Дисертації: "Education and Extension"

1

Floyd, Gary M. "Theological education by extension : an annotated bibliography /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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2

Keikung, Anjo L. "Theological education by extension in India /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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3

Snook, Stewart. "Effective theological education by extension case studies from Africa /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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4

Boone, Deborah Ann Hopkins. "Correlates of extension personnel performance on the Ohio Cooperative Extension Service Assessment Center /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658174431.

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5

Nabors, Raymond A. "Apiculture extension education needs in the U.S. /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842556.

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6

Harder, Amy Marie. "Characteristics and barriers impacting the diffusion of e-extension among Texas Cooperative Extension County Extension agents." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1408.

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7

Johnston, Katelyn McKenzie. "Describing the Efficacy of Research Videos in Extension Education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1606899095291283.

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8

Budak, Dilek. "Program planning and adult education : extension professionals' attitudes and practice at Ohio State University extension /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948807588904.

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9

Beaudreault, Amy R. "Methamphetamine in the United States:Perceptions and Educational Programming Needs in Extension Education." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259611320.

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10

Rousan, Laith M. "Agent turnover in Ohio State University Extension." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195671035.

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11

Kyazze, Florence Birungi. "Perceptions towards a mid-career adult educational program the case of the bachelor of agricultural extension education (BAEE) at Makerere University, Uganda /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1142558532.

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12

Bhardwaj, Ajay. "Cognitive levels of the educational programs offered by the Ohio Cooperative Extension Service county agricultural extension agents /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671108305766.

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13

Ujan, Konrad S. "A program of field education for Roman Catholic theological education in Indonesia." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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14

Brown, Almeshia S. "An Assessment of Virginia Cooperative Extension's New Extension Agent Training Program." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29890.

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This study is an assessment of the New Extension Agent Training (NEAT) program in Virginia. Although new Extension agents have exceptional subject matter training, they often lack skills needed to be effective Extension professionals (Bennett, 1979). The NEAT program provides a way for new agents to receive hands-on experiences that will facilitate a smooth transition into their respective roles. There is currently no specific data that has the NEAT program. Therefore, an evaluation of the program by its participants to determine its importance and effectiveness may be utilized to enhance the effectiveness of the NEAT program. The survey utilized to collect data in the study was developed by the researcher. The instrument was put on a website where participants could access it during a given time frame. The population consisted of new Extension agents, training agents, and administrators who participated in the NEAT program and are currently employed by Virginia Cooperative Extension (VCE). Participants were asked to rate the importance and effectiveness of the NEAT program in facilitating new Extension agents' growth in a series of goals needed for a new agent to be proficient. These goals were then divided into eight competencies as outlined by National Policy Statement on Staff Training and Development (1968). Participants were asked to provide demographic information and suggestions that would be useful in designing future programs. Data were analyzed using SPSS. The data showed that communication was rated the most important competency while human development was considered the least important. The data related to the ratings of effectiveness of the NEAT program in relation to the eight competencies also demonstrated that respondents rated communication as the most effectively taught competency covered in the NEAT program, and human development as the least effectively taught competency. Significant differences among ratings by position in the NEAT program were measured at the 0.05 alpha level. Significant differences were observed both between new Extension agents and Extension administrators and between Extension training agents and Extension administrators were in the importance of a selected competency and the effectiveness of the NEAT program in teaching the some of the competencies.
Ph. D.

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15

Robinson, Julie C. "Factors Related to Extension Professional’s Use of Online Tools in Their Educational Programs." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364548273.

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16

Abi-Ghanem, Rita. "Optimizing biological nitrogen fixation and evaluating Iraqi extension education." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/R_Abi-Ghanem_070909.pdf.

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17

Lawyer, K. Amy. "LEADERSHIP STYLES OF STATE EXTENSION SPECIALISTS." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/42.

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Cooperative extension is one of three components, along with teaching and research that form the mission of land grant universities. The focus of extension work is to take knowledge gained through research conducted at the university, and disseminate the information, in a practical manner to the end user. In most instances, extension work revolves around agriculture. Within the extension system are personnel that help to foster this program of educating clientele who work in the agricultural industry. County level agents are in place to teach and address the needs of local constituents, specialists are generally housed at the university campus and are hired for their expertise in a specific field of agriculture, and administrators help to keep the system functioning. Many studies have been conducted on the leadership characteristics of county agents and extension administrators, however the current knowledge base concerning leadership behaviors of extension specialists is lacking. Traditionally, specialists were strictly used as a resource for subject matter information; however, changes overtime to cooperative extension have seen specialists move to a leadership position that involves leading agents groups and conducting programing that directly serves the clientele. With newly acquired expectations to perform in a leadership capacity, yet without training or educational background to ensure these skills, there is potential for complications to arise. Using a mixed methodological approach, this sequential explanatory study was conducted using Burn’s (1978) transformational leadership as a theoretical framework, with the purpose of examining current transformational leadership characteristics among extension specialists in addition to gaining information concerning demographic and professional information pertaining to this group. The sample group consisted of equine extension specialists, an initial survey was sent which contained questions relating to educational background, make-up and tenure of their position, as well as the Multifactor Leadership Questionnaire (MLQ) to analyze self-perceived transformational leadership characteristics. This survey was followed by a voluntary individual interview with the researcher. The purpose of the semi-structured interview was to gain a broader example of the leadership perspectives of this particular group. Although no significant connections could be made concerning demographic information and MLQ leadership scores, the group as a whole registered below average for displaying transformational leadership characteristics, ranking in the 40th percentile for composite MLQ scores compared to the general population. The interview data showed that as a whole there was agreement with the concepts of transformational leadership, however MLQ scores and anecdotal evidence show that practical application of transformational leadership is lacking. Most participants indicated they did not feel prepared for their job, and many indicated that interpersonal relationship skills were used more often than their degree specialization. The findings from this study may help to encourage leadership training focused towards extension specialists, and to emphasize the need for leadership skills within this position.

