Дисертації: "Hysical education and training"

1

Carson, Debra Jester. "Electroneurodiagnostic Education and Training." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211979036.

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2

Hanson, Caroline E. "Athletic Training Education Reform." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161099572507585.

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3

Bae, Eul-Kyoo. "Perspectives of training evaluation among nuclear power training professionals and line managers." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1258727940.

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4

Tsang, Kwok-chun. "Vocational education and training in Hong Kong : a case study of a training centre of the Vocational Training Council /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811310.

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5

Brandt, Kari W. "Outdoor Leadership Development Training." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/326.

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This project aimed at developing a training program for the California State University, San Bernardino Student Recreation and Fitness Center’s Outdoors Program. The design and development utilized the five-step ADDIE instructional design model along with concepts of experiential and outdoor education. After an analysis of the needs of the Outdoors Program at CSUSB, a thorough process of design, development, implementation, and analysis was used to provide an introductory training program for those interested in becoming outdoor leaders. With personal knowledge gained thorough a review of literature, combined with prior in-depth content knowledge, a training program was developed. Since different leadership needs exist within each outdoor education program, this project focused on the specific needs of CSUSB Outdoors. It is recommended that this outdoor leadership development program continue to be presented to more students, incorporating a self-assessment to gain a better understanding of the trainee’s growth through the program. It is also recommended that continuing education opportunities are developed and provided to the trainees as they become outdoor trip leaders and continue to develop their leadership skills. In conclusion, the training provided in this experiential educational program serves as a valuable training program for the needs of CSUSB Outdoors. This project outlines the design and development process used through the ADDIE model incorporating experiential and outdoor education knowledge gained in the literature review.

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6

Hallett, Matthew Gabriel. "Peak performance training." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4771.

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Peak performance is defined as an "episode of superior functioning" where an individual performs up to (and sometimes exceeds) their full potential (Privette, 1983, p. 1361). Most individuals do not consistently experience episodes of peak performance. After accounting for biological factors, motivation, and external constraints, the inability to achieve peak performance consistently is due to the challenge of successfully selecting and accessing knowledge and skills on demand while under pressure (Brown, 2009). This thesis describes the psychology of peak performance and skill training for peak performance. A peak performance training program is designed specifically for business professionals. The program was delivered to business professionals and a focus group was conducted to gather data on how to improve the training program. Grounded theory was used as the method of inquiry during data analysis. Results indicated that participants reacted favorably to the training content, training design, variety of training activities, and the training's applicability, but had unfavorable reactions to the training duration, comprehension of concepts, training materials, utility, and training conclusions.
ID: 030646215; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 108-114).
M.A.
Masters
Teaching, Learning and Leadership
Education
Applied Learning/Instruction

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7

Grimes, Lisa. "Social skills training in conjunction with parent training: The effects." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2660.

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The development of social skills in children is of primary importance in predicting a child's healthy development. Social competence in early childhood significantly predicts future academic achievement, health related outcomes, and self-efficacy in social situations in later life. Parent training has been shown to both reduce negative parenting styles and produce improvements in children's pro-social behavior. The current study compared the effects of social skills training in combination with parent training to determine the additive effects of a Social Skills Training (SST) program. Participants consisted of 27 families with children (ages 2½ to 6) randomly assigned to either a 5- ( n = 13) or a 10-week ( n = 14) intervention/control group. Parent reports yielded no significant treatment effects for either treatment condition, however observational measure showed a significant decrease in antisocial behaviors within the 10-week treatment group. Results also showed that addition of the SST program significantly reduced attrition. Implications and limitations are discussed.

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8

Serfontein, Michele. "Housing education and training in the general education and training band of the national qualifications framework." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52298.

