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Publicado: 25 de julio de 2024

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1

Yanul, Travis. "Evaluating Faculty Performance: A Comparison of Behaviorally Anchored Rating Scales Developed for Western Kentucky University Psychology Department Faculty". TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/1037.

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The current study consisted of a comparison of Behaviorally Anchored Rating Scales (BARS) developed in 2001 and 2008 for the evaluation of the performance of faculty in the Western Kentucky University Psychology Department. BARS generally are less susceptible to various types of rating error than are other rating formats, and are highly relevant to the target job because they utilize behavioral examples of performance. Furthermore, BARS development requires the participation of job incumbents. In both 2001 and 2008, Psychology Department faculty members were involved in every phase of the development process of the BARS instruments addressed in the current study. The new BARS format contains five broad categories of performance with 12 redefined performance dimensions within these categories. The faculty identified a number of new behavioral exemplars for each performance dimension. The new BARS offers several benefits over the previous BARS. Faculty, particularly newer faculty not involved in developing the 2001 format, should be more satisfied with the new instrument; faculty should perceive both the development process and the resulting instrument to be fair; and faculty should consider the instrument to be more valid because of their direct involvement in providing the content. Future research should be conducted to directly assess faculty perceptions of the BARS instrument and development process.

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2

Devereaux, Temma Jo. "Cultural Responsiveness in the Special Education/ESL Department: Faculty Perceptions at Brigham Young University". BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1791.

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Faculty members from Brigham Young University's special education/ESL program participated in professional development centered on increasing multicultural competence. The primary investigator interviewed faculty members regarding their perceptions of professional development. After conducting the interviews, faculty members' feedback was coded to determine whether or not the professional development aided them in infusing more culturally sensitive practices into the curriculum and created a more sensitive learning environment for students from diverse backgrounds. Researchers also coded the faculty members' feedback to determine if faculty members felt they have changed at an individual/personal level in terms of how they view their own cultural background as well as how they view their students' cultural backgrounds. Information is summarized, providing insight into factors that strengthen professional development, ultimately increasing cultural competence. Additionally, suggestions are made to improve consultation skills and build stronger rapport with those from diverse backgrounds and at the university level, more effectively recruiting and retaining diverse students in school-based professions, including special education programs.

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3

川上, 正浩 y Masahiro KAWAKAMI. "カタカナ 3 ・ 4 文字表記語を構成するカタカナバイグラムの発音容易性評定調査". 名古屋大学大学院教育発達科学研究科, 2001. http://hdl.handle.net/2237/3094.

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4

Mayles, Philip Andrew. "Evaluating systemic change in the Virginia Department of Corrections : creating agents of change /". Full-text of dissertation on the Internet (63 KB), 2009. http://www.lib.jmu.edu/general/etd/2009/Masters/Mayles_PhilipA/maylespa_masters_11-30-2009.pdf.

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5

Brooke, Joseph A. III. "A Web-Enabled Temporal Database Human Resources Application". UNF Digital Commons, 2001. http://digitalcommons.unf.edu/etd/167.

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Despite the inclusion of a variety of time-related or 'temporal' datatypes in the SQL-92 standard, vendors of commercially-available Relational Database Management Systems (RDBMS) have universally elected to not fully comply with the standard. Perhaps even more frustrating is the fact that each vendor has chosen to include a different subset of temporal datatypes than their competitors, with most vendors adding a proprietary twist to their datatypes not even contained within the standard. This lack of conformity has left users of these database products faced with a difficult choice: either avoid temporal functionality within their database applications or develop and manage complex and often convoluted code to insert, maintain, and query this important data. Industry is replete with examples of both choices; not all of which have happy endings. This project demonstrates some of the options available to RDBMS users who choose to employ temporal functionality in their applications. Alternatives are presented using a conceptual human resources application deployed via internet. Data is stored in a commercial RDBMS product. Solutions to temporal storage and query issues are presented.

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6

Garces, Eleanore Lee y Judith Kay Russell. "Characteristics of reentry women". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2125.

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This study looked at the potential reentry-aged women employed by the San Bernardino County Department of Children's Service. It identified the characteristics, motivations, needs and barriers of the reentry age female student. This study explored the reasons why some SBCDCS reentry-aged workers choose to further their education, while others do not.

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7

Muñoz, Julie Ann Peters y Elisa Collins Coronado. "Stress among Master of Social Work students". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2459.

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This study explores stress levels among a population of Master of Social Work (MSW) students enrolled at California State University, San Bernardino (CSUSB). It is hypothesized that student stress is related to curriculum, finances, gender, and social roles.