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18

Torres, Geovany Rocha. "The environmental education in university extension: a Program Analysis Parque Vivo." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16686.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ
A pesquisa faz uma anÃlise das atividades desenvolvidas pelo Programa Parque Vivo, atividade de extensÃo cadastrada na PrÃ-Reitoria de ExtensÃo da Universidade Federal do CearÃ, tomando-o como objeto para o estudo. Baseada na hipÃtese de que uma educaÃÃo ambiental crÃtica-ecolÃgica deve pautar-se na colaboraÃÃo entre os diversos setores da sociedade, e no contexto local do pÃblico atendido, avalia a situaÃÃo geogrÃfica na qual o Parque Vivo desempenhou suas atividades e as dificuldades e potencialidades da parceria construÃda com a Prefeitura Municipal de Fortaleza. Outra hipÃtese discutida Ã a de que a extensÃo universitÃria em educaÃÃo ambiental ainda carece de uma maior aproximaÃÃo com a realidade trabalhada, por isso traz para o debate uma reflexÃo sobre a importÃncia da extensÃo universitÃria no processo de educaÃÃo ambiental, aborda as opiniÃes da comunidade estudantil, dos professores do ensino pÃblico e particular, e dos gestores pÃblicos, e ainda, levanta algumas pistas sobre o impacto das âVisitas Monitoradasâ no comportamento de estudantes e professores das escolas recebidas pelo Parque Vivo. O projeto trabalhou com observaÃÃes participativas, anÃlises documentais, entrevistas e registros em vÃdeo e fotos. Os resultados obtidos comprovam que a colaboraÃÃo recÃproca dos agentes pÃblicos Ã fundamental para o sucesso da educaÃÃo ambiental, mas se as aÃÃes nÃo forem direcionadas para os reais problemas enfrentados pelo pÃblico alvo, o processo educativo pode se desvirtuar. Conclui ainda que existe uma grande demanda da sociedade por aÃÃes de educaÃÃo ambiental da universidade.
A pesquisa faz uma anÃlise das atividades desenvolvidas pelo Programa Parque Vivo, atividade de extensÃo cadastrada na PrÃ-Reitoria de ExtensÃo da Universidade Federal do CearÃ, tomando-o como objeto para o estudo. Baseada na hipÃtese de que uma educaÃÃo ambiental crÃtica-ecolÃgica deve pautar-se na colaboraÃÃo entre os diversos setores da sociedade, e no contexto local do pÃblico atendido, avalia a situaÃÃo geogrÃfica na qual o Parque Vivo desempenhou suas atividades e as dificuldades e potencialidades da parceria construÃda com a Prefeitura Municipal de Fortaleza. Outra hipÃtese discutida Ã a de que a extensÃo universitÃria em educaÃÃo ambiental ainda carece de uma maior aproximaÃÃo com a realidade trabalhada, por isso traz para o debate uma reflexÃo sobre a importÃncia da extensÃo universitÃria no processo de educaÃÃo ambiental, aborda as opiniÃes da comunidade estudantil, dos professores do ensino pÃblico e particular, e dos gestores pÃblicos, e ainda, levanta algumas pistas sobre o impacto das âVisitas Monitoradasâ no comportamento de estudantes e professores das escolas recebidas pelo Parque Vivo. O projeto trabalhou com observaÃÃes participativas, anÃlises documentais, entrevistas e registros em vÃdeo e fotos. Os resultados obtidos comprovam que a colaboraÃÃo recÃproca dos agentes pÃblicos Ã fundamental para o sucesso da educaÃÃo ambiental, mas se as aÃÃes nÃo forem direcionadas para os reais problemas enfrentados pelo pÃblico alvo, o processo educativo pode se desvirtuar. Conclui ainda que existe uma grande demanda da sociedade por aÃÃes de educaÃÃo ambiental da universidade.

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19

Culbertson, Howard R. "Using theological education by extension to teach Biblical theology in Haiti." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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20

Clutter, Ann Wells. "Work/life issues of cooperative extension system professionals /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949836206185.

