Дисертації з теми "Guidance and support practices"
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Purves, Ian. "Implementing clinical guidance on general practice using computerised information systems : PRODIGY phase one." Thesis, University of Newcastle Upon Tyne, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310035.
Palesy, Debra Lee. "Learning Occupational Practice in the Absence of Expert Guidance: A Case Study of In-Home Disability Support Workers." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366682.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
Beroud, Jean-Yves. "Rôle des représentations sociales et du lieu dans les pratiques d’accompagnement des professionnels du coaching et relations avec la posture d’évaluation." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3057/document.
Professional coaching is a set of practices that in principle do not really reveal the attitude of the practitioner. The intervention he implements is about business evaluation and that is why he is called mentor-assessor. Therefore, such a scheme depends either on the idea of controlling businesses as a counselor or guiding them as a professional guide. The work of problematization here is to question the relationship maintained by the mentor-assessor with his place of practice. It is part of a theoretical framework putting together evaluation concepts, support and place. In this sense, the use of quantitative and qualitative methods of social representations allows to question the representation of the mentor-assessor on his work and his place of practice as well as the relationship he has with the workplace. From a sample of fifty coaches, the results show a majority of practitioners in the position of guidance and personal development. The report also points out that the mentor-assessor has with the workplace, meaningful preferential assessment criteria of the practitioner. The results are modeled from a kaleidoscope attitude situation which are: the solution-oriented guide, the birth coach facilitator, the practitioner in personal development and the clinician coach
Nascimento, Sampaio Leobino. "A guidance approach for network users support." Universidade Federal de Pernambuco, 2011. https://repositorio.ufpe.br/handle/123456789/1277.
Conselho Nacional de Desenvolvimento Científico e Tecnológico
Usuários de aplicações avançadas, tais os de grade computacional, encontram algumas vezes problemas de desempenho de rede que frustram as suas expectativas de realização de atividades. Por isso, a assistência para comunidades de usuários que tem dificuldades em usar a rede tem sido identificada como uma das principais questões de suporte relacionadas ao desempenho. Isso explica a crescente demanda por serviços de monitoramento que tentam auxiliar os usuários no entendimento das propriedades de rede, bem como no uso de suas aplicações. Serviços de monitoramento trouxeram grandes benefícios em termos de suporte aos usuários. Mesmo assim, existe uma carência por serviços de aconselhamento que beneficie os usuários com informações que vão além da simples apresentação das propriedades de rede. Atualmente, tanto usuários avançados quanto equipes de suporte contam com ferramentas que apresentam informações de uma perspectiva puramente técnica. A maioria delas se baseiam em informações obtidas como resultado de atividades de monitoramento, independentemente dos níveis de qualidade de serviços percebidos pelos usuários. Tais ferramentas de medição atendem razoavelmente os requisitos dos gerentes, operadores e usuários finais quando se trata de aplicações comuns. Contudo, a comunidade de pesquisa vem destacando a importância da qualidade de experiência (QoE) durante a avaliação dos serviços de rede quando se trata de aplicações avançadas. Ao considerar as opiniões dos usuários, o gerenciamento da qualidade de serviços torna-se mais efetivo, uma vez que a avaliação do serviço não está restrita às considerações da equipe de suporte e gerenciamento. Essa tese apresenta uma abordagem de aconselhamento para o suporte de usuários de rede que foca na colaboração entre usuários através do compartilhamento das suas experiências no uso das aplicações para construir uma base de conhecimento. O conhecimento representado inclui não somente a informação sobre os problemas de desempenho, como também as características as aplicações e as opiniões dos usuários. Através dessas características, a abordagem procura alcançar altos níveis de satisfação dos usuários pela redução gradual do volume de informações de suporte erradas. Para avaliar a viabilidade dessa abordagem, um modelo de sistema de raciocínio baseado em casos (RBC) foi construído e validado através de um estudo experimental conduzido em laboratório por meio de um sistema multiagente. O sistema é apoiado por uma base de conhecimento baseada no uso de ontologias e um esquema de reputação baseado no algoritmo Pagerank. Os resultados do estudo mostraram a efetividade da abordagem proposta, sua resilência à comportamento de usuários incoerentes e em conluio, e a importância do conhecimento do domínio sobre as atividades de suporte a usuários
Law, Lai-ming Teresa, and 羅麗明. "Guidance training needs and support: class teachers' perception." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961757.