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8

Jones, Lloyd Gregory y Cynthia Ann Plampin. "Correlation of stress and predisposition in onset of illness in Masters of Social Work students". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2093.

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This study addressed the specific problem of whether there is a significant correlation between stress and the onset of predisposed disease. Because most graduate programs are stressful and it is known that several social work graduate students in one cohort at CSUSB were diagnosed with diabetes as well as migraines and depression, the population for this study was Master's of Social Work (MSW) students at California State University, San Bernardino, (CSUSB).

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9

Chavez, Stacey Lynn. "Spirituality and coping with Master's of Social Work education". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2420.

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This study explored how students utilized spirituality as an effective coping mechanism for the stress they faced while in the Master's of Social Work program at California State University, San Bernardino. A stress and spirituality scale was used to measure each student's spirituality and perceived stress. Most students stated that spirituality and religious activity was helpful in coping with the stress of the MSW program. In addition, spirituality was found to have a strong positive impact on a person's abilities to cope with the stress of the program.

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10

Session, Arazola Nadine. "Anatomy of the social worker". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1911.

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11

Mindham, Jane. "Psychometric properties of a new scale for measuring anxiety in people with a learning disability : the Glasgow anxiety scale for people with a learning disability (GAS-LD) and research portfolio : a thesis submitted to the Department of Psychological Medicine, University of Glasgow, in fulfilment of the degree of Doctor of Clinical Psychology". Thesis, University of Glasgow, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589793.

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There has been relatively limited research on the mental health of people with a learning disability, in spite of the high prevalence of disorder in this population. Anxiety disorders are among the most common psychological difficulties, and comprise a considerable proportion of research effort in the general adult field. However there is a dearth of research involving people with a learning disability. Consequently models of anxiety are based on the general adult population and there has been little consideration of the way in which anxiety in people with a learning disability should be conceptualised. One reason for this, may be the difficulty in developing relevant assessment tools due to communication problems and lack of procedural standardisation in a relatively heterogeneous population. However the recent development of a DSM-IV based psychiatric interview represents substantial progress in this area. In this review the need for the development of self-report measures of anxiety is considered in some depth. Such measures are widely available in adult mental health and are useful for symptom screening, outcome measurement and as an aid to diagnosis. The development of a reliable and valid scale for use with people with a learning disability is long overdue.

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12

Senate, University of Arizona Faculty. "Faculty Senate Minutes August 28, 2017". University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/625785.

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13

"The development and validation of the New Orleans Police Department Written Communication Test". Tulane University, 1994.

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Poorly written police reports interfere with the efficient functioning of the criminal justice system. Accounts from several police jurisdictions have indicated that many officers lack the necessary writing skills to complete reports which require documenting chronological events in an incident, reporting witness statements, and describing evidence. This study attempted to identify the important dimensions of police report writing. On this foundation, a job-related video test was developed and its psychometric properties investigated. The test, the New Orleans Police Department Written Communication Test (NWCT), was designed to assess the report writing skills of New Orleans Police Department Recruits and Officers. Two versions of the test were developed, each having direct and indirect subtests. Subjects were 110 police officers who had been on the job one to two years. Internal consistency, alternate forms reliability, interscorer reliability, intraclass reliability, and test-retest reliability were estimated. Reliability was also estimated within a generalizability framework with persons and raters as facets. Both forms of the NWCT were administered to the officers as well as Hammill and Larsen's (1988) Test of Written Language-2 (TOWL-2). The TOWL-2 was administered to the officers to estimate the convergent validity of the NWCT. Convergent validity was also assessed by determining the relationship between NWCT scores and other measures of writing skills. Subjects' police reports were rated by Assistant District Attorneys and police personnel whose ratings served as criteria. Internal consistency (Cronbach's alpha) estimates differed by subtest, and the overall test lacked internal consistency (both Forms A and B). Alternate forms reliability coefficient was extremely low (.22) for the alternate direct subtests. The test-retest coefficient was.73 ($p < .001$) for the indirect portions of the test which were identical for both forms of the test. Analysis of Variance (ANOVA) was used to estimate the variance components for the effects of raters, persons, and the interaction between raters and persons. A large amount of variance was attributed to differences in how raters scored subjects for the direct subtests. With the indirect subtests, however, much of the variance was attributed to differences in the test performance of the subjects. Convergent validity evidence was weak, although the NWCT did correlate significantly with some of the variables of interest. Criterion-related validity evidence, using ratings of work samples as criteria, was insufficient
acase@tulane.edu

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14

Lyons, Mollie. "The leadership role of head of department at university". Thesis, 2008. http://hdl.handle.net/10500/1998.