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21

Workman, Jeffrey Dale. "Exploring the Level of Evidence of Impact Collected through Program Evaluation by Cooperative Extension as Published in the Journal of Extension." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291120544.

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22

Miller, Andrew E. "College Student Thriving| A Comparison of Innovative Extension Sites to the Traditional College Campus." Thesis, Azusa Pacific University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806693.

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The U.S. higher education system faces an unprecedented convergence of financial challenges that have the potential to negatively affect the operations of smaller institutions (Denneen & Dretler, 2012; Eide, 2018). These forces have increased the expectation for institutions to adopt innovative educational models that will ensure the financial sustainability of the institution. One such innovation is the church-based extension site program at a private, Christian university in the southeastern region of the United States. The extension site program provides affordable pathways to baccalaureate degrees through a combination of experiential learning and classroom experiences within a local church context. The Christian university that was the focus of this study has experienced dramatic enrollment growth since the program's inception, with more than 2,400 students enrolled at 112 locations across the United States. Given the growth of this educational modality, this study evaluated whether the church-based extension site program is an effective alternative to the traditional campus experience. The Thriving Quotient, a reliable and valid instrument that measures students' academic, interpersonal, and intrapersonal well-being (Schreiner, 2016), was utilized to examine the differences in thriving levels and pathways to thriving among extension site and traditional students at the target university. After matching students through propensity score analysis, the results of the univariate and multivariate analyses of variance indicated that extension site students (M = 5.12, SD = .45) reported significantly higher thriving scores than their matched counterparts on the traditional campus ( M = 4.82, SD = .49, F[1, 616] = 62.871, p < .001, η² = .093). Structural equation modeling with multiple-group analysis further indicated significant differences in the pathways to thriving among extension site and traditional students, with each model accounting for 73% and 62% of the variation in college student thriving, respectively. Spirituality, faculty commitment to diverse students, and psychological sense of community represented the largest contributors to extension site student thriving. The study recommends the expansion of the extension site model at Christian institutions as an effective alternative to the traditional experience for a particular group of students and offers implications for practice that will support student thriving within the extension site context.

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23

SIEMOENS, SHERYL L. "CLASS-WIDE INTERVENTIONS FOR CHALLENGING BEHAVIORS: AN EXTENSION OF PASSKEY PROCEDURES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin983480626.

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24

Foor, Ryan M. "Job Satisfaction of Agricultural Communication, Agricultural Leadership, Agricultural Teacher Education, and Extension Education Faculty." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235501317.

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25

Durr, Anna Caroline. "CULTURAL SENSITIVITY IN COOPERATIVE EXTENSION NUTRITION EDUCATION PROGRAMMING IN KENTUCKY." UKnowledge, 2018. https://uknowledge.uky.edu/foodsci_etds/63.

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The purpose of this mixed methods study was to learn how cultural sensitivity was integrated and perceived in community nutrition education of an existing program offered by the University of Kentucky Cooperative Extension Service Nutrition Education Program. Data collection consisted of a quantitative cultural competence assessment survey tool used with nutrition education paraprofessionals (n=74), qualitative in-depth interviews of nutrition education paraprofessionals (n=8) and focus groups of Hispanic/Latino nutrition education program participants (n=39). Findings were focused in three areas; the cultural sensitivity needs of the program, the perception of nutrition education by participants and the training and professional development needs of nutrition education paraprofessionals. Among the cultural sensitivity needs of the program identified were curriculum resource needs, community referral needs, the importance of community partnerships and the importance of incorporation of children in nutrition education were identified. Among the training and professional development needs of nutrition education paraprofessionals, a need for Hispanic cultural education, language services education and chronic disease education were reported. The value of cross-cultural exchange and the need for chronic disease education in relation to dietary habits were identified by the participant focus group findings.

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26

Walker, Calvin L. "Staffing and programming patterns in Ohio State University extension /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488196781731623.

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27

Zirger, Juliana. "Formação política na universidade : possibilidades a partir de (con)vivências na extensão/UFRGS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/77235.

