Highly Infectious Disease Training for Law Enforcement/First Responders: Collaboration to Strengthen Preparedness Capacity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6799.

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Braziel, Rick. "Impact of Homeland Security Communities of learning : developing a strategy for training and collaboration." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2675.

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CHDS State/Local
As the threat of domestic terrorism increases and the demands on Emergency Responders and the public intensify, a more distributed, efficient, and flexible training and collaboration model is needed to guide future efforts. The current blended learning strategy unintentionally limits collaboration. As learners move away from interactive learning to more static based solutions, continuing education and collaboration is severely limited. This research investigates the potential impact of Homeland Security Communities of Learning on information sharing, training costs, and innovation. This study reviewed current efforts in Internet-based interactive learning through an analysis of Networked Based Learning. A futures forecast was conducted identifying trends and events that may influence the future of Communities of Learning. The research findings support the creation of Homeland Security Communities of Learning that are designed to include collaborative technologies such that information sharing leads to enhanced capabilities and innovation. A strong correlation (r=.798) was attributed to the degree to which Networked Based Learning contributed to knowledge accumulation. The study presents a strategic plan, implementation framework, and Community of Learning pilot. The pilot includes previously excluded participants from non-Emergency Responder public and private stakeholders. Additionally the pilot identifies a significant cost savings with Communities of Learning.
Deputy Chief, Sacramento Police Department

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Hsu, Yun-Hsiang. "Training Externalities and Institutional Determinants: Assessing Rentention in Ohio Apprenticeship Programs." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366224121.

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Galina, Jane Margaret Russell De. "Collaboration and research performance in science : a study of scientists at the National University of Mexico (UNAM)." Thesis, City University London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287406.

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Mitchell-Kamalie, Lilian. "Successful information literacy through librarian-lecturer collaboration." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1002_1352791157.

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This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsÊ¹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsÊ¹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.

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Meli, Helen. "Educational improvement through professional collaboration : an exploration of action research as a means of enhancing teacher development in Cyprus." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006619/.

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Bronstein, Adam Samuel. "Teacher collaboration in the age of teaching standards| The study of a small, suburban school district." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592251.

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In the wake of new teaching standards and evaluation systems introduced in the United States, teacher collaboration has emerged as a common theme. However, despite these recent changes, teaching is still largely a private act, in which teachers are often secluded from their colleagues. This study investigated the range and variation of the characteristics of teacher collaboration and their impact in a small, suburban school district in Westchester County, NY. These data were initially gathered through a survey and later through interviews and focus groups. The results were analyzed through a mixed methods lens, using both quantitative and qualitative approaches. This study found that district teachers have some of the structural and many of the interpersonal characteristics favorable to collaboration, the impact of which has led to a strong sense of efficacy and some instructional change. In terms of teacher groups, there was a positive association between the structural and interpersonal characteristics of teacher collaboration and a positive correlation between teacher collaboration and its impact on sense of efficacy and instructional change. It was concluded that the District should enhance the structural characteristics favorable to teacher collaboration in order to impact further instructional change.

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Harrington, Carolyn D. "Critical friends group effects on teacher practice and collaboration /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/harringtonc/carolynharrington.pdf.

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

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

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Cormier, Jason Briggs. "Learning to listen the collaboration and art of the SITI Company /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133357032.

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Varol, Nesrin. "Towards the abandonment of female genital mutilation – healthcare provision in Australia within the framework of global collaboration on health system response, prevention, and prosecution." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16402.

