Дисертації з теми "In-Training Examination"
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Fletcher, Brian T. "An examination of leadership training in Young Life." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p030-0176.
Повний текст джерелаPederson, James R. "An examination of afloat training officer milestones in support of training officer career progression." Thesis, Monterey, Calif. : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/March/09Mar%5FPederson.pdf.
Повний текст джерелаThesis Advisor(s): Hatch, William ; Roberts, Benjamin ; Cahill, Maureen. "March 2009." Description based on title screen as viewed on April 23, 2009. Author(s) subject terms: Training Officer, HR Community, Milestones, Lateral Transfer. Includes bibliographical references (p. 51). Also available in print.
Coleman, M. Nicole. "Critical incidents in multicultural training : an examination of student experiences /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3065539.
Повний текст джерелаHastie, 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/.
Повний текст джерелаPryde, Bernadette Anne. "Languaging the actor : an examination of the terminology used in actor training." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36445/1/Bernadette_Pryde_Thesis.pdf.
Повний текст джерелаMok, Sui-kei, and 莫瑞祺. "Metacognitive strategy training: an examination of geometrical problem solving in Form Four students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956671.
Повний текст джерелаWilliams, Edward. "Vocational training & recidivism in Missouri state prisons : a social learning theory examination /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052232.
Повний текст джерелаMacKinnon, Marjorie M. "Competency-based indicators of counsellor development : an examination of changes in cognitive skills of counsellors-in-training." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29080.
Повний текст джерелаQualitative analysis of pretest-posttest responses revealed substantial improvement in students' understanding of the counselling process and adjustment to the counsellor role. Greater self-confidence was also conveyed by a significant increase in trainees' use of clinical terminology. However, students' ability to observe and conceptualize the client, to establish therapeutic goals, and their overall counselling effectiveness did not differ over the academic year. Given that changes were related to training emphasis, results call attention to the need for more systematic training in a wider range of cognitive competencies.
Madigan, Daniel J. "A longitudinal examination of the relationships between perfectionism, burnout, and training distress in athletes." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/68558/.
Повний текст джерелаSawyer, Rebecca Jo Moore. "Teacher Training: An Examination of Skill Acquisition, Generalization, and Increases in Child Appropriate Behavior." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2606/.
Повний текст джерелаMartínez, Casanovas Matilde. "Improving Creativity Training. An examination of the effects of delivery method and problem realism on creative performance in post-training ideation." Doctoral thesis, Universitat Ramon Llull, 2015. http://hdl.handle.net/10803/286274.
Повний текст джерелаLa creatividad ha atraído un creciente interés en las últimas siete décadas. Investigadores científicos de diversos campos académicos, así como gerentes de empresas, profesionales de la creatividad y educadores, están interesados en el tema de la creatividad humana y los factores que la estimulan o la inhiben. Dicho interés se basa en la creencia que la creatividad es un motor de la innovación, un factor clave en el desarrollo futuro de la humanidad. Asimismo, existe la creencia que si somos capaces de comprender los factores subyacentes que aumentan la creatividad humana podemos diseñar programas de capacitación para ayudar a los empleados de hoy y a las generaciones futuras, a alcanzar su pleno potencial creativo para el beneficio de toda la humanidad. El propósito de este trabajo consiste en examinar el efecto que la formación tiene sobre el rendimiento creativo. La capacitación ha sido indicada por la investigación en creatividad para tener el potencial de mejorar las habilidades creativas. Como resultado, a lo largo del tiempo se han diseñado muchos programas de formación que tienen el propósito de capacitar y mejorar las habilidades creativas (Sawyer, 2006). Sin embargo, la evidencia empírica sobre la eficacia de dichos programas está limitada a algunos de esos programas. En