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Thesis (PhD)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many of the aspirant homeowners are first-time homeowners, they are not necessarily informed about the pitfalls of home ownership. From April 1994 till March 2000 the Department of Housing approved more than 1,1 million housing subsidies. The recipients of these subsidies were first-time homeowners that did not possess the necessary knowledge and skills to make informed and responsible housing-related decisions, thus making them vulnerable to exploitation and creating complex problems that hamper the housing delivery process. The release of the National Housing Code during March 2000 announced that the South African Government had harnessed seven strategies that were aimed at providing housing to a growing low-income market that already exceeded two-and-a-half million households. Although the Government has attempted short-term solutions aimed at equipping these housing consumers with the necessary knowledge and skills to make informed and responsible housing-related decisions, initial research pointed to the need for a sustainable long-term solution in the form of education and training of the housing consumer. The aim of this research was three-fold: Firstly, to determine the knowledge and skills required by the housing consumer to be able to make informed and responsible housingrelated decisions. Secondly, to determine the status of housing education and training in the present primary and secondary school curriculums. Thirdly, to develop an outcomesbased model that would facilitate the inclusion of the identified and refined housing education and training content into the General Education and Training (GET) Band of the National Qualifications Framework (NQF). A culturally diverse group of educators and practitioners participated in four national structured group meetings that were facilitated using the Nominal Group Technique (NGT). The aim of these meetings was to identify the knowledge and skills required by consumers to be able to make informed and responsible housing-related decisions. Sixteen housing education and training core concepts could be isolated using the responses generated during the meetings, namely: "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAR), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing Needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role- Players in Housing" (RP), "Sources of Housing Information" (SRI), "Tenure Options" (TO) and "Types of Housing" (TH). The document analysis performed in the second phase of the research, revealed the paucity of housing education and training core concepts in the current curriculum of the GET and Further Education and Training (FET) Bands of the NQF. Housing education and training core concepts occurred in only 50% of the 318 core subject curriculums. Of the housing education and training core concepts that were present in these documents, less than 40% were rated as "relevant" and could therefore be used for housing education and training of the learners. An outcomes-based model was developed that can be used to facilitate the inclusion of the housing education and training content into the Foundation, Intermediate and Senior Phases of the GET Band using the Critical Cross-Field Outcomes, Learning Areas, Specific Outcomes, Assessment Criteria, Performance Indicators, Phase and Programme Organisers, currently included in the new curriculum. Outcomes were then developed that reflected the knowledge, skills, attitudes and values embedded in the sixteen housing education and training core concepts. The mastering of these 57 outcomes will reduce the ignorance of first time homeowners during the housing process and provide a sustainable, long-term solution to these problems .
AFRIKAANSE OPSOMMING: Behuisingsvoorsiening is 'n nasionale prioriteit in Suid-Afrika. Aangesien baie van die aspirant huiseienaars, eerstemaal-huiseienaars is, is hulle nie altyd bewus van die slaggate van huiseienaarskap nie. Vanaf April 1994 tot Maart 2000 het die Departement van Behuising meer as 1,1 miljoen behuisingsubsidies goedgekeur. Die ontvangers van hierdie behuisingsubsidies was eerstemaal-huiseienaars, en het nie die kennis en vaardigdhede besit wat benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem nie. Daarom kan hulle blootgestel word aan uitbuiting, en is komplekse probleme veroorsaak wat die behuisingsvoorsieningsproses negatief beinvloed. Die vrystelling van die Nasionale Behuisingskode gedurende Maart 2000 het aangetoon dat die Suid-Afrikaanse Regering sewe strategiee sou gebruik om behuising aan die groeiende lae-inkomste behuisingsmark te voorsien, wat alreeds twee-en-'n-half miljoen huishoudings behels het. Die Regering het al korttermyn oplossings op die proef gestel wat daarop gemik is om behuisingsverbruikers met die nodige kennis en vaardigdhede toe te rus om ingeligte en verantwoordelike behuisingsbesluite te neem. Verkennende navorsing het getoon dat daar steeds 'n behoefte bestaan aan 'n langtermyn, volhoubare oplossing in die vorm van opvoeding en opleiding van die behuisingsverbruiker. Die doel van hierdie navorsing was drie-voudig: Eerstens, om te bepaal watter kennis en vaardighede die behuisingsverbruiker benodig om ingeligte en verantwoordelike behuisingsbesluite te kan maak. Tweedens, om die stand van behuisingsinhoud in die huidige primere- en sekondere skoolsillabus te ondersoek. Derdens, om 'n uitkomsgerigte model te ontwikkel wat die insluiting van die geidentifiseerde en verfynde behuisingsinhoud in die Algemene Onderwysvlak (AOV) van die Nasionale Kurrikulum Raamwerk (NKR) sal bewerkstellig. 'n Kultureel diverse groep, wat bestaan het uit opvoeders en behuisingspraktisyns, het deelgeneem aan vier nasionale gestruktureerde fokusgroeponderhoude wat deur middel van die Nominale Groeptegniek (NGT) gefasiliteer is. Die doel van hierdie onderhoude was om vaardigdhede wat deur die verbruiker benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem, te identifiseer. Die inligting wat tydens hierdie fokusgroeponderhoude ingewin is, is gebruik om sestien kembehuisingskonsepte te identifiseer, naamlik "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAH), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role-players in Housing" (RP), "Sources of Housing Information" (SID), "Tenure Options" (TO) en "Types of Housing" (TH). Die dokumentanalise in die tweede fase van die navorsing, het die huidige, gebrekkige behuisingsopvoedingskomponent van die 'kemvakkurrikulums van laer- en hoerskole uitgewys. Slegs 50% van die 318 kemvakkurrikulums het behuisingskonsepte bevat. Minder as 40% van die behuisingskonsepte wat wel in hierdie kurrikulums verskyn het, is as "relevant" geevalueer, en kon dus gebruik word vir die behuisingsopvoeding van die leerders. 'n Model wat voldoen aan die vereistes van uitkomsgebaseerde onderwysmodelle is ontwikkel om die insluiting van hierdie behuingsinhoud in die Grondslag-, Intermediere >- en Senior Fases van die AOV te bewerkstellig. Daar is gebruik gemaak van bestaande kurrikulumkonstrulcte van Kurrikulum 2005. Uitkomste is ontwikkel wat die kennis, vaardigdhede, houdings en waardes, ingesluit in die kernkonsepte, weerspieel. Die '. bemeestering van hierdie 57 uitkomste, sal die onkunde van eerstemaal-huiseienaars gedurende die behuisingsproses verminder, asook 'n volhoubare, langtermyn oplossing vir hierdie probleme daarstel.

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9

Parish, Rodney L. "Online In-Service Training versus Traditional Training for Arizona Police Officers." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.

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Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.

The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.

The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.

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10

Kim, Sung Hae. "Development of praise education training program /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1701951801&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2008.
Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 190-193).

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11

Manjikian, Sevak Joseph. "Education and training under the Mamluks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43911.pdf.

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12

Courtney, Lyle George. "Education, training, and non-metropolitan development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0019/NQ56528.pdf.

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13

Manjikian, Sevak Joseph. "Education and training under the Mamlūks." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20444.

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This work analyzes the methods the Mamluk Sultanate (1250--1517) used to train and educate its military and religious elite. Three separate classes of people are examined: the Mamluks, the religious elite (' ulama') and finally the children of the Mamluks (awlad al-nas). It is demonstrated that in order for the Mamluk Sultanate to function properly, both military and religious scholarship were needed. During the Mamluk period, these methods of training and education were not applied in a uniform manner.

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14

Johansson, David. "Efficient vocabulary training in higher education." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-169430.

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A good vocabulary is a prerequisite for learning and practicing a second language. But to memorize words is hard work, still often done using pen and paper, and as an activity that is not prioritized in classroom education it is taken for granted that individual students take personal responsibility to learn them. This report discusses applications and ideas in the field of computer assisted language learning, the role of vocabulary when learning a language and theories in memory retention. Wordalist, a learning tool developed by the author has been used since 2003 at several language departments at the Stockholm University. This report describes the process of upgrading Wordalist with new features that increase its efficacy and student learning efficiency by implementing a learning engine that adapts to the capacity of the individual student.
Ett bra vokabulär är en förutsättning för att lära sig och kunna praktisera ett andra språk. Men att memorera ord är ett slitsamt arbete, som än idag ofta genomförs med papper och penna, och en aktivitet som inte prioriteras i klassrummen utan ansvaret läggs i stort på den enskilda studenten. Denna rapport diskuterar applikationer och inriktningar inom datorstödd språkinlärning, vokabulärens roll i språkinlärningen och teorier inom effektiv memorering av kunskap. Wordalist, ett inlärningsverktyg som utvecklats av rapportförfattaren har sedan 2003 i olika versioner använts på flera språkinstitutioner på Stockholms Universitet. I denna rapport beskrivs arbete att uppdatera Wordalist med ny funktionalitet som höjer plattformens verkan och studenternas inlärningseffektivitet genom implementation av en inlärningsmotor som anpassar sig efter enskilda studenters inlärningskapacitet och tempo.

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15

Kerton, G. A. J. "Vocational education and training in Botswana." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/56166/.

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The development of skill formation in Botswana was investigated in the context of the global economy and high youth unemployment. At independence (1966) Botswana was one of the ten poorest countries in the world. As a democratic country the welfare of its citizens was paramount, consequently, when diamonds were discovered (1967) the main objective was to improve living standards throughout the country. When revenue from diamonds increased. diversification by creating a stronger industrial base was considered necessary to develop a sound economy, more employment for its expanding youth population, lessening dependence upon expatriate workers and further investment in schools and vocational education and training (VET) establishments, however, the supply and demand of skilled workers was uncoordinated and employers were dissatisfied with the quality of VET graduates. Wide ranging information on the opinions of the effectiveness of VET was obtained from village elders school leavers, teachers and parents VET leavers, lecturers and instructors recent VET graduates and employers and other high ranking individuals. Human capital theory and its assumptions were found inappropriate for analysing the requirements of a developing country, as it failed to consider the effects of traditional culture on development. A more holistic approach, based on the political economy of skill formation, appeared to be more suitable. The effects of traditional norms and expectations on western industrial practice were highlighted, also, the negative influence of the didactic teaching style on the application of theoretical knowledge, problem solving and the teaching of English in schools. VET institutes were disadvantaged by lecturers and instructors with limited industrial and teaching experience and industrial placements for students were ineffective because of inadequate funding for guidelines and monitoring procedures. Only one third of VET graduates were able to obtain work appropriate to their training. Positive actions to improve the effectiveness of VET were suggested, but they require commitment from all stakeholders

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16

Bostock, John Raymond. "Conceptualising teacher education in professional training." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313187/.