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Leadership is a problematic topic at universities and it is therefore difficult to isolate a leadership theory that is applicable to Heads of Department (HODs). The manner in which HODs construe their leadership roles is the focus of this research project and the study is conducted from a constructivist perspective The university context in which HODs lead is explored in the literature overview. Definitions of leadership, general leadership theories and leadership issues in academe are investigated. The research findings are integrated into a leadership model for HODs, consisting of constructs (leadership behaviours, actions and values) and elements (leadership situations). The following contributions are made by the study: * The variety roles an HOD has to fulfil is confirmed by the study. However, this study indicates that leadership is interwoven with everything an HOD undertakes. * HODs construct their roles uniquely, but in general terms most HODs consider academic and scholarly work (own and that of the department) as part of the leadership role they fulfil. Leadership at HOD level at university incorporates both managerial and leadership ideas. * HODs consider their leadership environment to have qualities of the following known university environments: collegial, enterprise, bureaucratic and corporate. * This study identifies eight leadership themes with reference to the leadership role of an HOD at university; providing academic guidance, being a figurehead, determining the strategy and positioning the department, liaising with internal and external stakeholders, being a change agent, being a general manager, and being involved in student and staff relations. The following leadership themes can be added to the current body of literature: being a figurehead, own scholarly profile, as well as being involved in staff and student relations. Leadership at academic departments is at the heart of everything in which an HOD is involved. Leadership is thus becoming indispensable at academic departments at university.
Industrial & Organisational Psychology)
D. Com. (Consulting Psychology)

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15

Vuyiseka, Luke. "Factors contributing to poor academic performance faced by students, at a selected department rural university, Limpopo Province". Thesis, 2019. http://hdl.handle.net/11602/1325.

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MA (Psychology)
Department of Psychology
Students enter university with the hope to graduate and become successful one day but those hopes are shattered when their academic results decrease. Despite poor performance and poor results of students’ academics, there has been a need to investigate why students’ performance differs significantly. Students achieve low academic performance due to psychological, social and behavioral problems which arise during academic life. The aim of this study is to explore factors contributing to poor academic performance faced by students at a selected department rural university, Limpopo province. The study was conducted at the University of Venda (UNIVEN), situated in the scenic Vhembe District of the Limpopo Province. A qualitative approach using phenomenological design was used for this study. A sample of 15 students was selected from the target population using non-probability purposive, convenient random sampling method. Data were collected through a semi-structured interview. An interpretative phenomenological approach was used to analyse data. The study findings indicate that revealed that low levels of social support from parents, friends and family contribute to anxiety experienced by students at the university. In addition, Students developed low self-esteem, low self-confidence as a result of poor academic literacy, low marks and lack of social support. The study recommends that Head of the Department to have an open session for students to discuss matters concerning the teaching and learning style offered to them and ways to improve.
NRF

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16

Britt, Eileen F. "Enhancing diabetes self-management : motivational enhancement therapy : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology University of Canterbury /". 2008. http://library.canterbury.ac.nz/etd/adt-NZCU20080314.124830.

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17

Viljoen, Karin. "Motivators, contributors and inhibitors in adult higher education in the University of the Western Cape". Diss., 2013. http://hdl.handle.net/10500/10591.

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Lifelong learning for adults has almost become compulsory for the maintenance of employability. In the South African context, The National Plan for Higher Education advocated an increase of adult learners entering higher education to facilitate lifelong learning. This study will focus on adult learners returning to institutions of higher education on a full-time basis. The study will determine factors that motivate adults to enter the learning environment, and it will identify inhibitors and contributors during their studies. A qualitative research design has been employed. Analysis of data collected by open-ended questionnaires and in-depth interviews indicated that the motivation to return to higher education was mainly personal and career driven. Students reported on situational, dispositional, and institutional inhibitors they experienced and had to overcome. Contributors identified included various support systems. Recommendations are made in view of the results of the empirical study to assist institutions of higher education in South Africa to meet the unique needs of the adult learner.
Educational Studies
M. Ed. (Adult Education)

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18

Flaws, D. F. "Validation of the shared decision-making model in the context of a patient presenting to the emergency department with chest pain of possible cardiac origin : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science in Psychology in the University of Canterbury /". 2009. http://hdl.handle.net/10092/3283.

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19

Botha, Petro. "A life coaching programme for the support of social work students within an open and distance learning context". Thesis, 2014. http://hdl.handle.net/10500/13675.

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Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of? To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility. The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process. An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students.
Social Work
D. Phil. (Social Work)

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