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Female genital mutilation (FGM) refers to all procedures involving removing parts or all of the external female genitalia for non-medical reasons. As a result of migration and asylum seeking from conflict and wars, FGM has become a transnational issue, affecting more than 200 million girls and women worldwide. It is a form of gender-based violence, a health and policy issue, and violates many human rights laws. FGM has serious physical, psychological, sexual, and reproductive consequences to girls and women. As FGM has a complex socio-cultural imperative, an understanding of the driving forces of this harmful practice is key to helping communities abandon it and to providing education to all stakeholders involved from the level of the community, to healthcare professionals, teachers, civil rights, law and policy makers, migration and law enforcement organisations. FGM is on the decline, and many communities do want it to end. Addressing the human rights priorities of communities and providing them power over their own development processes are key to helping them abandon this practice. In this thesis, I address two questions. The first one is, “How do we strengthen the response of the healthcare system in Australia to best care for women and girls with FGM?” The second one is, “Focusing on the socio-cultural imperatives of FGM, how could we change our path in the global abandonment program to help communities stop this harmful practice?” My review of the literature on this topic has shown that two of the main reasons that FGM continues to be practised are pressure of social obligation in communities and lack of discourse in the public arena between men and women. In the first systematic review conducted on the topic I have highlighted the ambiguity of men’s wishes in regards to the continuation of FGM. In general, men wished to abandon it because of the physical and psychosexual complications to both women and men. Education of men was found to be the most important indicator for men’s support for abandonment. Australia is home to many women and girls from countries where FGM is practised. My thesis shows that two to three percent of women, who gave birth in a metropolitan Australian hospital, had FGM. This is the first available data on prevalence of women with FGM in Australia. My analysis also showed that women who received specialised FGM care had similar obstetric and neonatal outcomes to women without FGM. An extension of such services would further alleviate the burden among affected women and reduce healthcare costs for the Government. Accurate data collection on prevalence and complications of FGM is needed in Australia to appropriately allocate funding and develop such services. The literature and my thesis provide evidence that healthcare professionals (HCP) in countries of prevalence and those of migration, including Australia, lack knowledge on and training in the management of women with FGM. Midwives expressed a lack of confidence in clinical knowledge, skills, and data collection, as well as cultural competence in caring for women with FGM. Doctors acknowledged barriers to effective care stemming from uncoordinated care, unclear professional responsibilities, and communication difficulties. There is a need for improved education and training, supportive supervision, and evidence-based best-practice clinical guidelines and policies to address knowledge gaps and provide better management of and prevention of FGM in children. Informed by the research presented in this thesis, I developed an e-learning module for HCP in Australia to improve their knowledge on the medical, cultural, legal, and advocacy aspects. The Australian Government has addressed violence against women as an important area of focus and has been implementing a 12-year National Plan to reduce violence against women and their children 2010 – 2022. In the final paper in this thesis I propose that HCP, teachers, welfare officers, child protection officers, and government and non-government organisations involved in prevention programs on FGM, need to form a network of experts within this national framework to develop, implement and evaluate national policy and guidelines on healthcare provision, protection of girls, and prevention of FGM. The abandonment process may be accelerated through a global collaboration between governments and organisations involved in FGM programs. I have been involved in the establishment of the Africa Centre for the abandonment of FGM (ACCAF) in Kenya in 2012. A similar centre is planned in the Asia Pacific region in a country of FGM prevalence, which would collaborate with ACCAF and its partners to share research and expertise. It is my hope that the research presented in this thesis will support the work of these centres and hasten the abandonment of FGM.

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Ali, Asif, and Faheem Ramzan. "Analysis and Monitoring of Team Collaboration in Emergency Response Training supported by a Web Based Information Management System." Thesis, Linköping University, Department of Computer and Information Science, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52078.

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Our objective in this thesis work is to analyze and manage the log files which are generated after a number of experiments series on different groups using C3Fire simulation environment. It includes analyzing and extracting information from log files, and then maintaining this information in a database. This should be presented with a web interface through ICEfaces Ajax framework for Java. Log Files are generated after a number of experiments series on the different groups. All sequences and information related to task performed by team in group is organized in session log files. The work is divided into different steps; first step is to analyze and extract data from log files, and properly arrange it in several different tables in a database, for this MySQL database is used to store the information. The web interface of log file management system is implemented using ICEfaces Ajax framework, and is based on the statistics of log files generated from the C3Fire environment. User would be able to add/remove the log files, also can view or edit the details of each session log file in database through web interface. Different events can be generated, and logged for the session information.

C3Fire is an environment that supports training and research in team collaboration. The environment is mainly used in command, control and communication research, and in training of team decision making. Many humanitarian relief operations are doing their work without having any practice. When some disaster events occur, they cannot perform their jobs effectively. Effective and efficient relief operation is the need of humanity; even that’s not enough to move teams to the disaster place at right time; communication and co-ordination among the team members is the big factor to make effective and well-organized work. C3Fire is a simulation system which provides the training for team members to handle such type of disaster events, and makes the work more proficient at that time by doing effective coordination.

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Sankaran, Segar. "Education and training policy in a changing economic context : the case of polytechnic and industry collaboration in Malaysia." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020348/.

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Stosich, Elizabeth Leisy. "Learning to Teach to the Common Core State Standards: Examining the Role of Teachers’ Collaboration, Principals’ Leadership, and Professional Development." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14121780.

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Recent research on the relationship between standards and teachers’ practice suggests that teachers are unlikely to make changes to practice without extensive opportunities for learning about standards with colleagues. My dissertation extends this line of research, using a comparative case study of three-high poverty urban schools to examine the nature of teachers’ learning about the Common Core State Standards and the processes and conditions that support this work. I take a situated perspective, exploring how teachers engage in professional learning in their school context. Chapter one explores the potential for collaboration in teacher teams to support this learning. It argues that collaborative practices that encourage joint examination of instruction and student learning against standards support teachers in noticing and attending to differences between their current practice and standards. In addition, it examines the role of teachers’ instructional knowledge and principals’ leadership in supporting teachers’ collaboration around standards. Chapter two examines how principals encourage and constrain professional learning as they frame school improvement efforts. It argues that teachers are more likely to revise their instruction to align with the new standards when principals frame the challenge presented by standards as one that requires learning to work with students and content in new ways rather than simply one that requires teachers to execute specific pedagogical approaches. Finally, chapter three explores the efforts of a professional development network to build both teacher and school capacity for teaching the Common Core State Standards and proposes a set of principles to guide future efforts to design professional development that builds capacity for teaching to ambitious standards in high-poverty schools.