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This thesis examines the education of people who are employed as educators in certain professional settings. It considers how such education has changed in response to academic accreditation increasingly being demanded in professional locations. Yet, the preparation of in-service trainee teachers is depicted as still being concerned with enabling compliance with prescriptive, professional guidelines that temper educational aspirations. This is shown to have implications for how professional identity is understood for the teacher educators and for the trainee teachers. This topic is considered primarily through the perspective of the author’s own recent professional engagement in police training, with some historical reference to other areas of professional training in which he has been engaged. By considering his own practice, the author conveys the educational challenges being encountered more generally as preparing those for work in professional training is recast as teacher education. A central theme is concerned with how the challenges relate to professional concepts of ‘teacher’ mediated through language associated with respective professions. The thesis considers how these restrictive definitions introduce uncertainty in relation to how professional identity is experienced by professional trainers, especially the police, when engaged in teacher education. The principal focus of this thesis, therefore, concerns not only the notions of professional teacher or trainer perceived by those who have undertaken teacher education, but also an analytical investigation into the responses made by trainee teachers in relation to the qualification content and the training experience.

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17

Plimmer, Frances Anne Sterry. "Professional education and training of valuers." Thesis, University of South Wales, 1999. https://pure.southwales.ac.uk/en/studentthesis/professional-education-and-training-of-valuers(f285c692-3425-4d04-8d70-151e0f7d8db0).html.

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This document entitled Professional Education and Training of Valuers is submitted for the award of Doctor of Philosophy by publication and comprises an overview based on twenty publications by the candidate and the research which underpins those publications. The publications are presented within the themes of property taxation, the mutual recognition of professional qualifications and the teaching of valuation. The development of the research from the earlier work which led to an MPhil award is clearly identified. The reflective overview is divided into five sections. Section one introduces the work and analyses the publications. Section two describes and critically examines the research methodology which underpins the publications and the research from which they emerged. Section three demonstrates the co-herence of the submission, while identifying the key issues within the publications. Section four identifies the specific contributions to knowledge which the candidate has made and describes how the research will be developed in the future; and section five provides a brief closing statement.

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18

Newsham, Katherine R. "Physical Disabilities in Athletic Training Education." Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1153237037.

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19

Hammond, Jennifer. "Training for uncertainty in veterinary education." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9000/.

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This thesis addresses the question of how veterinary students learn to cope with uncertainty in professional practice. There is currently a lack of clarity in discussion of what constitutes effective coping with uncertainty in veterinary practice and indeed how this might be taught or assessed as part of the veterinary education process. This is despite wide recognition that managing uncertainty is central to practice in the health professions, reflected in the fact that the ability to cope with uncertainty is considered a “day one competency” for veterinary surgeons. This research adopted both extensive and intensive perspectives to address the central research question. Orienting concepts were developed form the literature on workplace learning, approaches to clinical uncertainty and individual differences in tolerance of uncertainty and ambiguity. The extensive perspective used a survey study to describe tolerance of ambiguity among veterinary students at a UK veterinary school. On average, ambiguity tolerance did not change during the classroom based part of veterinary training. Individual trajectories were often more erratic and some students moved between the highest and lowest categories during the course of training. Previous education and status as a mature student were both associated with greater tolerance of ambiguity, suggesting that educational and life experiences can produce changes in this disposition. The intensive perspective comprised a qualitative case study, using clinical case discussion recordings and semi-structured interviews to develop an understanding of the mechanisms which influence learning to cope with uncertainty in the context of an international elective placement. Using the language of situated learning theory, learning to cope with uncertainty was described as legitimate peripheral participation in the uncertainty work of a community of practice. Uncertainty work is a novel concept used to describe navigating ambiguity, complexity and risk in professional practice . Using this theoretical framework to draw together findings from both intensive and extensive perspectives suggested the central role of gaining access to uncertainty work in professional learning. Generative mechanisms have been proposed to explain the empirical findings. Access to uncertainty work was negotiated between students and staff in the context of clinical and educational practice. Trust was central to gaining access to uncertainty work, and this was reflected in increasing clinical responsibility. Ambiguity tolerance was described in this context as a disposition of individuals which can influence their engagement with and access to uncertainty work. Through an exploration of the significance of these mechanisms in the context of Veterinary education, implications for curriculum and policy have been highlighted. Although the use of measures of ambiguity tolerance in selection are considered problematic, there can be clear scope to support students in accessing uncertainty work and to highlight encounters with uncertainty work as integral to the professional role, providing opportunities to promote personal and professional development through reflective practice.

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20

Granada, Liezel. "Nursing Education Workflows in EHR Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6757.

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A need for improvement in nursing education regarding inpatient workflows and informatics skills was identified at this project site. Upon hire, nurses were required to complete a 4-hour basic class on the electronic health record (EHR) system, but this class did not include inpatient-nursing workflows needed to provide and facilitate care for patients. This project addressed the lack of EHR education on inpatient nursing workflows. The focus of this staff education project was an education class on inpatient nursing workflow provided to a nurse residency class. Sources of evidence were obtained through a literature search and pretest/post test data analysis. The literature used to support the project included articles on best practices for EHR education for nursing. The pretest and post test design was used to determine if there was an increase in EHR knowledge after the education. Benner's novice-to- expert model served as the framework. The mean total proficiency scores on inpatient nursing workflows in the EHR improved from pretesting to post testing, (6.8 to 7.8, p = 0.048). The study findings showed improvement in participants' average proficiency, knowledge, and clinical skills in the EHR. This project findings demonstrated the need for an inpatient nursing informatics workflow class for all nursing staff, and the findings supported an increase in education to facilitate workflow and care safety. This project promotes positive social change by improving curricula, raising awareness of how technology affects clinical care and practice, and encouraging continuous quality improvement through informatics education.

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21

PRATTICO', FILIPPO GABRIELE. "eXtended Reality for Education and Training." Doctoral thesis, Politecnico di Torino, 2022. http://hdl.handle.net/11583/2972202.

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22

Upton, Patricia Ann. "An evaluation of the Army Reserve Readiness Training Center's (ARRTC'S) first web-based training product." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002uptonp.pdf.

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23

Henning, Jolene Miller. "An exploration of peer education in athletic training clinical education." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247889.