Law, Lai-ming Teresa. "Guidance training needs and support : class teachers' perception /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.
Deng, C. (Canrong). "Multi user support for senior citizen visual guidance system." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201603251353.
Thompson, Rennie Margaret. "Pastoral support programmes : partnerships in practices." Thesis, University of the West of England, Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421534.
Galan, Maribel. "Educational practices to support homeless students." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556873.
This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population.
The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students.
The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners.
Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.
Vieira, Roberto Gaspar. "AudioNavigator: using audio cues to support GPS-enabled guidance systems." Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10203.
A oferta de dispositivos móveis para navegação e orientação tem aumentado ao longo dos últimos anos devido à revolução móvel, impulsionada pelo acesso generalizado a smartphones com GPS integrado e outras tecnologias semelhantes que fornecem informação geográfica, visando diferentes cenários de utilização tais como condução de veículos ou navegação pedestre. Porém, a forma como estes dispositivos interagem com o utilizador não e apropriada para indivíduos com dificuldades visuais nem para situações onde o utilizador não possa utilizar a visão para se orientar (e.g. equipas de primeiros socorros em missão de salvamento num local onde há fumo, nevoeiro ou noutras condições de visibilidade reduzida). Nos últimos anos, os sistemas de navegação audio têm sido apontados como uma possível solução para este problema. Nesta dissertação abordamos esta temática desenvolvendo um sistema - AudioNavigator - que fornece instruções via áudio. AudioNavigator é um sistema (aplicação) para dispositivos móveis Android capaz de converter sinais de áudio mono em sinais de audio espacial que são percebidos pelo utilizador como provenientes de uma determinada localização, orientando-o até à localização alvo. O objectivo principal do AudioNavigator é guiar um indivíduo equipado com um dispositivo móvel com GPS até um determinado local recorrendo apenas a instruções áudio. O sistema foi desenvolvido com base num modelo head-related transfer function (HRTF) que modula o tempo e intensidade das instruções áudio de forma a gerar uma percepção 3D do som para os utilizadores que envergam um par de auriculares. O AudioNavigator foi testado quanto à percepção espacial de 10 participantes que conseguiram identificar o ângulo correcto de determinado som em 63% das vezes, com uma margem de 30 graus. Além disso, o sistema foi testado em duas séries em campo aberto onde dois percursos, um composto por 12 e outro composto por 25 pontos geográficos, foram percorridos por 5 participantes, tendo estes apenas as orientações áudio do sistema como suporte. Os 5 participantes completaram os 10 caminhos com sucesso. Estes resultados demonstram o actual potencial dos dispositivos móveis para serem utilizados em cenários de navegação sem recurso a visão. O Audio-Navigator consiste numa prova de conceito para a utilização de sistemas de navegação áudio neste tipo de cenários.