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Wallace, Rick L. "Collaborating with a State Hospital Association by Providing PDA Training to Rural Critical Access Hospitals." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8782.

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Chen, Zehang. "Exploring participatory design for E-learning tutor training: a process study of international collaboration between the UK and China." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491010.

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The role of the tutor in online leaming can be complex due to the wide range of media and pedagogies that can potentially be used. As a result there is a need for effective training materials that recognize this and the Sino-UK e-Educator training project, funded in the UK by the Higher Education Funding Council for England (HEFCE) and the Ministry of Education (MoE) in China, aimed to meet this need. A Participatory Design approach was adopted within the project and this meant involvement of writers and designers with different backgrounds in the collaborative design of the module and the training materials.

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Fox, Alison. "Leading collaborative professional enquiry : implications for teachers, chartered teachers and their managers." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1756.

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This research explores the implications of the practice of collaborative professional enquiry on professional re-formation and development. A series of case studies focuses on four aspiring Chartered Teachers as they lead collaborative enquiries in two schools. The case studies take account of the experiences of the teachers in the collaborative groups, as well as the managers in both schools. Using a Foucauldian theoretical framework, relations of power between all participants are explored. This reveals that active positioning is in operation. The Chartered Teachers are positioned in an ‘in-between’ space: neither teacher nor manager, and this appears to have allowed them to construct and negotiate new possibilities, contributing to their developing professional identities. While this challenged the established hierarchies in schools, the teachers reported that undertaking collaborative professional enquiry under the leadership of the Chartered Teachers, benefitted themselves and their pupils, appearing to offer opportunities to demonstrate an active professionalism which was in contrast to the expectations of their managers. The findings raise several issues for consideration by the profession. These include a recommendation that collaborative professional enquiry is encouraged as a core pedagogical resource. The research also highlights the need for policy makers to take account of the way power is exercised in and on schools when developing new policies and evaluating the success of current ones. It is argued that genuine and open dialogue is necessary and it is recommended that the national CPD framework should reconsider the current practice of supporting distinctive pathways within the profession.

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WESTCOTT, KATHRYN M. "TEACHING PROBLEM IDENTIFICATION SKILLS TO TEACHER INTERNS: AN ANALYSIS OF INSTRUCTIONAL METHODS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1014047935.

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Borders, Morgan R. "The Effect of Emotional Competencies on Team Functioning." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1578305626794175.

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Kanchantr, Nungruetai. "The implementation and evaluation of a cross-faculty collaboration to develop an innovative entrepreneurship training programme for nurses in Thailand." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679248.

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The demand for nurse entrepreneurial education has steadily increased around the globe in order to meet the changing health care needs of the public. Many universities in countries such as USA and Australia have already launched a wide range of nursing entrepreneurial programmes. Although Thai nursing education has also realised the important role of nurse entrepreneurs to Thai healthcare modernisation, there are no training courses which are designed to equip nurses with entrepreneurial skills. This action research aimed to study Nursing and Business faculty collaboration established through an action research project in order to develop a nurse entrepreneur training programme and to evaluate the effectiveness of the collaboration team at Assumption University in Thailand. This collaboration team (Ad-hoc Module Development Committee) consisted of twelve members: three nursing faculty, three business faculty, three business entrepreneurs and three nursing entrepreneurs. The model of team effectiveness, developed by West et al. (1998), was used to analyse qualitative and quantitative data in order to evaluate team performance of the AMDC. The results demonstrated important characteristics in terms of input and process factors, which greatly contributed to team effectiveness and successful outcomes of the AMDC. Three input characteristics enhancing the effective collaboration were identified: intrinsic task motivation, the appropriate mix of cross-faculty team, and the collective culture of the team. Three processes, which were shown to be significant for delivering high team performance of the AMDC, were positive participatory climate, effective shared leadership and skilful communication of the team. These input and process characteristics provided a strong foundation for the AMDC to achieve high performance outcomes with greater benefits of the programme product than envisioned in the original goal. However, committee selection process, high workload demands of members, and limited minority influence were identified as potential issues, which could hinder the development of interdisciplinary course.

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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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Howell, Emily A. "Using explicit teaching, modeling, and feedback to facilitate vocabulary instruction for early childhood educators." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1112.