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Essa pesquisa busca refletir e analisar as possíveis contribuições da extensão para a formação política na universidade. Em um contexto marcado pelo esquecimento da política devido à debilidade dos valores coletivos e exacerbação dos princípios de mercado, faz-se necessário revigorar a credibilidade e a esperança em relação ao político. Para tanto, é imprescindível constituir um espaço público mais vibrante, onde ecoem valores e interesses coletivos advindos de múltiplas vozes que tecem o social. A universidade está sendo pensada a partir da perspectiva de instituição social e, portanto, como espaço no qual circulam demandas e tensões de toda a ordem, constituindo exigências plurais. A partir do recorte da extensão universitária, busca-se compreender de que forma a referida atividade pode contribuir para uma formação mais humana e política no espaço acadêmico, fortalecendo a universidade enquanto um espaço público mais latente. Em caráter qualitativo, lança-se mão de um estudo de caso sobre o Programa Convivências/UFRGS, edição 2011. A partir da realização de entrevistas semi-estruturadas com estudantes participantes do Convivências, objetiva-se conhecer as experiências vividas, bem como as concepções e significados construídos pelos estudantes sobre extensão e as relações desta com a formação acadêmica, política e contribuições à sociedade. O suporte teórico-conceitual encontra-se em Hannah Arendt (para pensar a política e o espaço público), José Dias Sobrinho (para refletir sobre a formação) e Boaventura Santos (para conjecturar sobre a universidade). Os resultados elucidam tensionamentos em relação às concepções de extensão e sobre as suas contribuições sociais. Mas os dados também trazem indícios que permitem pensar uma aproximação da extensão com a formação política na universidade, bem como a qualificação da formação acadêmica a partir das relações entre teoria e prática e do contato com realidades diversas. Dessa forma, a extensão - apesar dos desencontros de definições e dos tensionamentos em relação a sua atuação social, constitui uma experiência potencializadora da formação na universidade a partir do reconhecimento dos saberes plurais. Entretanto, há muito para se avançar na discussão sobre os saberes em extensão e esta pesquisa constitui apenas um passo entre muitos ainda necessários nessa complexa caminhada.
This research aims to analyse and envisage the possible contributions of the extension program for the political education into the university. In a context marked by the obliteration of political understanding due to the feebleness of collective values and exacerbation of the free-market principles, it becomes necessary to renew the credibility and hope for the future. For this, it is indispensable to constitute a more vibrant public space, where common values and interests reverberate in multiple voices who weaves the social. The university has been thought from the perspective of social institution, and therefore as a space where tensions and demands of all magnitude flow, becoming collective appeals. From this patchwork of university extension, one aims to understand how the referred activity can contribute to a more human and political development in the academic universe, strengthening the university as public space. In a qualitative manner, the 2011 edition of the “Convivências/UFRGS” program is used. From semi-structured interviews conducted with students who participate of the “Convivências” program, the intent was to understand the acquired experiences, as well as concepts and context built by the students about the extension and its relationship with the political and academic development, as well as social contribution. The theoretical-conceptual support is based on Hannah Arendt (to perceive politics and the public space), José Dias Sobrinho (understanding development) and Boaventura Santos (to speculate about the university). The results clarify the exertion in relation to the concept of extension and its social contributions. The data also brings clues that indicate proximity of extension and political development in the university, as well as the capability of the academic development from the relationship between theory and practice and the contact with different realities. In this matter, the extension – regardless its misalignment in definitions and exertion in relation to its social presence – constitute a possibility for achievement in the development of the university from the recollection of the collective knowledge. However, there is much to improve in the analysis about the knowledge in extension and this research encompasses just as a step amongst many still required in this complex path.

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28

Kopp, Thomas J. "Planning a theological education program in a cross-cultural setting." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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29

Cochran, Graham R. "Ohio State University Extension Competency Study: Developing a Competency Model for a 21st Century Extension Organization." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243620503.

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30

Nandasiri, Ratnayake Mudiyanselage 1957. "Institutional constraints affecting county extension agents in Arizona." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/277302.

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The purpose of this study was to determine the county extension agents' perceptions of institutional constraints to the performance of their duties within the Arizona Cooperative Extension System. Study population was 66 county extension agents in the state of Arizona. They were surveyed by mailed questionnaire. Study results indicated, on the average, most of the institutional constraints affect slightly on the county extension agents' work performance. Considerable variation observed among respondents in their perceptions of severity of the constraints. Some of the other important findings include; (1) 4-H agents perceived constraints more severe than Agriculture or Home Economic Agents. (2) County agents perceived more constraints in salary and promotion more severe than county directors. (3) County agents with more than 5 years of service perceived more of the constraints in the area of Personnel Evaluation more severe than agents with 5 years or less service.

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31

Hopkins, Sarah. "Arizona Extension Agents' Use of Communication Technologies." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/292699.

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Arizona Cooperative Extension strives to address community issues and needs through a research based educational process. The specific foci of the Extension agent gradually changed over time. Today's Arizona Extension agents should have good communication skills as they work to identify community resources, form community partnerships, and develop educational materials, among other things. The study sought to describe how Arizona Extension agents utilize nine communication technologies: cell phones, Smartphones, tablet computers, wikis, blogs, podcasts, YouTube, Facebook, and Twitter. Greater than half of the participants utilized each mobile device included in the study (cell phones, Smartphones, and tablet computers). Facebook was a widely used social media tool. The researcher suggests that funding and professional development may play key roles in Arizona Extension agent technology adoption. Communication technology use should be considered within Cooperative Extension work in order to help agents better serve the clientele.

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32

Huerta, Jose Manuel. "Attitudes of county Extension agents toward agent specialization in Ohio /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846354481973.

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33

Conklin, Nikki Lynn Schafer. "Perspectives on issues programming in the Ohio Cooperative Extension Service /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444257275.

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34

Bedo, Shannon Hajdik. "Education, research, and extension: an evaluation of agricultural institutions in Tunisia." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/176.