Navigation and orientation assistive devices availability has been increasing over the years due to the "mobile revolution", propelled by the generalized accessibility to smartphone integrated GPS systems and other similar technologies that provide location information, targeting di erent usage scenarios such as car driving or pedestrian navigation. Nevertheless, the way these consumer devices interface with the users are not appropriate for visually impaired individuals nor to critical situations where users cannot rely on vision for navigation (e.g. rst responders involved in rescue procedures in dense smoke presence or other reduced visibility conditions). Over the past years, audio guidance systems have been pointed in the literature as a possible solution to this problem. In this thesis we address this topic by developing a system - AudioNavigator - that provides navigation via audio signatures. AudioNavigator is an Android mobile application that is able to convert monaural audio signals into spatial audio signals that are perceived by the user as coming from a certain direction, thus guiding him towards the target destination. The main objective of AudioNavigator is to guide an individual equipped with a GPS-enabled mobile device to a given destination through solely audio cues. The system was developed based on a "head-related transfer function" (HRTF) model that modulates time and intensity of audio pitch cues to generate 3D direction perceptions to users wearing a set of headphones. AudioNavigator was tested for angle perception with 10 volunteers that were able to select the correct angle based on the audio cues in 63% of the times within a 30 degrees margin. Furthermore, the system was tested in two open eld trials where two paths, composed of 12 and 25 waypoints, were tested by 5 users, solely relying on the audio guidance provided by the system. The 5 users completed all 10 paths with success. These results demonstrate the current potential of mobile devices to be used in non-visual navigation scenarios. AudioNavigator provides a proof of concept for the usage of audio navigation systems in such scenarios.
Brunderman, Lynnette Ann. "Leadership Practices that Support Collegiality in Schools." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195340.
Gohin, Audrey. "Variabilité des pratiques professionnelles des conseillers/référents RSA. Le rôle de la représentation de l'employabilité, du sentiment de reconnaissance et des conflits de rôles et de valeurs perçus." Electronic Thesis or Diss., Toulouse 2, 2023. http://www.theses.fr/2023TOU20066.
Since the end of « the 30-year post-war boom », the french employment and fight against exclusion policies have been trying to reduce the mass employment (Zoberman, 2011). At national and local levels, job integration plans are happening with greater frequency. However, this diversity make understandable the « insititutional confusing » typical for french job integration system (DARES, 2008) despite the government's desire to reduce this maze through « France Travail » (2023). While a number of academic studies have focused on buildings plans (Ebersold, 2005 ; Trindade-Chadeau) and evaluate the effects of theses plans on job-seekers (Hamzaoui, 2005 ; Wuhl, 1996), few studies have examined the actors in the integration sector, at the end of the employment policy chain. Based on this observation, our thesis, rooted in Work and Organizations Psychology, aims to analyze the professional practice of a specific population of insertion actors : "Revenu de Solidarité Active (RSA) advisors/referents". The french integration system is unique, it is at the crossroads between managerial logics aimed at reducing the number of jobseekers (Bajoit, 2005 ; Zwick Monney, 2015b) and more humanistic values herited from the social sector, which are better to take account of the singularity of jobseekers situations (Brégéon, 2008). In this particular context, how do RSA advisors/referents exercise and represente their professional role? Some RSA advisors/referents, for example, are more likely to adapt their practices to institutional prescriptions on employability. Others are more likely to seek a certain flexibility to take account of the specific situations of the people they support. Inscribed in a psychosocial perspective, the thesis aims to describe and account for the variability of guidance practices through the role orientation of RSA advisors/referents. With reference to the theoretical model of plural and active socialization (Baubion-Broye and al., 2013 ; Malrieu, 1989),we postulate hat the orientation of the professional role of these advisors/referents does not depend in a linear way based on institutional prescriptions, but is the result of a complex subjective activity - of intersignification - putting into perspective values, representations of self, others and work, which can sometimes be coherent with each other, or sometimes competing and a source of intrapersonal conflicts. This activity - not free from doubts and questioning - gives rise to a role orientation specific to each advisor. To account for this variability, we have developed a mixed methodology that articulates two empirical strands : an exploratory qualitative study and an extensive study. The qualitative exploratory study consists of semi-structured interviews with 12 RSA referents. A double analysis of the interviews - thematic and lexicometric via AlcesteEducation2018 - shows two predominant professional role orientations among RSA referents. An extensive questionnaire survey of 211 RSA advisors/referents showed that RSA advisors/referents are either involved in a conflictual dynamic in the orientation of their professional role, or in a dynamic of recognition of the orientation of this role. Both studies show a population that is mostly comfortable in their orientation in its professional role but that develops concerns for the future of its sector
Beck, Eevi Elisabeth. "Practices of collaboration in writing and their support." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239115.