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The purpose of this study was to describe the prevalence of peer education in athletic training clinical education as well as assess entry-level athletic training students' (ATS) preferences and perceptions regarding peer education in the clinical education setting. The Athletic Training Peer Education Assessment Survey was developed and distributed at the Athletic Training Student Seminar at the National Athletic Trainers' Association's (NATA) 53rd Annual Meeting and Clinical Symposia in Dallas, Texas on June 15, 2002. This survey contained demographic questions to assess gender, academic status, athletic training program status, and NATA district. Four questions were designed to assess the prevalence of peer education in entry-level athletic training education programs (ATEP). Participants were asked to indicate the percentage range that was representative of their clinical experiences. Seventeen statements regarding the entrylevel ATS preferences and perceptions regarding peer education were presented in a stem statement followed by a five point Likert scale. A convenience sample of 170 male and female entry-level ATS was surveyed. Participants represented all ten NATA membership districts, various levels of academic status, as well as CAAHEP accredited, JRC-AT candidacy, and internship programs. Data analyses consisted of descriptive statistics, non-parametric Pearson chi-square, independent t-test, one-way analysis of variance (ANOVA), as well as post-hoc tests. The majority (n=101) of students practice over 50% of their clinical skills with other ATS. Approximately 30% (n=48) indicated that they seek the advice of other ATS greater than 50% of the time. Most (n=111) of the students seek the advice of their clinical instructors (CIs) greater than 50% of the time. The majority (n=101) of students reported feeling less anxious when performing clinical skills in front of other ATS compared to in front of their CIs. Over half (56.4%) of students feel anxious when demonstrating skills in front of their CI. The majority (84.6%) view other ATS as valuable resources for learning and practicing clinical skills. Most (83.5%) felt they gain a deeper understanding of clinical knowledge when they teach it to other ATS. Peer education should be integrated into ATEPs to enhance student learning, improve collaboration, decrease anxiety, and enhance overall clinical performance.
Department of Educational Studies

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24

Cowan, J. "Education for capability in engineering education." Thesis, Heriot-Watt University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384002.

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25

Clinton, Stephen Michael. "Training the gifted in leadership." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/371.

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26

Haberlin, Alayna T. "A comparison of pyramidal staff training and direct staff training in community-based day programs." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2704.

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This study evaluated two methods of conducting staff training. One method was a pyramidal training approach and the other method consisted of an outside consultant training the direct care staff. A group design consisted of two experimental conditions. In the first experimental condition, the supervisors of two community based day programs for developmentally disabled individuals were trained in the principles of applied behavior analysis and feedback techniques. The supervisors then trained their direct care staff in the material they had learned. In the second experimental condition, the direct care staff were trained in the principles of applied behavior analysis by the experimenter. The pyramidal training group was expected to show a quicker increase in the percentage of correct teaching procedures and show a longer maintenance of these skills. The results indicated that pyramidal training was more effective in teaching staff how to use correct teaching procedures with consumers in community settings. Also, the results showed that the pyramidal training group maintained the improvement in their teaching procedure at a 3-month follow up as compared to the direct staff training group. Pyramidal and direct staff training have not been compared directly in previous studies.

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27

Young, Joyce. "Nurses Aides' Perspectives on Training." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/367.

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In 2008, the Institute of Medicine recommended increasing CNA training programs to 120 hours of training. In accordance with that change, the Pennsylvania Department of Education recommended that the Pennsylvania's CNA training program of a required 80 hours be increased to 120 hours of training. This increase was intended to improve CNA job performance and job satisfaction, as well as the quality of patient care. The purpose of this phenomenological research study was to understand how Certified Nurse's Aide (CNA) graduates of 100-hours or fewer training programs in Lancaster, Pennsylvania, perceived their clinical training as related to effectively performing clinical duties in a skilled nursing facility. Roger's learning theory served as a basis for analysis due to its approach of student-centered learning. Through the voices of seven CNA participants, data were collected through the implementation of in-depth interviews, surveys, and observation field notes. Data were analyzed through manual coding of themes combined with peer reviewers and record review to triangulate data. Three themes emerged: (a) CNAs perceived they were inadequately prepared to effectively complete clinical tasks, (b) a mentoring or shadowing program prior to employment reduced the physical and mental stressors and improved the quality of patient care they provided, and (c) CNAs voiced little desire to attend continuing education courses other than those provided by the nursing facility. These results may improve state curricular standards, provide insight for skilled nursing facility administrators relative to effective CNA patient care, and facilitate increased CNA job satisfaction and retention.

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28

Berecin-Rascon, Maria Ann. "Perceptions of Special Education Paraprofessionals Regarding Training." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194375.

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National shortages of special education teachers exist due to increased enrollments, retirements, and teacher attrition. In the Southwest, rapid population growth also contributes to the personnel shortage. Paraprofessionals may be a promising group of potential teachers (Smith, 2003; Tillery et al, 2003; White, 2004). Little research exists concerning the perceptions of paraprofessionals about their training and interest in teaching. This study investigated the perceptions of 48 paraprofessionals concerning training experiences in one Southwestern school district. A 46-item Paraprofessional Training Questionnaire sought opinions about preparation, types of training, the alignment of training with the competencies from the Council for Exceptional Children (CEC), and the extent training and length of service were related to a desire to enter the field of education. Responses were analyzed using the SPSS System (2004). Data analysis for closed-ended questions presented response distribution among categories. Descriptive statements were used to clarify, summarize, and interpret the data. Cross tabulation tables assisted in identifying relationships between specific topics and the demographic characteristics of the respondents. Seventy-two percent of paraprofessionals reported being offered training opportunities to assist their work. Eighty-three percent reported the training they received assisted them. Training opportunities varied in topic, but were aligned with the CEC knowledge and skill competencies for special education paraprofessionals.Over 53.2% of the paraprofessionals reported they were Satisfied or Very Satisfied with the training opportunities provided. However, more training opportunities were desired by both beginning and experienced paraprofessionals. Opportunities to meet with supervising teachers varied, as did attendance at training which fostered collaborate relationships with teachers. The relationship between years of service and the desire to become a special education teacher was not statistically significant. However, paraprofessionals with fewer years of service were more interested in becoming teachers. This study provides local and state educational agencies with a framework for designing a supportive and defined infrastructure for implementing competency-based training programs for paraprofessionals, supporting special education teachers, and increasing the pool of qualified special education staff in the schools. Districts may find well-designed paraprofessional training programs could assist in meeting the need for a qualified special education teacher workforce.

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29

Sindelar, Paul T., and Lori J. Marks. "Alternative Route Training: Implications for Elementary Education and Special Education." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3530.

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In this paper, we review findings from 19 studies of alternative route programs and conclude that they have not been shown to be inferior to traditional programs. These programs are program evaluations and lack many of the controls typical of experimental work; as a result, the findings may be less trustworthy than necessary for reasoned decision-making. Problems inherent in conducting studies of this sort are discussed and illustrated with examples from this literature. The appropriateness of the secondary content area model for elementary and special education is considered from both theoretical and empirical perspectives.