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Texas A&M University of the United States and the Institute National Agronomique de Tunisie (INAT) of Tunisia established a collaborative relationship of mutual exchange of information and ideas for the further advancement of both universities. The researcher worked closely with these universities to conduct a qualitative study in Tunisia to determine the effectiveness of agricultural institutions working to further development in that country. The emphasis of the study was on the transference of knowledge and innovations from the research level through extension to the farmers and other end users. The triangle of teaching, research, and extension provided a base perspective. The researcher interviewed 37 respondents, including researchers, extension personnel, administration, professors, and farmers. From data that respondents provided, the researcher used a constant comparative method to organize results into the strengths, weaknesses, opportunities, and threats of the agricultural institutions as a system. Overarching themes included a pointed focus on meeting farmer needs, but this desire was hindered from being carried out fully due to complex communication systems and an organizational structure that did not facilitate change. Hope did abound for Tunisian agriculturalists because the opportunities available through globalization and international collaboration far outweighed any possible threats to development, such as fierce competition in trade and lack of quality water. The researcher also made specific recommendations based on the information gathered in the study. These recommendations were based on the findings of the study, and they were directed to leaders within the Tunisian agriculture system and other agriculturalists wishing to further development in countries facing similar situations as Tunisia.

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35

Amba, Aruk Etim. "Training needs of agricultural extension workers in the cross river state of Nigeria /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691094572.

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36

Herbert, Loiva Lucia. "Psicanálise e educação : da extensão acadêmica à práxis." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/37375.

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Esta dissertação analisa a presença das propostas de educação psicanaliticamente orientada e/ou de clínica em extensão na práxis dos egressos, co-relacionadas à vivência da articulação dos campos Psicanálise e Educação na ênfase temática Personalidade, Cultura, Psicanálise e Educação desenvolvidos no Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Sul. Fundamenta-se na psicanálise, especialmente nos referenciais freudo-lacanianos, tendo como eixos teóricos interpretativos os temas da identificação e da transferência, além dos aspectos da manutenção de presença dos conceitos psicanalíticos nos discursos atuais e dos lugares de atuação profissional dos egressos. Tem sua metodologia inspirada na Análise Textual Discursiva de Roque Moraes e Maria do Carmo Galiazzi. Toma como objeto de estudo os discursos de seis mestres titulados a partir de excertos de suas dissertações e de uma entrevista eletrônica. Os resultados apontam para a importância da proposição de educação psicanaliticamente orientada e/ou psicanálise em extensão junto às suas práticas docentes e outras áreas profissionais. Também, indicam que a vivência da orientação teórica psicanalítica no curso de pós-graduação em educação desenvolve importantes possibilidades de interlocução entre a psicanálise e a educação, promovendo a concepção de outros modos de relação na educação que visam aos sujeitos aprendentes/ensinantes, para além de formações protocolares e currículos engessados em especificidades disciplinares. Além disso, contribui para a evidência que a ética psicanalítica pode oferecer aos docentes e às equipes escolares, importantes subsídios para o atendimento do que atualmente se apresenta como deficitário na escola.
The present work analyses the presence of psychologically oriented education proposals and/or clinic extension in praxis of graduated students in relation to their experience in the articulation fields of Psychoanalysis and Education emphasizing ―Personality, Culture, Psychoanalysis and Education‖, developed by the Pos Graduation Education Program of the Federal University of Rio Grande do Sul Sate. It is based on the psycoanalysis, specially Freudian-Lacanian references, taking in consideration the axis of theoric interpretation of identifycation and transference subjects, besides the maintainance of the aspects of psycoanalytic concepts being present in actual speeches and places where the graduates act professionaly. The methodology was inspired by the ―Textual Speech Analysis‖ by Roque Moraes and Maria do Carmo Galiazzi. It takes as object of study, the speech of six chosen masters. Some fragments of their dissertations were used toghether with an enterview by electronic mail. The results point out the importance of the psycologicaly oriented education preposition and/or psycoanalysis extension together with education practices and other professional areas. It also sugests that the experience of psycoanalitical theoric orientation in the course of pos graduation in education develop important possibilities of interlocation between psycoanalise and education, promoting the idea of other methods of relation in education having in view the subjects students/teachers, in addition to trining protocol and canned curricula in specific disciplines. It also contributes to the evidence that the psychoanalytie ethics can offer teachers and school staff, important contributions to the care of that now presents itself as a deficit in the school.

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37

Burhans, Jay Scot 1955. "An assessment of manpower and formal education needs in Extension in Costa Rica." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276890.

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The purpose of this study was to assess the rural Extension manpower needs and the needs for formal education in Extension in Costa Rica. The study surveyed all current Extension professionals of the Costa Rican Ministry of Agriculture Extension system to determine their educational qualifications, education in Extension, opinions regarding the educational qualifications needed to enter an Extension position and the levels of education appropriate for formal Extension education at time of the study and in 15 years and their perceptions of the current and future needs for Extension manpower in Costa Rica. Findings included: (1) all Extension professionals had a secondary level diploma and 55 percent held university level qualifications; (2) formal education was the most reported type of education in Extension; (3) twenty-five percent had neither formal education nor training in Extension; (4) the education qualifications needed and the levels of education appropriate for formal education in Extension were perceived as shifting upwards during the next 15 years; and (5) a 33 percent current and a 102 percent future increase in Extension manpower was perceived as necessary to meet clientele needs.