Brent, Wayne Barry. "Uses of Technology to Support Reflective Teaching Practices." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195179.
Sutton, Charles T. Mr. "Teacher Attitudes and Practices that Support Student Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2358.
Eisenkeil, Ferdinand [Verfasser]. "Computer Graphics Support in Head-Mounted Displays for Helicopter Guidance / Ferdinand Eisenkeil." Konstanz : Bibliothek der Universität Konstanz, 2016. http://d-nb.info/111311021X/34.
Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.
Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Berg, Marc. "Rationalizing medical work decision support techniques and medical practices /." [Maastricht : Maastricht : Rijksuniversiteit Limburg] ; University Library, Maastricht University [Host], 1995. http://arno.unimaas.nl/show.cgi?fid=5791.
Banks, Michelle L. "Instructional Practices To Support Oral Language In Young Learners." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594121750823262.
Xu, Chenfan. "Impact of a Decision Support System on Obstetricians in the Pregnancy Nutrition Guidance." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21228.
PN DSS configuration of Obstetrician Department in Tianjin First Central Hospital, Tianjin, China
Wieczorek, Italo de Avila. "A power line detection algorithm to support a fine grain UAV movement guidance." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163770.
Power lines detection in complex environments is one of the most important and challenging tasks in Unmanned Aerial Vehicles (UAV)-based inspections. This work focuses on tackling this challenge by developing a control algorithm to support fine grain UAV control to autonomously guide the aerial platform over the power lines. The proposed algorithm is based on four stages: Image Capturing, Image Filtering, Line Detection and Flight Control. Firstly, the image is cropped to a size that fits all the power lines, then a sequence of filters is applied in the image to reduce noise and highlight these lines. After all the image's pretreatment, a 2D filter with similar shape of a power transmission line is used to extract pixels that belongs to the line's edges. Then, the Hough Transform method detects the line segments in the edges result image. Lastly all the obtained data is used to autonomously guide a UAV over the power transmission lines. The proposed algorithm presents an efficient power transmission lines detecting system to support the autonomous UAV guidance, which presents convincing results.
Mrdjenovich, Adam Joel. "University Counseling Center Practices Regarding Guidance on the Health Effects of Religious/Spiritual Involvement." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1256083041.
Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy degree in Health Education." Bibliography: leaves 238-301.
Dobson, Rachael Anne. "Discipline and support in housing and homelessness practices : generating transitions?" Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540784.
Kagumya, Elias. "Compensation Strategies That Support Commercial Banks’ Effective Risk Management Practices." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7675.
Clark, Nicholas, Fiona Dunne, Michael Lee, and Hua Lee. "HIGH-PERFORMANCE FULL-VIEW VISION SYSTEM WITH GUIDANCE SUPPORT OF ACOUSTIC AND MICROWAVE ARRAYS." International Foundation for Telemetering, 2006. http://hdl.handle.net/10150/604107.
This paper describes the concept of wide-angle coverage optical vision system integrated with guidance support of microwave or acoustical imaging arrays. The objective is to provide the capability of effective high-resolution full-view monitoring and sensing. The optical component, formed by a multi-camera array, is responsible for the main interface with human users. The acoustical and microwave arrays are integrated, allowing the system to function in the event-triggered modality for optimal efficiency. In this paper, the arrays discussed are in circular configurations. With minor modification, the system can also function with linear array configurations.
Montes, Roberto Emmanuel. "Support and guidance| The experiences of first-generation college students at a private university." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196534.
This ethnographic study addressed two effective programs designed to assist first-time underrepresented college students navigate and successfully graduate from a private four-year university. This study also addressed how small universities can often reach out to first-generation college students even when these students apply too late for special programs. It focuses on incoming-freshmen on their first semester of their freshmen year and on Alumnae. I explore how students’ transitions from high school to a four-year university are bounded by a variety of factors within the school's structural organization. By taking an anthropological framework, my qualitative research explores behavior and perspectives about the transition of First Generation College students (FGCs) and how support systems can enable these students to stay enrolled in college.