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30

Hendrickson, Julie. "Internet-based training used as a training method in hospitality organizations." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hendricksonj.pdf.

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31

Blewitt, David. "Drama in Tudor education : education in Tudor drama." Thesis, University of Bristol, 1986. http://hdl.handle.net/1983/9c1050cb-a734-4151-b3f4-63ff22554368.

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The present work argues for the invaluable contribution of boy actors to the evolution of Tudor drama. Since most young scholars later went up to university or the'Inns of Court, I have also considered the course of drama in those institutions. This drama in education was given its prime impetus by visiting professional troupes, whose itineraries included schools, universities and the Inns. The education in drama they set before their audiences helped shape the schools drama, which was able to develop and expand in a way denied the professionals by the consequences of the Reformation. Not till Leicester's men established themselves at the Theater were the professionals enabled once again to strive towards their eventual pre-eminence. The argument in those'sections dealing with the colleges of Winchester, Eton and Westminster is supported by original archival material hitherto unavailable in print. The Introduction states the situation at the moment of the foundation of the Theater and of the first Blackfriars. That significant moment marked the beginnings of the decline in the fortunes of the forces of drama in education. The prehistory is rooted in the broad educational changes of the late fifteenth and early sixteenth centuries (Chapter I) and in the seminal effect upon the drama of the sermons of the mendicant preachers of the later Middle Ages (Chapter I). These twin influences forged the drama of pre-Reformation England, defined the roles of professionals and boys alike (Chapter II).

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32

Gaddis, Margaret L. "Training Citizen Scientists for Data Reliability| A Multiple Case Study to Identify Themes in Current Training Initiatives." Thesis, The University of the Rockies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13423764.

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This dissertation characterized trainings designed to prepare citizen scientists to collect ecological data in natural outdoor settings. Citizen scientists are volunteers who participate in scientific activities under the guidance of professional scientists and organizations. The work of citizen scientists greatly expands the data collection possibilities in natural resource management and increases science literacy among participants and their social communities. The general problem is that some scientists and land managers view the data collected by citizen scientists as unreliable. The specific problem is the absence of educational training measurement in citizen science program design and analysis with which to ascertain the learning gains of trained citizen scientists.

Through a sequenced methodology of data analysis, survey, and semi-structured interviews, deductive descriptors and codes guided a directed content analysis of data collected. The analysis indicated strong alignment between citizen science, andragogy, and social learning theory. The sample revealed a bimodal distribution related to the type of data collected and the subsequent training design. Little training existed when data collection involved photography only. Citizen scientists brought prior skills to the task but did not need to gain new procedural learning to complete their data collection task. When citizen scientists collected more complex measurements, classroom and field mentoring facilitated learning.

Citizen science leaders described their perception of the reliability of their citizen scientists’ data collection efforts. Computer technologies validated photo and water quality data. Therefore, quantitative data analysis supported the perception of data reliability. Terrestrial data had a range of reliability qualifications including video and paper quizzing, field observation of methods implemented, periodic data checks, and follow-up mentoring when data quality was poor. Managers of terrestrial citizen science programs were confident in the reliability of the data for the land management, policy, and research applications required.

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33

Whelan, James M., and n/a. "Education and Training For Effective Environmental Advocacy." Griffith University. Australian School of Environmental Studies, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.140105.

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Research on environmental advocacy has tended to focus on outcomes and achievements rather than the processes through which these are achieved. In addition, minimal research has attended in detail to the complexity of environmental advocacy, or explored measures to through which to enhance advocates prospects of success. The environment movement itself has given scarce attention to promoting the skills, abilities and predispositions that contribute to effective advocacy. Indeed, most environmental non-government organisations (ENGOs) in Australia appear to believe that scientific or expert knowledge will be sufficient to influence environmental decision-makers and consequently provide minimal training or education to enhance advocacy. This thesis is a response to these problems. It seeks to develop an understanding of, and model for, activist education and training in the Australian environment movement. The two main bodies of literature that inform the study are social movement and adult education literature. The former provides the context for the study. Social movement theorists present various explanations of how and why environmental activists work for change. These theorists also discuss the organisational structures and modes of operation typically adopted by activists. The second body of literature is utilised in this thesis to provide a synthesis of relevant educational orientations, traditions and practices. Popular, experiential and adult environmental education offer promising strategies for advocacy organisations that seek to enhance activists skills and abilities. The research questions posed in this study lie at the convergence of these two bodies of literature. Two empirical studies were undertaken during this inquiry. The first was conducted with the Queensland Conservation Council, an environmental advocacy organisation where the researcher was employed for five years. The study drew on methods and techniques associated with ethnography and action research to identify, implement and evaluate a range of interventions which aimed to educate and train advocates. Three cycles of inquiry generated useful insights into environmental advocacy and identified useful strategies through which advocacy may be enhanced. The second study, a case study based on interviews and observation, explored the Heart Politics movement. The ethnographic research methods utilised in this case study resulted in a rich description and critical appreciation of the strengths and weaknesses of Heart Politics gatherings as activist education. These two studies contributed to the development of a grounded and endogenous theory of education and training for environmental advocacy. This theory is based on a set of observations concerning the provision of activist education: (1) that most activist learning occurs informally and unintentionally through participation in social action such as environmental campaigns; (2) that this learning can be assessed according to a five-category framework and tends to favour specific categories including the development of social action and organisational development skills rather than alternative categories such as political analysis and personal development; (3) that this informal learning can be harnessed and enhanced through strategies which situate learning in the context of action and promote heightened awareness of the learning dimension of social action; and (4) that a key obstacle to education and training in the environment movement is a conspicuous lack of professional development or support for the people involved in facilitating and coordinating activist education activities and programs. These people are often volunteers and infrequently possess qualifications as educators or facilitators but are more likely to be seasoned activists. They tend to work in isolation as activist education activities are sporadic, geographically diffuse and ad hoc. These observations along with other insights acquired through participatory action research and ethnographic inquiry led to a set of conclusions, some of which have already been implemented or initiated during the course of this study. The first conclusion is that strategies to promote the professional development of activist educators may benefit from the development of texts tailored to the tactical orientations and political and other circumstances of Australian environmental advocacy groups. Texts, alone, are considered an inadequate response. The study also concludes that informal networks, formal and informal courses and other strategies to assist collaboration and peer learning among activist educators offer considerable benefits. Other conclusions pertain to the benefits of collaborating with adult educators and tertiary institutions, and professionals, to the relative merits of activist workshops and other forms of delivery, to the opportunities for activist training presented by regular environment movement gatherings and conferences and to the significant merits of promoting and supporting mentorship relationships between novice and experienced activists.

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34

Robinson, Paul. "Contributions to multidisciplinary engineering education and training." Thesis, University of Hull, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418986.

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35

Al-Khalifah, Ali Hussain. "Virtual Reality for Medical Education and Training." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487478.