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38

Lindstrom, James Hilmer. "The Relationship Among Washington State County Commissioners Knowledge and Perceptions of Washington State University Extension and Their Willingness to Fund WSU Extension." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-155040/.

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The study determined the relationship between perceptions that the Washington State county commissioners' hold of WSU Extension and their knowledge of WSU Extension. In addition, the study determined whether their perceptions, knowledge, and/or understanding of Extension are related to and thereby may have predictability to their willingness to provide the essential local funding to continue the educational programs Extension delivers. The study addressed the interest Washington State county commissioners/county council members have in funding WSU Extension, which directly affects the critical element of maximizing Extension's impact on society. As a publicly funded educational organization, WSU Extension faces an uncertain fiscal future as funding partners face financial stress. Without funding from the key partners, such as county government, WSU Extension would not be able to continue to provide educational programming and nor would society benefit from the verifiable impacts that Extension has imparted for the past 100 years. An electronic census was administered through a variety of methods to insure sufficient response. There were 43 responses representing each of the 39 counties in Washington State. County commissioners have knowledge of Extension and the educational programs delivered to constituents. Respondents attend Extension programs, read Extension produced newsletters, join Extension educational organizations such as 4-H and access the web resources that Extension produces. Commissioners report that they are willing to continue to fund Extension in both times of financial adequacy and insufficiency. Based on the data, county commissioners in Washington State believe that WSU Extension is effective; the programs that Extension delivers are of good quality and beneficial to their constituents. Extension services are considered to be a good value for the level of county expenditure.

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39

Jieknyal, Jr Bijiek Gatwech. "An Exploration of Food Security and Agriculture Challenges for Female Farmers in Rubkona County, South Sudan." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/64912.

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The purpose of this study was to explore food security and agricultural challenges to examine the feasibility of using extension services as food security challenges intervention. The study used extension services, microfinance, farm cooperatives, and educational strategy to apply the Theory of Planned Behavior (TPB) to investigate culturally specific attitudes, subjective norms and perceived behavioral constructs in relationship to female economic development through agricultural production. The use of semi-structured interviews in a qualitative research design was found useful in exploring the informants' experiences in challenges to food security and agricultural productivity not only in South Sudan, but also in Sub-Saharan Africa. In-depth one on one semi-structured interviews were conducted with farmers and international agriculture researchers.
Ph. D.

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40

Teague, Willard D. "Extension education in an integrated theological education delivery system of the West Africa Advanced School of Theology." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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41

Holland, Grace. "Which way theological education by extension study materials for a changing Africa?" Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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42

Board, Barbara A. "An Examination of the Nature and Experience of Community Collaboration in Extension Education for At-Risk Populations in Virginia." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27901.

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For several decades, a growing realization has evolved that a single entity often cannot address complex issues. Collaboration has been touted as an effective approach to addressing such issues and is generally defined as multiple parties jointly identifying problems, developing a shared vision for addressing those problems, and sharing resources and responsibilities for a determined solution. In spite of the growing literature regarding collaboration, the predominant focus has been on advocacy, leaving a void in the literature concerning the processes and behaviors involved in establishing community collaboration. In essence, the importance of collaboration is widely recognized; how to collaborate is not as noted. Therefore, it is essential to examine the experience of community collaboration. The purpose of this study was to investigate a collaborative community experience in the context of extension education for children, youth, and families at risk in four localities in Virginia. The following research questions were addressed: a) What has been the nature and experience of collaboration for Extension Leadership councils (ELCs) involved with children, youth, and families at risk (CYFAR) projects; b) What has contributed to successful collaboration in Extension education with the CYFAR projects; and c) What have been the challenges to collaboration for the CYFAR projects? The qualitative case study design utilized in-depth face-to-face interviews with seventeen community representatives in the selected localities involved in the experience. The interviews were tape-recorded and transcriptions were analyzed to determine themes, patterns, and common ways of thinking. Findings, which revealed that ELCs were primarily involved in situation analysis, illuminated the following perceived contributions to successful collaboration: having a process for involvement, addressing a need, commitment of those involved, leadership, and paid staff. Challenges to collaboration were identified as lack of time to commit, lack of understanding of collaboration, and pre-existing ways of thinking and acting. The results have implications for Cooperative Extension understanding how ELC involvement can occur in programming and the collaborative nature of their educational process with the community. The findings will also contribute to human service providersâ understanding of contributions and challenges to collaboration and to the emerging body of knowledge on collaboration.
Ph. D.

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43

DeGiovanni, Katya S. "Transitions amidst transition : the journey of Maltese students from compulsory education to further education and/or work." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12613/.