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Early childhood teachers attend in-service trainings to continue their education after entering the workforce. The effectiveness of in-service training is being studied by many researchers. Some researchers postulate that adding modeling of the behavior and follow-up feedback to in-service trainings increases the ability of early childhood teachers to implement newly learned behaviors. The study investigated the effects of an instructional package (explicit teaching, modeling, and feedback) on early childhood students' implementation of vocabulary behaviors during shared storybook reading. The three vocabulary behaviors studied were selecting and stressing words, explaining and relating words, and repetition. Two case studies were completed with early childhood students, using a single-subject multiple-probe design across behaviors. Participants were baselined across all three behaviors. The behaviors were taught individually using explicit teaching and modeling. When criterion was reached, a new behavior was trained and modeled. Participants were given feedback on their performance, as well. Results showed the participants were able to implement selecting and stressing words and repetition during shared storybook reading after explicit training and modeling. The implementation of explaining and relating behaviors required additional feedback and reteaching for the participants to reach criterion. The study supports the research indicating that modeling and feedback improve early childhood students' abilities to implement newly learned skills.

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Davis, Mitchell Ross. "THE EFFECTS OF AN INDEPENDENT CHAMBER MUSIC EXPERIENCE ON BAND STUDENTS’ CREATVITY AS EXPRESSED THROUGH MUSICAL INTERPRETATION." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/498696.

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Music Education
Ph.D.
The purpose of this research was to determine whether an autonomous chamber music project would have a positive effect on band students’ creativity. Two primary research questions guided the study: (1) does engagement in autonomous chamber music increase the creativity of students’ performances of pre-composed music (creative products), and (2) does engagement in autonomous chamber music enhance the manner in which students navigate the creative processes of problem finding, ideation, and evaluation when preparing pre-composed music for performance? It was hypothesized that autonomous chamber music would cause an increase in both creative production and processes. Participants (N = 60) were all enrolled in a band class at one of three participating high schools. Using an experimental randomized block design, participants were evenly divided between an experimental and a control condition. Participants in the experimental condition engaged in an autonomous chamber music project, in which they self-selected into duos, selected a piece of repertoire, analyzed their chosen repertoire, conducted four rehearsals of the repertoire, and recorded a performance of the repertoire. The control group participants did not engage in autonomous music making. All participants continued to engage in all regularly scheduled band class activities during the treatment phase of the study. Creativity was measured twice—in a pretest and posttest—using the Measure of Creativity in Ensemble Collaboration (MCEC), which was designed for the study. The MCEC examines 10 indicators of creative thinking: problem finding fluency, flexibility, elaboration, and collaboration; ideational fluency, flexibility, and collaboration; and evaluation fluency, elaboration, and collaboration. The MCEC also makes use of the Consensual Assessment Technique (CAT) to evaluate the creativity of musical performances. Experimental and control group scores on all 10 indicators of creative thinking and on the CAT were compared to determine the extent to which the autonomous chamber music project increased creativity. No significant differences were found between the experimental and control groups for any of the 10 indicators of creative thinking, indicating that the autonomous chamber music project had no noticeable effect on participants’ creative process. This finding prompted the investigation of potential boundary conditions which may have inhibited participants’ creative abilities. No substantive relationships were found between creativity and either technical proficiency or enjoyment that suggested either limited participants’ ability to be creative. Additionally, the CAT dimensions (creativity, technical correctness, and aesthetic appeal) failed to achieve discriminant validity, making it impossible to draw meaningful conclusions on the effect of the autonomous chamber music project on participants’ creative production. The failure of the autonomous chamber music project to enhance participants’ creativity is likely a function of a number of potentially confounding variables. Task enjoyment, absolute learning, procedural knowledge, and technical proficiency each have the potential to have inhibited participants’ creativity. Though no concrete evidence explicitly implicates any of those variables in the observed lack of creative growth, the results suggest that each might have acted, in some fashion, to inhibit creativity. Each should be thoroughly investigated to provide further information regarding the relationship between autonomous music making and creativity.
Temple University--Theses

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Alehagen, Siw, Orvar Finnström, Göran Hermansson, Konduri Somasunduram, Vidyadhar Bangal, Ashok Patil, Pratibha Chandekar, and AnnaKarin Johansson. "Nurse-based antenatal and child health care in rural India, implementation and effects - an Indian-Swedish collaboration." Linköpings universitet, Omvårdnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-84262.