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Virtual Reality (VR) is having an increasingly profound impact on a wide range of disciplines, such as gaming, engineering, science, design, education and medicine, to name but a few. Medical education and training form the backbone of the medical field, however, traditional teaching and training methods introduce a number of serious moral, financial and technical challenges, which could be resolved or eliminated by the use of VR technology. VR has already been applied to medical education and training, but little has been done with regard to the application of immersive display technology in this field. The aim' of this thesis is to investigate how VR technology, and immersive display technology in particular, can be used within the realms of medical education and training from educational and medical perspectives. The work in this thesis has been structured around four key stages: review, modelling, application development and feedback. The review stage took the form of a study of related works with the findings, conclusions, recommendations and challenges that emerged being used to define a set of research objectives and questions. The modelling stage involved the creatiqn 'of the VREM ~irtual Reality for Education in Medicine) model, which describes the interplays and interrelationships between VR technology, education and medicine. The development stage focussed on the implementation of a number of immersive display-based medical applications to demonstrate the VREM model. Three types of applications were developed: collaborative interactive volumetric models for diagnosis; immersive open surgery simulations for training; and multi-model visualizations for demonstration and modelling. The feedback stage involved six studies to elicit views and opinions from stakeholders, including students, educators and medical professionals, in relation to the research questions complied in the review stage. In summary, the findings of this research have established a basis on which the different stakeholders involved in the virtual medical education process, including medical education administrators, medical educators, students, trainee surgeons, clinicians and VR developers can understand the role played by VR technology, and immersive display technology' in particular, in medical'ieducation. A number of papers based on this research have already been published in peer reviewed journals and conferences and others are in preparation.

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36

Kap, Hrvoje. "Comparative Studies of Vocational Education and Training." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119482.

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The thesis consists of an introduction and three studies, which are comparative sociological and institutional analyses of a number of countries' publicly regulated vocational education and training systems at upper secondary and post-secondary level. Official regulation of programme content and curricula - the main empirical material - is interpreted, and focus is directed on aspects which distinguish between, among others, general and vocational elements of teaching, learning and training. The analyses employ concepts from educational studies, historical sociology and institutional sociology with the aim of conceptual elaboration and illumination of similarities and differences between cases. Study I compares upper secondary vocational education and training programmes in Denmark, Finland, Norway and Sweden. The programmes are analysed and compared with respect to scope, sequence and selection of curricular units of subject matter and periods of training. Programmes combine general and vocational elements in various ways, thereby offering choices for obtaining both the occupation-related qualification, as well as higher education eligibility. The combination of curricular units with additional subject matter seems to, in some cases, lead to emerging learning aims. Study II focuses on vocational education and training systems at upper secondary level in Denmark, Norway and Sweden, and seeks to identify differences and similarities by conceptualising features of ideal types along different dimensions. It furthermore develops a method of analysis and visualisation which enables more accurate understanding of how various learning aims are designed within educational programmes. Some of the results indicate that the resources necessary for attaining the full, intended educational qualification are not guaranteed in any of the three cases; however, this applies particularly to apprenticeship-based programmes, where it can be attained only after training contracts with status-like features, resembling parts of occupational jurisdictions, are seized within sheltered circumstances. In the school-based programmes, a larger proportion of resources are guaranteed, but training is shorter and less vocationally oriented. Vocational education and training programmes in all three systems orient learning not only towards vocational, but also general learning aims. Study III compares admission criteria to post-secondary vocational education and training programmes in Denmark and Sweden, focusing on the Danish erhvervsakademi and the Swedish yrkeshögskola. Options, as elements of life chances, for individuals holding upper secondary vocational education qualifications who wish to apply for admission to these programmes, differ in terms of scope between the two cases. In the Swedish case, options are wide and mostly structured by course-based admission criteria; while in the Danish case, options are more narrow and structured by qualification-based admission criteria.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.

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37

Courteau, Brigitte. "Competency-based education in plastic surgery training." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122979.

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In Plastic Surgery, learning objectives have been outlined by the Royal College of Physicians and Surgeons of Canada, however, a defined curriculum to meet these objectives is absent. Several factors are reducing the practicality of the current time-based model and as a result, a competency-based training model has been proposed to replace the traditional model. Implementation of a competency-based curriculum requires several steps including the identification of both specialty specific procedures and procedural steps. The present project aims to develop a methodology for identifying procedural steps for individual Plastic Surgery procedures. Previous studies have highlighted the lack of resident exposure to several areas of Plastic Surgery, particularly aesthetic surgery. Avenues for increasing resident exposure and training opportunities must be explored. An additional aim of this project is to achieve this through the development of a pilot simulator mannequin for aesthetic surgery training. The identification of Plastic Surgery procedural steps together with simulator training is a novel step forward towards implementation of competency-based education in Plastic Surgery training.
En chirurgie plastique, le Collège royal des médecins et chirurgiens du Canada propose des objectifs d'études bien définis, cependant il n'y a pas de curriculum défini afin d'atteindre ces objectifs. Plusieurs facteurs réduisent l'aspect pratique du modèle en fonction du temps existant, et comme résultat, le modèle d'enseignement basé sur la compétence fut proposé pour remplacer le modèle traditionnel. La réalisation d'un curriculum basé sur la compétence demande autant l'identification des procédures spécifique de cette spécialité que des étapes procédurales. Ce projet tend à développer une méthodologie pour l'identification des étapes procédurales pour chacune des procédures de la chirurgie plastique. Les études précédentes ont démontrées que les résidents manquent d'exposition aux connaissances de plusieurs domaines de la chirurgie plastique, particulièrement vrai pour la chirurgie esthétique. Il est donc important, pour les résidents, d'explorer tous les avenues pour augmenter cette exposition et leurs opportunités de formation. La cible additionnelle de ce projet est d'atteindre ces objectifs par le développement d'un mannequin-simulateur pilote pour l'entraînement en chirurgie esthétique. L'identification des étapes procédurales en chirurgie plastique, en concert avec l'entraînement par simulateur, engendre une nouvelle étape vers la réalisation d'une éducation basée sur la compétence en chirurgie plastique.

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38

Pipkin, Jennifer B. "Current practices in athletic training clinical education." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221291.