Findings indicate four major themes that enabled students to successfully graduate or enroll into the subsequent semester: 1) social support; 2) social capital; 3) importance of mentor, 4) importance of FGCs programs. The research process utilizes participant observation and interviews in uncovering the role that these support programs play in the transition of these students. Questions were posed for further research and recommendations were made for implementation by the university programs evaluated in this thesis.
Daniels, Aneesa. "An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10395.
Includes bibliographical references (leaves 95-107).
The objective of the Learning Support Group (LSO) programme at the UCT Child Guidance Clinic (COC) is to develop the academic and psychosocial functioning of children with learning difficulties. The programme operates on the rationale that remediation alone cannot address the multiple needs of the learning-disordered child, and that psychotherapeutic intervention for the child and for his or her parents may enhance the 'child's academic, emotional and behavioural functioning. This study evaluated the programme outcomes for the child participants (n=6), and for the participating parents (n=9), of the 2006 LSO programme. A single-group pre- and post-measures design was used. Data were triangulated from multiple sources including pre- and post-intervention semi-structured interviews with the children and with their parents, qualitative reports from the children's teachers, parents' and teachers' ratings of the children's cognitive and behaviour problems on the Conners' Rating Scales - Revised, the children's school reports, and scholastic tests conducted by the LSO remedial teacher. A combination of qualitative and quantitative analytic methods were employed. Findings from the evaluation indicated a statistically significant improvement in the children's academic functioning and in their problem behaviours, and qualitative reports of progress in their social relationships. The participating parents' reported that their knowledge and understanding of learning disorders had increased, alongside the acquisition of parenting and homework strategies. Parents also experienced positive shifts in their parenting style and in their relationship with their child. Given a number of methodological limitations, the extent to which the LSO intervention is responsible for these shifts cannot be conclusively established, however, the findings suggest considerable promise for its efficacy. Recommendations for the evaluation of similar programmes are offered, based on the lessons learned from the current study.
Qammar, Ahmad. "High commitment human resource practices, perceived organizational support and employee turnover : moderating role of supervisor's support." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/13259/.
Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
This qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Lysyk, Mary C. "Practices for Protecting Privacy in Health Research: Perspectives of the Public, Privacy Guidance Documents and REBs." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31093.
Slaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
This qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Forgiarini, Ilvo. "Management practices that support retention in South African inbound call centres." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/23865.
Dissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
unrestricted
Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.
Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
Drummey, Sandra. "District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108803.
Demographic shifts in American society and public schools have increased the urgency among educators and other stakeholders to ensure educational equity and excellence are a reality for all students (Brown, 2007; Dean, 2002; Gay, 2000; Johnson, 2007). One very notable shift in the United States has been the dramatic enrollment increase of English Learner (EL) students. Supporting ELs’ achievement on standardized testing and increasing their graduation rates have been particular challenges, the meeting of which has required school districts to think differently. Culturally responsive school leadership (CRSL) has been one solution, through the application of which districts can focus on teacher preparation, culturally responsive curricula, school inclusiveness and the engagement of students and parents in community contexts. This study is part of a larger study that examined leadership practices that foster equity, included twenty semi-structured interviews of district leaders, school leaders, and teachers. Findings from this study indicate that school leaders have enacted and supported culturally responsive behaviors to educate ELs and suggest how leaders might employ CRSL behaviors for the dual purpose of supporting ELs’ achievement on standardized testing and increasing their graduation rates
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Gasperini, Stefano. "A travel-guidance engine for visually impaired people." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/11650/.
Liu, Wei. "Perceived organizational support linking human resource management practices with important work outcomes /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1688.
Thesis research directed by: Business and Management. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Friedman, Carol Ann. "Using Evidence to Develop Best Practices Strengthening Breastfeeding Support on Perinatal Units." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1440.
Moniz, Christina. "How Indigenous teachers incorporate traditional worldviews and practices into classroom behaviour support." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45177.