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INTRODUCTION: Improving maternal and child health care are two of the Millennium Development Goals of the World Health Organization. India is one of the countries worldwide most burdened by maternal and child deaths. The aim of the study was to describe how families participate in nurse-based antenatal and child health care, and the effect of this in relation to referrals to specialist care, institutional deliveries and mortality. METHODS: The intervention took place in a remote rural area in India and was influenced by Swedish nurse-based health care. A baseline survey was performed before the intervention commenced. The intervention included education program for staff members with a model called Training of Trainers and the establishment of clinics as both primary health centers and mobile clinics. Health records and manuals, and informational and educational materials were produced and the clinics were equipped with easily handled instruments. The study period was between 2006 and 2009. Data were collected from antenatal care and child healthcare records. The Chi-square test was used to analyze mortality differences between years. A focus group discussion and a content analysis were performed. RESULTS: Families' participation increased which led to more check-ups of pregnant women and small children. Antenatal visits before 16 weeks among pregnant women increased from 32 to 62% during the period. Women having at least three check-ups during pregnancy increased from 30 to 60%. Maternal mortality decreased from 478 to 121 per 100 000 live births. The total numbers of children examined in the project increased from approximately 6000 to 18 500 children. Infant mortality decreased from 80 to 43 per 1000 live births. Women and children referred to specialist care increased considerably and institutional deliveries increased from 47 to 74%. CONCLUSION: These results suggest that it is possible in a rural and remote area to influence peoples' awareness of the value of preventive health care. The results also indicate that this might decrease maternal and child mortality. The education led to a more patient-friendly encounter between health professionals and patients.

Article No. 2140

Funding Agencies|Pravara Medical Trust, India||Swedish International Development Cooperation Agency, Sweden||Linkoping University||County Council in Ostergotland, Sweden||

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Willis, Timothy John. "Affective Dispositions and Cognitive Skills in Critical Thinking: Implications for Measurement, Training, and Team Performance." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0001335.

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Call, Stephanie Priscilla. "Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3061.

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Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has shown that such families should take an active role in developing and implementing a behavior plan. However, families need support to promote effective changes in their child's behavior. This study investigated how a positive behavior support workshop that used the Family HOPE program affected behavior problems and parent/child relationships in families with children with developmental disabilities. Parents of eight children with disabilities and challenging behaviors participated in this research. A Project Director and Principal Investigator taught the six systematic steps to changing behavior. They were assisted by graduate students who provided behavioral education to families, helped families complete a Functional Behavioral Assessment, appropriate interventions, and analyze intervention data. The Parent-Child Relationship Inventory (PCRI) and Scales of Independent Behavior-Revised (SIB-R) were given to the families to study the effects of parent trainings on parents' perceptions of limit setting, parental support, and the frequency and severity of problem behaviors. Results showed a significant difference in the pre- and post-intervention data on limit setting and parental support. There were no significant differences in the frequency and severity of problem behaviors on the SIB-R. Implications for further research are suggested concerning teaching parents Positive Behavior Support principles in a workshop setting.

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van, Niekerk Johan. "An industry-responsive model of professional practice for industrial design : a work-integrated learning case study at a local University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2395.

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Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016.
Economic recession and job scarcity has led to a decline in the demand for design services. Graduates in all fields are faced with the risk of unemployment beyond graduation, with youth unemployment rates in South Africa and globally at alarming levels. The evolving social and economic challenges of our times place increasing pressure on the responsibility of higher education institutions to design learning experiences that adequately prepare graduates for the world of work, whether in employment or in entrepreneurial self-employment. However, there is a significant gap between universities’ supply and industry’s demand for graduates with the desired attributes, which research shows include not only subject-specific knowledge and skills, but particularly ‘soft skills’ that make an employee effective at work. The paradox of students graduating without professional experience can be overcome through approaches such as work-integrated learning, which embed the lessons of professional practice into design education curricula. This research project examines a case study of work-integrated learning at a South African university of technology in order to develop an industry-responsive model of professional practice in Industrial Design education. The case examined is the “R5K project”, a year-long group project in BTech Industrial Design in which students are challenged – simulating the world of work - to design, develop, manufacture, market and sell a product, and earn at least ZAR 5 000. This research set out to assess the extent to which the project effectively prepared students for work.

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Sickman, Linda Sue. "Changes in Teacher Literacy Enrichment Behaviors Following Modeling by a Speech-Language Pathologist During Book Reading." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179425466.

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Yiannakaris, Laskarina Alice. "Integrating principles of sustainability into communication design pedagogy at selected HEIs in Cape Town : towards an industry-responsive curriculum." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2397.