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Many reforms in athletic training education requirements have been taking place in order to strengthen the profession. This research project may help make educational institutions aware of the current changes and requirements in clinical education. The purpose of this study was to determine the current practices in athletic training clinical education at National Collegiate Athletic Association (NCAA) institutions and accredited versus non-accredited athletic training institutions.The participants (N = 93) consisted of a purposeful sample of head athletic trainers representing accredited and non-accredited athletic training education programs in the three divisions of the NCAA. The on-line survey instrument developed for this study, Current Practices in Athletic Training Clinical Education, obtained information about the demographics, clinical education of athletic training students, and the certified athletic trainer coverage of sports at NCAA institutions. The instrument was posted on an Internet website through the inQsit computer program. The respondents consisted of 28 (30.4%) head athletic trainers from Division I, 34 (37.0%) from Division II, and 30 from Division III (32.6%). Thirty-four (38.2%) respondents represented accredited athletic training education programs, 20 (22.5%) from athletic training programs in candidacy, and 35 (39.3%) from non-accredited or internship programs. Data was analyzed through percentages and frequency counts, and trend analysis and nonparametric Pearson chi square analyses. Pearson chi-square analyses revealed that Division I permits athletic training students to cover individual skill sessions and informal summer workouts unsupervised more often than the other NCAA divisions. Chi-square analyses also found that athletic training students at accredited athletic training education programs were more likely to possess CPR and first-aid certification and education on the prevention of disease transmission. A trend analysis was performed to determine the amount of time freshmen, sophomores, juniors, and seniors spent in direct clinical supervision, supervised field experience, and unsupervised field experience. A linear relationship was found with respect to direct clinical supervision, and quadratic relationships were found with respect to supervised and unsupervised field experience. The results also revealed that athletic training programs that are accredited or candidacy were more likely to respond to 81 to 100% of the moderate risk sports within four minutes or less than those programs that are internship. The common perception of many athletic trainers regarding clinical education and the misuse of athletic training students is inconsistent with the current practices. Overall, athletic training students were seldom unsupervised for team practices and home events. In conclusion, the results of this study indicate that collegiate athletic trainers have adjusted well to the recent changes in clinical education requirements and to the medical health care coverage recommended guidelines. Future research should address athletic training student and athletic training program director responses relative to their head athletic trainers' responses.
School of Physical Education

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39

Phiri, Aretha. "Taking education and training to higher levels." Rhodes University, 2009. http://hdl.handle.net/10962/d1006400.

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Professor Tebello Nyokong of the Chemistry Department has won yet another prestigious award. She was voted "the most influential women in business and government" in the category of education and training, in an event sponsored by CEO Magazine.

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40

Oparenko, А. О., Ольга Олександрівна Берест, Ольга Александровна Берест, and Olha Oleksandrivna Berest. "Students' physical training at higher education institutions." Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48603.

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Mass health-improving, physical-training and sports events are aimed at broad engagement of students into regular practicing physical exercises and sports, into fixing health and into improving physical and sports readiness of students. They are organized at outclass time, on days off and holidays, in health-improving and sports camps, during study practice and camp meetings, in students’ building units. These events are held by the sports club of the higher education institution including a broad students’ initiative under methodical supervision of the physical-training department and under an active participation of the university trade union [1]. Thus, students’ physical training and study consist of theoretical, practical and test periods that are defined according to the studying concept and methodology used in the given higher-education institution.

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41

Whelan, James M. "Education and Training For Effective Environmental Advocacy." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/365775.

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Анотація:

Research on environmental advocacy has tended to focus on outcomes and achievements rather than the processes through which these are achieved. In addition, minimal research has attended in detail to the complexity of environmental advocacy, or explored measures to through which to enhance advocates’ prospects of success. The environment movement itself has given scarce attention to promoting the skills, abilities and predispositions that contribute to effective advocacy. Indeed, most environmental non-government organisations (ENGOs) in Australia appear to believe that scientific or expert knowledge will be sufficient to influence environmental decision-makers and consequently provide minimal training or education to enhance advocacy. This thesis is a response to these problems. It seeks to develop an understanding of, and model for, activist education and training in the Australian environment movement. The two main bodies of literature that inform the study are social movement and adult education literature. The former provides the context for the study. Social movement theorists present various explanations of how and why environmental activists work for change. These theorists also discuss the organisational structures and modes of operation typically adopted by activists. The second body of literature is utilised in this thesis to provide a synthesis of relevant educational orientations, traditions and practices. Popular, experiential and adult environmental education offer promising strategies for advocacy organisations that seek to enhance activists’ skills and abilities. The research questions posed in this study lie at the convergence of these two bodies of literature. Two empirical studies were undertaken during this inquiry. The first was conducted with the Queensland Conservation Council, an environmental advocacy organisation where the researcher was employed for five years. The study drew on methods and techniques associated with ethnography and action research to identify, implement and evaluate a range of interventions which aimed to educate and train advocates. Three cycles of inquiry generated useful insights into environmental advocacy and identified useful strategies through which advocacy may be enhanced. The second study, a case study based on interviews and observation, explored the Heart Politics movement. The ethnographic research methods utilised in this case study resulted in a rich description and critical appreciation of the strengths and weaknesses of Heart Politics gatherings as activist education. These two studies contributed to the development of a grounded and endogenous theory of education and training for environmental advocacy. This theory is based on a set of observations concerning the provision of activist education: (1) that most activist learning occurs informally and unintentionally through participation in social action such as environmental campaigns; (2) that this learning can be assessed according to a five-category framework and tends to favour specific categories including the development of social action and organisational development skills rather than alternative categories such as political analysis and personal development; (3) that this informal learning can be harnessed and enhanced through strategies which situate learning in the context of action and promote heightened awareness of the learning dimension of social action; and (4) that a key obstacle to education and training in the environment movement is a conspicuous lack of professional development or support for the people involved in facilitating and coordinating activist education activities and programs. These people are often volunteers and infrequently possess qualifications as educators or facilitators but are more likely to be seasoned activists. They tend to work in isolation as activist education activities are sporadic, geographically diffuse and ad hoc. These observations along with other insights acquired through participatory action research and ethnographic inquiry led to a set of conclusions, some of which have already been implemented or initiated during the course of this study. The first conclusion is that strategies to promote the professional development of activist educators may benefit from the development of texts tailored to the tactical orientations and political and other circumstances of Australian environmental advocacy groups. Texts, alone, are considered an inadequate response. The study also concludes that informal networks, formal and informal courses and other strategies to assist collaboration and peer learning among activist educators offer considerable benefits. Other conclusions pertain to the benefits of collaborating with adult educators and tertiary institutions, and professionals, to the relative merits of activist workshops and other forms of delivery, to the opportunities for activist training presented by regular environment movement gatherings and conferences and to the significant merits of promoting and supporting mentorship relationships between novice and experienced activists.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Full Text

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42

September, Sean Christian. "Educator training and support for inclusive education." Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.

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When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns. The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously received training in inclusive education. The researcher embarked research to establish whether the educators believed the training and support they received was effective. Previous studies, local as well as abroad, indicate the importance of effective training and support for mainstream educators when it comes to the successful implementation of inclusive education. Aspects the researcher attempted to highlight are pre-service and in-service training of educators. A closer look is taken at classroom support, collaboration among all parties involved and peer support in order to get a clear understanding of what is needed, with special reference to the issue of support. The researcher also took a closer look at the types of skills that are required for the successful implementation of inclusive education-Data was collected through the administration of a questionnaire. The main findings revealed that the majority of educators believe that the training, support and skills they received from the Western Cape Education Department were effective. These results were interesting, given the fact that most educators, both locally and abroad, still raise concerns about training and support. Some key focus areas the researcher identified for the successful implementation of inclusive education are the integration of pre-service and in-service training programmes, parental involvement and collaboration between special and mainstream schools.