Banks, Dora Mae. "Identifying Principal Leadership Practices to Effectively Support Gifted Learners and Gifted Programs." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/102578.
Doctor of Education
Snyder, Patricia A., Brian Reichow, Judith Carta, Carol M. Trivette, and Anne Larson. "Synthesizing Evidence in Support of DEC Recommended Practices: Guidelines for the Field." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4429.
Fitzmaurice, Elizabeth. "Leadership for Inclusive Practices: Discipline Decisions That Support Students' Opportunity to Learn." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108782.
Student discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices, was an examination of leadership perceptions of how student discipline decisions can support a student’s opportunity to learn. This study, conducted in a diverse urban school district in Massachusetts, Northside Public Schools, included interview data from fourteen district and school leaders as well as examination of publicly available and locally provided documents as data for analysis. Findings indicate that fostering relationships between school, student, family, and community members is integral to inclusive practices as a whole, specifically when related to discipline situations and pivotal to effective implementation of alternatives to suspensions, such as Positive Behavior Interventions and Supports and Restorative Practices. Recommendations include intentional tiered systems development and implementation of instructional interventions as alternative to exclusionary discipline through a culturally responsive perspective
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Cannel, Wayne. "Collaboration to support implementation and embedment of evolving operational risk management practices." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52362.
Mini Dissertation (MBA)--University of Pretoria, 2015.
pa2016
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
Trivette, Carol M. "DEC Recommended Family Practices 2014: How They Help Home Visitors Support Families." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4442.
Strauch, Jessica. "Support of Maternity Care Practices to Increase Breastfeeding Among First-Time Mothers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/557.
Drakes, Ryan O'Neal. "Parenting Practices Among Two-Parent, African American Families of Preteen Children." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6320.
Hwang, Tony. "A exploratory study into the correlations between the cultural composition of social support network and acculturative stress for international students." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581381.
One of most significant challenges for international students studying in the U.S. is their ability to adjust to a new social setting. The maladjustment of international students in a host country has been associated with negative impacts to their psychosocial development, educational experience, and perception of the host culture. The increasing demand to recruit and enroll international students in colleges and universities across the U.S. prompts the need to further investigate the various factors that impact the cross-cultural and educational experiences of these sojourning scholars.
This correlational study was conducted using a 65-item online survey instrument. The population under investigation was international undergraduate students who have been studying in the U.S. for at least one academic year. The sample for this population was taken from three public higher education institutions in southern California. The total sample size of the study was 368 participants, One-way ANOVA and hierarchical multiple regressions were conducted to analyze the data and answer the research questions.
Overall, this study found that a relationship exists between the cultural composition of social support networks and the acculturative stress of international students. The results of the analysis indicate that international students who are more likely to seek support from members of their support network who are from a different culture experienced lower levels of acculturative stress. Furthermore, the findings suggest that the cultural composition of a social support network is positively correlated with feelings of homesickness.
The findings from this study can inform the practice of student affairs personnel responsible for working with international students. it can also inform institutional policies related to the strategic planning of increasing the enrollment of international students on a campus. This study contributes to the existing body of knowledge aimed at understanding the specific needs of international students by investigating the relationship between the cultural composition of social support networks and acculturative stress.
McCallister, Frank F. "Evaluation of the inventory and accountability practices of common support equipment throughout Pacific and Atlantic Fleets." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA333418.
Thesis advisors, Donald R. Eaton, James G. Taylor, Gordon R. Nakagawa. Includes bibliographical references (p. 81-82). Also available online.
Leslie, Mildred Ann. "Supported employment: Job coach versus natural support." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/991.
Carlsson, Mattias, and Annika Egnell. "Managerial, Technical and Co-learning : Different Practices in Process Support for Software Development." Thesis, Blekinge Tekniska Högskola, Institutionen för arbetsvetenskap och medieteknik, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5682.
Perez, Araos Agustin. "A methodology to support knowledge sharing networks and manufacturing excellence practices in SMEs." Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511244.