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Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016.
This research study investigates the level of awareness of, and engagement with Design for Sustainability (DfS) among three categories of actors within the Cape Town communication design fraternity: design educators, design students and design professionals. It focuses specifically on the degree of application of DfS within three selected Higher Education Institutions (HEIs) in Cape Town, while also interrogating the local industry’s need for students who are knowledgeable and skilled in this subject. To successfully practice DfS, communication designers need to be responsive to the possible environmental, social, cultural and economic impacts of their work. This study argues for the early incorporation of principles of sustainability into communication design curricula in order to promote the uptake of DfS. An extensive review of literature facilitates the showcasing of practical examples of how communication designers can positively address sustainability through their design solutions. Further, it also unpacks the barriers and solutions to integrating DfS into both education and practice. The study employs a qualitative research approach. Using purposive sampling, rich data is gathered from the key informants through focus groups and semi-structured interviews. Activity Theory is used as an analytical lens through which to examine the dynamics between the three different actors who are involved in the activities of teaching, learning and practicing DfS in communication design. The findings identify major gaps in the teaching of DfS as the subject is typically considered to be applicable to environmental issues. There is also limited understanding of how to practically apply principles of sustainability. Along with proposing appropriate strategies and tools to enrich the education around DfS in a more holistic manner, the study highlights the need for proactive re-curriculation so as to effectively sensitise students to the responsibility of communication designers to tackle sustainability issues. A set of adaptable guidelines is proffered as a way of making DfS more accessible to students while training them to channel their unique skill set and enhance attributes of agility and resilience in preparation for professional practice and an ever changing world. Educators are seen as playing the most crucial role in effecting the proposed guidelines because they interface with both students and industry; as well as straddle the critical domains of research, pedagogy and professional praxis. Additionally, this study recommends establishing more robust, responsive and meaningful connections between academia and industry in order to develop contextually relevant industry standards that will promote and advance DfS best practice among the Cape Town communication design fraternity.

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Alshare, Heba. "Evaluating the effectiveness of the Training in Interaction, Communication and Literacy (TICL) program in primary schools: A mixed-method pilot study." Thesis, Occupational Therapy, 2018. http://hdl.handle.net/2123/17981.

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Background: The increasing diversity of children in today’s classrooms is posing complex considerations for teachers when designing instructions to support the learning needs of all students with and without disabilities in regular classrooms. Theoretical evidence recognises inter-professional collaboration and coaching as useful approaches to assist teachers in developing inclusive education competencies and integrating therapeutic strategies into classroom routines. However, there are limited empirical studies to support the link between coaching and positive changes in teachers’ practices and students’ outcomes. The Training in Interaction, Communication and Literacy (TICL) is a 10-week coaching program delivered by trained speech-language pathologists (SLPs) and/or occupational therapists (OTs) to support the Continuing Professional Development (CPD) of teachers in three skill areas: interaction, communication and literacy; in order to facilitate the children’s learning in these areas. TICL was originally developed for a pre-school setting, but has been adapted and implemented in primary schools. Aims: This pilot study aimed to evaluate the effectiveness of TICL for integrating speech-language strategies into classroom teaching practices at two primary schools in Sydney, Australia, and to explore the experiences of participating teachers to accommodate TICL to primary-school settings. Methods: This study utilised a mixed-method approach. Focus group interviews were the primary data sources conducted to understand the experiences of participants, and analysed using inductive analysis. Nine teachers participated in the focus group interview at school 1, and three teachers participated in the focus group interview at school 2. The Interaction, Communication and Literacy (ICL) Skills Audit was used as a self-assessment tool to measure change in the participants’ confidence across six skill areas and related 18 sub-skills through pre-post data. Descriptive analysis of this pre-post quantitative data was conducted. Findings: Quantitative data analysis showed a statistically significant improvement in the participants’ confidence in nine sub-skills of the ICL Skills Audit (P-value < 0.05). Results showed that the majority of participants across the 18 sub-skills either improved in their confidence or did not change. On very few occasions, the participants’ confidence decreased. Focus group interviews revealed that (a) The relationship between participants and TICL coaches crossed over from feeling judged to reflecting on teaching practices through a collaborative approach, (b) The ICL Skills Audit was a useful reflective tool that raised the participants’ awareness of their existing teaching skills, (c) TICL facilitated the participants’ learning through modelling and coaching in context., (d) the need to further discuss family involvement in TICL, and (e) TICL needs to be more literacy-based to accommodate the nature of primary classes. Conclusion: There is a critical need for improved collaboration between teachers and SLPs/OTs to address diverse literacy needs of all children in classroom. This study showed that TICL coaching could be a promising approach to incorporate therapeutic strategies into teaching practices. Future long-term research is recommended with a larger sample to evaluate the effectiveness of TICL for integrating therapeutic strategies into teaching practices in primary schools.

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Ross-Norris, Vicki Sandra. "Literacy Training in an Urban High School Professional Learning Community." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3574.