vez de centrarse en la eficacia de algún programa específico esta tesis doctoral se propone evaluar la medida en que el formato del programa de formación (el método de enseñanza) puede tener en el rendimiento creativo de los grupos que han recibido formación creativa. De esta manera la investigadora desea saber si la forma en que la creatividad se enseña a los alumnos afecta el rendimiento creativo post-entrenamiento. Específicamente este estudio examina el efecto de dos de estos formatos es decir, la formación del aprendizaje basado en la experiencia comparado con los enfoques más tradicionales (tipo seminario). Además, el estudio también analiza los efectos que el tipo de problema (problema real o ficticio) puede tener en el rendimiento creativo. Ciento nueve grupos de empleados de cuarenta y cinco empresas españolas (981 participantes en total) participaron en diferentes experiencias de formación llevadas a cabo para determinar si y cómo los factores antes mencionados (tipo de formación y el realismo del problema) afectan en el rendimiento creativo. El rendimiento creativo de los grupos se midió mediante el uso de tres medidas: la fluidez, la originalidad y el grado de elaboración de las ideas producidas por cada grupo. Para el tratamiento estadístico de los datos se utilizaron técnicas como el análisis de varianza (ANOVA) y la prueba t de Student. Los resultados estadísticos revelan un efecto positivo de la formación en el rendimiento creativo indicando también que el entrenamiento basado en la experiencia es más adecuado para el entrenamiento de la creatividad. Además los resultados empíricos revelan también que trabajar con problemas reales en oposición a problemas ficticios, mejora el rendimiento creativo. Este estudio tiene una doble contribución para el campo de investigación en creatividad. En primer lugar, proporciona evidencia empírica adicional con respecto a los factores que condicionan la eficacia de la formación en creatividad. El método formativo y el realismo del problema son dos factores con potencial de condicionar la eficacia de la formación en creatividad. Estos dos factores han sido poco examinados por los estudios previos. Los resultados empíricos de este estudio indican la existencia de una relación entre el formato concreto del programa de capacitación y el rendimiento de la ideación tras recibir dicha formación. En concreto, los resultados del proceso de ideación se ven reforzados por la prestación de formación a través de aprendizaje basado en la experiencia. Los grupos que recibieron este tipo de formación generaron más de dos veces tantas ideas que los grupos que no recibieron entrenamiento (9.07 vs 4.34) y casi tres veces más ideas que los grupos que recibieron la formación de tipo tradicional (9.07 vs 3.67). En comparación con las ideas generadas por los grupos que recibieron formación tradicional, las ideas generadas por los grupos de aprendizaje basado en la experiencia mostraron niveles superiores de originalidad y elaboración. Además, también se establece una relación entre el realismo del problema y la ideación post-entrenamiento. Los grupos que trabajaron para generar soluciones en problemas reales y recibieron formación a través del aprendizaje basado en la experiencia generaron ideas con un grado de elaboración superior comparados con los grupos entrenados a través de un enfoque tradicional (3.47 vs 3.39) y comparados con los grupos que no recibieron ningún tipo de formación en creatividad (3,74 vs 3,47). Además los grupos de aprendizaje basado en la experiencia produjeron más ideas y obtuvieron una calificación más alta en la dimensión originalidad que los grupos que recibieron formación tipo seminario (3,98 vs 3,78). Una contribución menos directa, es que el estudio también proporciona evidencia sobre la relación entre la formación en creatividad y el rendimiento creativo. En concreto, los resultados empíricos establecen una relación positiva entre la formación y el rendimiento creativo. Los grupos que recibieron formación produjeron más ideas y también mostraron resultados superiores en términos de originalidad y elaboración, en comparación con los grupos no entrenados. Mediante el estudio de la producción creativa post-formación de los grupos que recibieron capacitación en diferentes formatos y han trabajado en diferentes tipos de tareas, el estudio proporciona evidencia sobre la eficacia de la formación, valiosa no sólo para el mundo académico, sino también a los profesionales en su búsqueda de desarrollo de la mayoría de los programas de formación de creatividad efectiva.