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Further Education (FE) is almost a new venture on the Maltese Islands particularly for UK NVQ Levels 1 and 2. In 2001 the Malta College of Arts, Science and Technology (MCAST)introduced the Foundation Certificate: A Further Education (FE) access course without entry requirements. Drawing mainly on the study by Ball, Maguire and Macrae (2000), Bourdieu’s habitus and structure (1977; 1990; 1993) as well as Evans’ bounded agency (2002; 2007) and Evans and Heinz’s (1993: 1994) transition types, this thesis explores the transitory experience of eight female students from Compulsory to Further Education. Between 2007 and 2010 these students narrated their experiences prior to entry at MCAST, as students on the MCAST campus, during their work placements as well as on their workplace. Findings indicate that FE and work were chosen by elimination of the academic path even though it seems that school did not prepare the participants for these routes. The MCASTBTEC formative assessment system was deemed harder to get used to but fairer than the exam-based system. At MCAST students felt free to make their own choices and were treated as adults. Work placement experience for students seems to influence course choice. Full-time workers ex-students) indicated that they were given a lot of training, and that work was an alternative learning environment. This was important to retain their job and to further their studies. This thesis identifies three transition trajectories as well as a model for understanding the self in transition to FE within the Maltese context by identifying theories which are adaptable to this particular scenario. It also provides key learnings for policy makers and practitioners within the Maltese educational context. These include the exposure of students to MCAST, in-service training for subject and guidance teachers at service in secondary schools and guidelines for standardized induction as well as monitoring programmes aimed at increasing student retention. These strategies would ease the transition period making both MCAST and secondary schools more inclusive learning environments.

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44

Clarke, Eleanor. "Students with special educational needs enrolled on supported learning courses within a further education (FE) college : professionals' views of the potential contribution from educational psychologists." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5258/.

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Special Educational Needs and Disability reforms are due to come into force in Local Authorities from September 2014. Accordingly, services need to consider how they can meet the aims of supporting Learners with Learning Difficulties and Disabilities up to age 25. Educational Psychologists currently offer support to young people whilst they attend school and many Educational Psychology Services will need to consider how to extend their support in view of the SEND reforms. This case study explores the views of professionals, within one LA, of how the EPS and local Further Education College can work collaboratively. Participants include EPs, College Tutors, the SEN Team and the Connexions service. Data was gathered using interviews with Managers and focus groups with main-grade professionals and analysed using Thematic Analysis. Implications for the EPS within this LA are proposed, considering supportive factors, potential constraints and considerations that need to be given to the relationship before it is initiated. Proposed next steps include: explaining the role of an EP to the College staff, their partners, LLDDs and families to ensure the service is used effectively and efficiently; offering consultation and training to College staff and ensuring there is sufficient EP resource to meet the needs of the College prior to establishing a relationship.

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45

Gravina, Maria Virginia. "Investigating leadership characteristics and attitudes toward creativity according to agency context for agriculture extension agents in Uruguay." Thesis, Oklahoma State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614414.

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The purpose of this study was to investigate attitudes toward creativity and leadership characteristics according to the agency context for extension agents in Uruguay. Extension agents come from the three different agency contexts in Uruguay of the University, government, and private institutions. Leadership characteristics are those that combine to describe leadership approaches or styles. Attitudes towards creativity concerns the values one holds about using creativity in work situations. The link between these variables is important due to the diverse challenges that agriculture extension agents face in a small country like Uruguay whose economy depends on agriculture. There are three major conclusions based on the findings of this study. First, factor analysis performed in the scales related with leadership did not cluster as Bass and Avolio (2000) suggested. Rather, results show a different combination of the traits (Motivating demanding, Compliant, and Charismatic controller). The second conclusion is that attitudes and values to promote innovation likely expected to be one of the values of the university group were not shown in the results. One possible explanation could be the philosophy of the university, while the government and private institutions showed an attitude that tends to promote creativity and innovation which in their case is aligned with their jobs goals, which has to do with a model of extension that provides regulation and provision of inputs and also emphasize National production goals and productivity. Third there is a difference between working contexts for agricultural extension agents in Uruguay. The results of the study were able to discriminate between the university context and government and the private contexts which showed a similar behavior. Both the government and the private contexts showed a positive approach to creativity and a compliant leadership behavior.

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46

Clancy, Sharon L. "Adult education, spirit and the 'New Age' : Sir George Trevelyan and the Shropshire Adult Education College (SAEC) at Attingham, 1948-76." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43676/.