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The purpose of this study was to explore the essence of professional learning experiences shared by teachers who participated in a professional learning community (PLC) at a New York City high school in the South Bronx. Guided by Hord's PLC characteristics and Bruner's constructivism theories, this phenomenological study addressed the research questions of what PLC practices urban high school teachers employ to support the academic-literacy achievement of their students of low social economic status (SES); the role of administration in the PLC process; and the roles of a shared mission, values, vision, norms, and collaborative knowledge on the functioning of the PLC. Data collected from the 6 PLC teachers included semi-structured individual interviews, observations of PLC meetings over a 2-month period, participating teacher reflective journal entries, and a researcher's log. Manual data analysis consisted of reading raw data multiple times to determine patterns, themes, and relationships. Additionally, concept and descriptive coding approaches facilitated data source analysis. Gerund words and short phrases generated labels and categories that resulted symbolic representation. The results were that the urban high school teachers demonstrated Hord's PLC characteristics and Bruner's constructivism theories within their PLC's practices and principles leading to decision-making and solutions to problems such as improving teachers' literacy practices, students' literacy skills and classroom behavior, and school wide Individualized Educational Plan process. The findings of this study support the engagement of urban high school teachers in self-directed PLC activities that may promote social change by improving literacy instruction and literacy achievement among students of low SES.

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Schulte, Rebecca Lynn. "Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1028.

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Collaboration between general and special education teachers is essential for students with disabilities to have access to general education curriculum and instruction, and improved outcomes in school. The Individuals with Disabilities Act (IDEA), and No Child Left Behind Legislation, include mandates that increase demands for collaboration. However, many general and special education teachers report not feeling prepared to step outside traditional roles to collaborate to meet the needs of this population. Collaboration is also a strong element of teaching and special education standards for teacher preparation. Yet, research shows many teacher education programs lack coursework and field experiences that focus on collaboration. The purpose of this study was to explore experiences special education teacher candidates had in collaboration with general education teachers during student teacher field placements. The research questions include: (a) To what extent are special education student teachers expected to collaborate with general education teachers during field placements; and (b) How are perspectives on collaboration with general education teachers different between special education student teachers and their mentor teachers? The study used qualitative multiple-case study design and content analysis. Data were collected across three different school contexts (elementary, middle school, and high school) in which special education candidates were placed for student teaching. Participants included special education student teachers and their mentor teachers from each setting. Data sources included interviews, a survey of collaborative practices, text analysis of teacher work samples, and field-placement evaluations. Results of the study show many collaborative practices occur across different special education settings to various extents, and special education candidates have opportunities to learn about perspectives on collaboration and collaborative practices with general education teachers from mentor teachers. However, the standards-based student teaching performance measures did not guide or document the learning and experiences of special education student teachers in relation to collaboration with general education teachers. Recommendations are made for adding guidelines and performance measures in teacher education programs that prepare special education teacher candidates for collaborative roles in schools.

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Rönnerman, Karin. "Lärarinnor utvecklar sin praktik : en studie av åtta utvecklingsarbeten på lågstadiet." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1993. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16586.

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The overall aim of this study is to contribute to the understanding of development projects carried out by teachers within the Swedish 9-year compulsory school. The study concentrates on the everyday classroom work of the teachers, firstly when there were extra funds to use for the development projects, and secondly, when the funding had expired. Eight projects at the primary level were selected. Each project was visited three times during the first year. A follow up was made three years later. Data were collected by way of interviews, questionnaires and observations. The projects had different aims, contents and organization. Some projects changed or developed their aims and contents in the course of the project period, while others kept their original direction. Differences in the development of project activities were found to be related to such factors as the amount of personal support given by headmasters and colleagues, and on whose initiative a project was started, whether by the authorities or by the teachers themselves. Within the framework of the projects, the teachers often instigated relevant in-service training, developed new forms of cooperation, sought to integrate school subjects and tried new pedagogic practices. When financial support was terminated, the new ideas and the new practices were incorporated in the changed every day way of working. The project work tended to make the teachers feel more harmonious and whole, in that the activities tended to tie the teacher's personality and career more firmly together. Besides this personal development, the teachers felt that the project work enhanced more and closer cooperation in the schools. The teachers emphasized that it had become very important for them to collaborate, and that they felt they were no longer left alone with the responsibilities and problems in the classroom. The projects led to more committed pedagogical discussions in the staff- rooms resulting in a claim for more knowledge. The project teachers often invited lecturers and arranged other forms of in-service training. The results of the study are discussed in relation to theories of school development, teacher work and career as well as to gender theories.
digitalisering@umu

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Williams, A. Lynn, Brenda Louw, Nancy J. Scherer, Ken M. Bleile, Marcia Keske-Soares, and Inge Elly Kimle Trindade. "Academic and Clinical Preparation in Speech-Language Pathology and Audiology: A Global Training Consortium." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1982.