Creativity has attracted increasing interest over the past seven decades. Scientific researchers from numerous academic fields as well as business managers, creativity practitioners and educators, are all interested in the subject of human creativity, its stimulators and inhibitors. Such interest is based on the belief that creativity is a motor of innovation, a key factor in future development of humanity. It is thus also believed that if we are able to understand the underlying factors that enhance human creativity we can design training programs to help employees and future generations to reach their full creative potential to the benefit of the entire humanity. The purpose of this dissertation is to examine the effect of training on creative performance. Training has been long indicated to have the potential of enhancing creative abilities. As result many creativity training programs have been developed by organizations and educational institutions alike (Sawyer, 2006). Yet, the empirical evidence regarding the effectiveness of creativity training programs is limited to few such programs. Rather than being focused on the effectiveness of specific training programs this dissertation is centered on the effect that the delivery format may have on the creative performance of groups that have received creative training. This way the researcher seeks to ascertain whether the way in which creativity is taught to trainees affects post-training creative performance. Specifically this study examines the effect of two such formats namely lecture-based training versus an experiential-learning approach. In addition, the study also examines the effects that the type of problem (real-life versus fictitious) may have on creative performance. One hundred and nine groups of employees of forty five Spanish companies (981 participants overall) participated in different training experiences conducted to ascertain if and how the aforementioned factors (type of training and problem realism) affect creative performance. Each group was submitted to a specific training experience and group creative performance was measured by using three measures: fluency, originality, and elaboration of ideas produced. Statistical analysis of performance differences between each training experience and each measure was conducted using Student’s t-test and analysis of variance (ANOVA). Results of the data analysis reveal a positive effect of training on creative performance and also showed that training based on experience is better suited for creativity training. In addition the empirical results also reveal that working on real-life problems as opposed to fictitious ones, enhances creative performance. The contribution made by this study to the field of creativity research is twofold. First it provides additional empirical evidence regarding the factors conditioning the effectiveness of creativity training. Specifically, the empirical application looks at training delivery method and task realism. These factors have been under examined by previous creativity research literature. The empirical findings of this study indicate the existence of a relationship between training delivery method and post-training ideation performance. Specifically, ideation performance is enhanced by training delivery based on experiential learning. The groups that received this type of training generate more than twice as many ideas as the groups that received no training (9.07 vs. 4.34) and almost three times more ideas than the groups that received lecture-based training (9.07 vs. 3.67). In comparison to the ideas generated by the groups that received lecture-based training, the ideas generated by experiential learning groups received superior rating scores for originality and elaboration. In addition, a relationship was also established between problem realism and post-training ideation. The groups that worked on solving real problems and were trained through experiential learning rated higher on the degree of elaboration of the ideas generated than both lecture-based trained groups (3.47 vs. 3.39) and untrained groups (3.74 vs. 3.47). Experiential learning groups also produced more ideas and were rated higher on the originality dimension than lecture-based training groups (3.98 vs. 3.78). Another, less direct contribution, is that the study also provides evidence regarding the relationship between creativity training and creative performance. Specifically, the empirical findings establish a positive relationship between training and creative performance. Trained groups, produced more ideas and also show superior results in terms of originality and elaboration as compared to untrained groups. By examining the post-training creative output of groups that received training in different formats and have worked on different types of tasks, the study provides evidence regarding the effectiveness of training, valuable not only to academia but also to practitioners in their quest of developing the most effective creativity training programs.
Rupsch, Stephen Joseph. "Sublime union : the pedagogy of ecstasy, an examination of the superconscious state in acting training /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190504.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 198-203). Also available for download via the World Wide Web; free to University of Oregon users.
Legassie, Regan Lloyd. "An examination of trainee reactions to the use of technology in Canadian naval occupation training." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0020/MQ47958.pdf.
Повний текст джерелаKaiser, Sally M. "An examination of new employee orientation and training programs in relation to employee retention rates." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006kaisers.pdf.
Повний текст джерелаManning, Jessica Brooke. "An examination of collaborative training methods among participants in the Family Child Care Partnerships Program." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Theses/MANNING_JESSICA_1.pdf.
Повний текст джерелаChilora, Henri Gadafulama. "Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7486.
Повний текст джерелаStudies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations.
Dill, William. "Exploring Students' Use of Learning Contracts in Preparing for the National Athletic Training Board Certification Examination." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748449.
Повний текст джерелаThe purpose of this study was to explore the application of learning contracts in the process of preparing to take the AT BOC exam. The goal of this study was to investigate best practices to assist students in being successful when taking the BOC certification examination. Self-directed learning in medicine was an important skill in the ever-changing healthcare landscape. One self-directed learning tool, learning contracts, had been studied in other healthcare fields. However, little research had been conducted utilizing learning contracts in athletic training. In addition, providing students with a research based instrument that could be used to improve success on the BOC examination would positively impact the profession of athletic training. Therefore, a mixed methods research study was implemented to study the usefulness of learning contracts in the preparation for the BOC examination. The data produced in the study showed that athletic training students were self-directed learners and that learning contracts were a useful tool when preparing for the BOC examination. Along with the Self-Assessment Exams (SAEs) produced by BOC, Inc., learning contracts were shown to be useful in helping students diagnose learning needs as well as creating a plan to study. Based on the outcomes of this study the researcher recommends that athletic training students, and athletic training programs, implement the use of learning contracts when preparing for the BOC examination. The researcher also recommends that students strongly consider using SAEs to diagnose learning needs or gaps.