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43

Liu-Trofimovsky, Jia. "School Psychologists' Early Numeracy Training and Practices." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621899.

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An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns per year. A larger number of participants had training for reading and early literacy compared to early numeracy. Related to early numeracy practices, more respondents reported being involved in screening and assessment in contrast to intervention and progress-monitoring. Typically, students were screened in kindergarten through fifth grade using measures such as AIMSweb: Computation and AIMSweb: Problem-Solving. The most often utilized early numeracy instrument was AIMSweb: Number Identification. Most frequently, group academic assessments used were comprised of state tests, and individual measures were often broadband or screener-type measures. Commonly used curricular interventions have demonstrated limited to moderate levels of evidence. Only Classwide Peer Tutoring had a strong level of intervention effectiveness. Intensive interventions that were noted as being regularly implemented (e.g., Board Games, Explicit Instruction, Peer Tutoring, Touch Math) were mainly instructional in nature. The results for consistently used progress-monitoring tools were similar to those for screening (computation, problem-solving, and number identification). Perceived facilitators of participants' early numeracy involvement entailed administrator support and the topic being a current need in schools. School psychologists noted lack of resources and time as two main hindrances for their involvement in early numeracy activities. The implications of this study include increased early numeracy training, involvement in intervention and progress-monitoring, screening practices, alignment with the Common Core Standards, and time allocation and resources. Limitations of the current research were: low response-rate, lengthy survey, and non-response for specific early numeracy components. Finally, potential future research includes investigating progress-monitoring instruments for students in earlier grades, interventions for students with mathematics disabilities (e.g., retention, generalization of skills), home-school partnerships for early numeracy skills, and validation of technological applications.

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44

Devlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.

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45

Tilbury, Daniella. "Environmental education : developing a model for initial teacher education." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251565.

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46

Hastie, Louise. "Training in a highly regulated industry : an examination of a certified nuclear power operator training programme in Ontario, Canada." Thesis, University of Glasgow, 2019. http://theses.gla.ac.uk/41035/.

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An examination of the trainee experience in a competency based training programme. In a high-risk industry, having highly trained personnel is taken very seriously. This four year training programme produces highly qualified and skilled individuals and this research examined the experience of progressing through the training programme through the trainees' lens. Learnings include two consistent elements contribute to a negative trainee experience: Evaluation Methods that produced a tension between memorisation and learning and Trainer Practices that lacked student-centred, research informed methods that would likely improve the trainee success rate as well as the overall trainee experience.

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47

Markopoulos, Apostolos. "Politics and education : the democratization of the Greek education system." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020165/.

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This thesis is a study of the developLent of tne Greek educational system, from the foundation of the modern Greek State in 1828 to 1981. In that period, Greece underwent a series of changes in political organisation. Greece was a monarchy, a republic, a democracy and a dictatorship, was occupied by foreign powers and suffered a civil war. These political changes were of great significance for the educational system of Greece, and the development of education in each period must be seen as closely related to the peculiar political situation in each period. The thesis traces the increasing polarisation of educational politics in Greece which was linked to the violent shifts in political power in the country as a whole. It gives detail of the debates on education which centred on the question of which form of the Greek language to use as the medium of instruction in schools, and the structure and method of selection for the secondary cycle of education. However, the history of Greek education also illustrates the failure to implement important reforms. While education has been an important issue in Greek politics, exercising both politicians and the general public, many areas, especially rural areas, have remained without adequate educational provision, insufficient resources have been provided for education, and illiteracy rates have remained disturbingly high. This thesis also reveals an increasing convergence on the part of politicians from different parts oi the political spectrum with regard to educational policy. Despite the vigorous debates, the areas about which there now exis s , conoensus are considerable. The only conclusion which can be drawn from this is that if education were removed from some of the political pressures to which it has been subject in the past, and if adequate resources were to be made available, substantial improvements could be made in educational provision on the basis of broad agreement. Since education and political development are closely linked, this is also a possible way of securing the future of democratic Greece.

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Brown, Patricia Valerie. "Post-initial training : a study of some meanings of training in selected U.K. companies." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242501.

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49

Pennell, Kym. "Police education and police practice." Phd thesis, Australia : Macquarie University, 2003. http://hdl.handle.net/1959.14/35468.

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"January 2002".
Thesis (DEd)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2003.
Bibliography: p. 229-246.
Introduction: police education and police practice -- "Police": a definition -- Policing in a democratic society: the role dilemma -- Contemporary policing: a convergence of ideas -- Role conception: the United Kingdom -- Development of policing: Australia and the United States of America -- The nature of crime -- The police response: effectiveness and outcomes -- The perceptions and expectations of stakeholders -- The police culture -- The police organisation -- Police education and training: models of learning -- Police education and training: providers -- Police education and training: evaluation of 'training' models -- Police education and training: evaluation of 'professional models' -- Police education and training: evaluation of 'professional/academic' model -- Police education and training: evaluation of experience -- Conclusion.
A perception of escalating social disorder and allegations of police corruption and ineptitude have led to a social and political imperative to reform policing. Fundamental to this reform is the modification of the core mission of the police and the operational practices of the uniformed Constable. The core characteristics of policing and the operational practices of the uniformed Constable are determined by the core mission and the operational context of policing. -- Despite an imperative to reform the quality and provision of police services to the community the core mission of the police has not fundamentally altered during the last half century and remains crime control (Zaho, 1996). The core mission of contemporary policing has been criticised for being in direct conflict with basic democratic principles and for being simply unachievable. This thesis will establish that the origins and occurrence of crime, its prevalence and persistence is detennined by social, economic and cultural factors that are beyond the control of the police. It will be argued that long-term successful law-enforcement in a democratic society requires the acceptance, cooperation and approval of the community. Community oriented policing may provide the theoretical framework for internalising normative controls and for enhancing public participation in and sharing responsibility for crime control. -- It will be demonstrated that the strategc shift in policing implicit within the theoretical framework of community policing has significant implications for the reform of police . education and training. Several commentators and various Commissions of Inquiry have recommended upgrading police education and training, and the participation of police in tertiary education. -- The reform of police practice is contingent upon the reform of the core mission and the operational context of policing. The core mission and the operational context of policing is substantially defined, controlled and manipulated by the perceptions, expectations and actions of stakeholders. Directly or indirectly these have been found to be antithetical to alternative models of policing that are service orientated; thus blocking, diluting or redirecting efforts to implement community policing. -- Unless the core mission of the police and the operational context of policing are substantially modified then police education will continue to have a limited impact upon the operational practices of the uniformed Constable.
Mode of access: World Wide Web.
xxi, 246 p

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Johnson, Anthony Lewis. "Training the Young Actor: A Physical Approach." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258075804.

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Дисертації з теми "Hysical education and training"

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