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This thesis presents an interdisciplinary study of post-Second World War short-term residential adult education, through an investigation of the Shropshire Adult Education College (SAEC), 1948-1976. This was located at Attingham Park, Atcham, Shropshire, now a National Trust property. George Lowthian Trevelyan, its Warden until 1971, was both an educational pioneer and a charismatic New Age leader. The study, conducted with support from the National Trust, examines the importance of memory, place and space and utilises oral history and archival materials to uncover and re-present the story of one college as a lens on a form of adult education which has enduring relevance. The investigation is informed by class-based, political and cultural perspectives. Since the College’s demise little had been done to evaluate this important experimental period of adult education. This study involved a slow uncovering process, akin to restoration. Although some more robust infrastructural ‘markers’ of the College, such as student-made stained glass windows and some mosaics, remain in situ, others, like the ceiling paintings of night sky constellations, have been erased or removed. For many of the former staff, students and academic tutors interviewed, this ‘painting over’ is a metaphorical deletion of a period of history important to them as individuals, and – as the closing down of a space of post-war reconstruction, creative thinking and renewal – socially significant. Many students and staff found their experiences transformational. Early courses, reflecting Trevelyan’s view of citizenship within a “classless” post-war democracy, embraced an eclectic and diverse range of largely local students. He was, however, an innovator and experimenter: along with literature, music and crafts, architecture and conservation, the curriculum evolved, reflecting and articulating his particular vision of cosmological, spiritual and ecological unity. This utopian thinking spoke of the dangers of rampant materialism and destruction of the earth, but was intertwined with a romantic desire to conserve a British way of life overseen by the hereditary aristocracy. An anthroposophical message, based on Rudolf Steiner’s arcane and esoteric teachings, was central. As the ‘New Age’ became Trevelyan’s focus, divisions emerged between his acolytes and those hostile to the changes – including residential and area-based tutors responsible for mainstream courses, governors and students. Students and tutors on ‘esoteric’ courses were increasingly people with privileged backgrounds, drawn from Trevelyan’s own national network. This led to charges of elitism. Ultimately, though arguably a post-hoc rationalisation, this has been seen as key to the decision to close the College.

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47

Passmore, Michelle Katherine. "Aligning extension education curriculum at land grant universities with professional competencies a Delphi study /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/passmore/PassmoreM0510.pdf.

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This descriptive study utilized a Delphi methodology to explore the career preparation of extension education students in the land grant university system through an analysis of current curriculum and its alignment with professional extension work competencies as identified by Harder, Place, and Scheer (in press). Academic professors in conjunction with Extension regional or district department heads were utilized to explore the professional competencies as they related to the preparedness of graduates and new hires, the hiring process, specific job skills, and courses within extension education degree programs. The purpose of the study was to explore current collegiate extension education curriculum and Extension professional competencies in order to improve the preparation of future extension agents and specialists across the nation. Twenty two different land grant universities were represented. Over 300 courses falling into 24 course categories at the undergraduate level and 18 at the graduate level were identified by extension education professors at LGU's that matched the 19 professional competencies presented. Extension administrators identified 65 different sub categories within the 19 competency areas outlining specific skills needed for successful careers in Extension. The conclusions reveal that by working together, Extension administrators and extension education professors can continue to improve their programs so that both will thrive and grow with the changing environment. Recommendations were made for further research in the areas of hiring practices and self reflection by professionals in both groups to analyze their own programs and practices. By utilizing the course categories and specific skills related to the professional competencies needed for success, both groups can work to improve existing programs and structures to ultimately reach success.

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48

Ishaya, Joseph B. "Relationships between psychological types and assessment center performance of Ohio Cooperative Extension agents /." Connect to resource, 1991. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1202406885.

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49

Mashamba, Mpho Abigail. "An assessment of the effectiveness of training for extension staff in the Limpopo Department of Agriculture." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/953.

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Thesis (M.Dev.) --University of Limpopo, 2012
Agricultural Extension workers could play a key role in fostering sustainable agriculture production as well as economic growth. The training for extension staff is a step towards sustainable development. Agriculture is an important sector in the South African economy. Its existence impacts directly on job creation, rural development, food security, foreign exchange and poverty reduction. Because the agricultural sector is crucial to rural development and contributes significantly to any initiative to alleviate poverty, it is for this reason that there is a great need for strong extension and advisory services led by governmental operations in partnership with relevant role-players. The study therefore makes use of qualitative data to determine the level and frequency of achievements, challenges, and demographic information of extension officers. Data collection instruments, such as interviews and group discussion, are used to measure the outcomes of the extension training. The results of this study will inform the Department of Agriculture on the achievements, challenges and resolutions into enhancing effectiveness of training for extension staff. The major conclusions and recommendations include: A majority possess national diplomas. In terms of the job requirement, a person must possess a BSc degree in agriculture. It is recommended that bursary must be awarded to extension officers with diplomas so that they upgrade their qualification to a BSc degree. A majority of the extension officers received on the job training, for example, in customer care, HR practices, participatory extension approach and basic computer literacy. It is recommended that training should be accelerated in participatory extension approach, and customer because of the imperative to transmit agricultural skills and knowledge to the farmers in endeavour to promote sustainable agriculture and rural development. According to the study, the training provided to most extension officers was outdated because it was not applicable to current challenges. It is recommended that a study should be undertaken on the situational analysis of the challenges being experienced by the farmers. The study also found out that the infrastructure such as office accommodation, poor technology; insufficient funds disabled the extension officers to transfer the skills to the farmers. It is recommended that there should be sufficient resources to address these challenges.

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Comer, Marcus M. "The role of the cooperative extension service as perceived by North Carolina Cooperative Extension service administrators /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074391.

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