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ABSTRACT: Purpose: To describe a research-based global curriculum in speech-language pathology and audiology that is part of a funded cross-linguistic consortium among 2 U.S. and 2 Brazilian universities. Method: The need for a global curriculum in speechlanguage pathology and audiology is outlined, and different funding sources are identified to support development of a global curriculum. The U.S. Department of Education’s Fund for the Improvement of Post-Secondary Education (FIPSE), in conjunction with the Brazilian Ministry of Education (Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior; CAPES), funded the establishment of a shared research curriculum project, “Consortium for Promoting Cross-Linguistic Understanding of Communication Disabilities in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities (Universidade Federal de Santa Maria and Universidade de São Paulo-Baurú). Results: The goals and objectives of the research-based global curriculum are summarized, and a description of an Internet-based course, “Different Languages, One World,” is provided Conclusion: Partnerships such as the FIPSE–CAPES consortium provide a foundation for training future generations of globally and research-prepared practitioners in speechlanguage pathology and audiology.

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Husby, Sofie. "Økologiomlægning i et medarbejderperspektiv – vilje, viden og værktøjer." Thesis, Nordic School of Public Health NHV, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3619.

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Formål: Dette studie havde til formål at få kundskab om køkkenmedarbejdernes oplevelse af og erfaringer med økologiomlægning i deres køkkener. Desuden var formålet at få indsigt i medarbejdernes oplevelse af undervisningens betydning i forhold til samarbejde og omlægningsningsprocessen. Metode: Der blev indsamlete valueringsskemaer med åbne svarmuligheder udfyldt af 327 kursusdeltagere, samt 50 lederevalueringer ligeledes med åbne besvarelser. Besvarelserne blev behandlet og analyseret med udgangspunkt i kvalitativ indholdsanalyse. Resultat: Studiet viste at medarbejderneoplever økologiomlægning, som en kompleks proces, der kræver ændringer af vaner og praksis. Samsyn blev nævnt somet væsentligt element, herunder en fælles målsætningpå medarbejdernes arbejdsplads, hvor økologien indgår,som en del af arbejdspladsens øvrige mål. Medarbejderneskal kunne se formåletmed økologien,både i relationtil eget køkken/arbejdeog gerne i en større helhed, ligesom de bør inddrages i processen. Samarbejde og kommunikation er gennemgående elementer i processen og bør understøttes. Bæredygtighed og sundhed nævntes, som motivation for hovedparten af medarbejderne. Viden og værktøjer er vigtige for at medarbejderne oplever håndterbarhed i forhold til processen, hvorfor medarbejdernes handlekompetencer og oplevede handlerum børstyrkes. Det gælder også i forhold til de strukturelle rammer,deropleves som udfordringeri forhold til økologiomlægning.Om økologiomlægning ses som mulighed eller udfordring, synes i en hvis grad at afhængeaf individet. Samlet synes undervisningen athave rustet medarbejderne i forhold til,og med bevidstgørelse om processen, men kan dog ikke stå alene, men der peges på behovet for en tydelig og opbakkende ledelse. Konklusion: Studiet viser,at medarbejderne er blevet styrket gennem undervisningsforløbet i forhold til incitament, viden og værktøjer omkring økologiomlægning. Økologien børvære et tydeligt fælles målsætning, som indgår i organisations øvrige mål. Det bør ses som løbende proces, som kontinuerligt skal styrkes blandt andet gennem viden samt opbakning fra en tydelig ledelse. Samtidig er der behov for at udfordre de eksisterende strukturelle rammer for at give større råderum
Aim: In this study,we aimed to learn how kitchen professionals perceiveand experience the transition to organic food. We also aimed to understand how employees view training in relation to collaboration and the transition process. Method: Participants attended a six-daycourse (two time three days) in organic food transition. The course was funded by governmental funds to promote organic food in public kitchens through training. After finished course the course participants (n=327) and leaders (n=50) completed evaluationforms comprising openended answers. All data was examined using qualitative content analysis. Result: Our participants described organic transition as a complex process that requires changesin habits and practice. Participants also mentioned the necessity of perceiving the organic food transition as a commongoal. Our data also shows that employees must be able to link the purpose of transitioning to organic food with their work and how it relates to the larger goal. Although most participants were motivated by sustainability and health issues, they reported that knowledge and instruments contribute importantly to making the process manageable. Participants expressed a need for their action competence and perceived action competency tobe strengthened. This was also mentioned in relation to structural framework, including economy, which were experienced as challenging in relation to the transition. If employees perceive transition as challenging or as opportunity for development likely will depend on the individual. Overall, the course seemed to prepare employees and increase awareness in relation to the process, but employees also expressed a need for a distinct and supportive leadership. Conclusion: We show here that training strengthens employees’ incentive, knowledge, and transitional instruments about the transition. Organic food must provide aclear and common goal that fits in to the overarching goal of the organization. This ongoing process requires continuous learning and distinct leadership support, as well as willingness to challenge the existing structural framework and gain increased latitude in the kitchens.

ISBN 978-91-86739-90-4

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Owens, Myra G. "Factorial Validity of the Team Skills Scale as used for Geriatric Interdisciplinary Team Training (GITT)." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1568.

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Dissertations / Theses on the topic 'TRAINING AND COLLABORATION'

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