Searcy, James Shelby Hastie Peter A. "Analysis of clinical experiences in athletic training education programs and performance on the BOC certification examination." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/SEARCY_JAMES_25.pdf.
Повний текст джерелаKwong, Koon-lau, and 鄺冠鎏. "An examination of training practices and its impact on employees' career in Haeco over twenty years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31263239.
Повний текст джерелаCrute, V. C. "Microtraining in health visitor education : An intensive examination of training outcomes, feedback processes and individual differences." Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373500.
Повний текст джерелаKwong, Koon-lau. "An examination of training practices and its impact on employees's career in Haeco over twenty years /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12315138.
Повний текст джерелаDixon, Ella. "Multicultural Training in Relation to Supervisor's Perceived Multicultural Competency: An Examination of White Supervisor-White Supervisee Dyads." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311776027.
Повний текст джерелаSandström, Karoliina. "Self and no-self : an examination of the role of ideas about the self in actor training." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/20887/.
Повний текст джерелаHopper, Gillian W. "An examination of the factors that shape the subjectivities of female art students in Initial Teacher Training." Thesis, University of Reading, 2011. http://centaur.reading.ac.uk/28171/.
Повний текст джерелаHopkins, Elaine Marie Smithson. "An examination of public relations training of contact and professional staff of YMCAs in the United States." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/443553.
Повний текст джерелаMcNab, Stuart Hugh. "The use of personal development groups in counsellor training : an examination of trainers', facilitators and students' experiences." Thesis, Keele University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344134.
Повний текст джерелаMartin, Rhona. "An examination of sprint interval training (SIT) on cardiorespiratory fitness (CRF) and cardiometabolic health in Scottish adolescents." Thesis, University of the West of Scotland, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733776.
Повний текст джерелаAguilera, Veronica. "Error-reduction vs. trial and error training in aphasic individuals an examination of categorization and typicality effects /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Повний текст джерелаTrethowan, Vicki Jean. "School crisis management in the 21st century an examination of school counsellors' preparedness and implications for training /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56900.
Повний текст джерелаSubmitted as partial fulfillment of the requirements for the award of the Professional Doctorate in Counselling Psychology in the Faculty of Life and Social Sciences, Swinburne University of Technology, 2009". Includes bibliographical references (p. 168-189)
Hobbie, Gordon Dale. "An examination of the views of seminary professors regarding the use of clinical methods in homiletical training /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1992.
Знайти повний текст джерелаCheesman, C. J. "Training for service : an examination of change and development in the Bible College movement in the UK, 1873-2002." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403271.
Повний текст джерелаFegendoh, Nibafu Edel-Quinn. "A critical examination of the contextual relevance of industrial psychology training at a University in the Western Cape." Thesis, University of Western Cape, 2020. http://hdl.handle.net/11394/7358.
Повний текст джерелаThe dominant influence of Western and European psychology on the African educational system brought about a specific point of view for the teaching curriculum (Heleta, 2016), which also spilled over into the workplace and job training practices. The present study gave a brief review of the history and development of the Industrial Psychology curriculum in South African higher education institutions. It also highlighted the dominant influence of Western and European psychology on the African educational system that brought about a non-African (i.e. Western scientific model) psychological discipline in the teaching curriculum. The study sought to examine the contextual relevance of Industrial Psychology training at a University in the Western Cape. Furthermore, the study investigated how the concepts and frameworks of Euro-Western Industrial Psychology affect graduates entering into a multi-cultural work context. The need was found for a teaching and learning curriculum that prepares students with multi-cultural knowledge, thus enabling graduates to embrace a diverse work environment. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. These themes were analysed to provide findings from which relevant conclusions could be drawn. The findings varied due to diverse groups of participants with differing workplace expectations. However, participants agreed on the need for introducing more African examples in the teaching and learning of Industrial Psychology, to ensure the curriculum is applicable to a work context of a developing country such as South Africa. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. These themes were analysed to provide findings from which relevant conclusions could be drawn. The findings varied due to diverse groups of participants with differing workplace expectations. However, participants agreed on the need for introducing more African examples in the teaching and learning of Industrial Psychology, to ensure the curriculum is applicable to a work context of a developing country such as South Africa. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University.Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. The researcher followed a qualitative research design with semi-structured interviews to collect data. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry.
Boorer, D. R. "Secondary teacher education in Sokoto State : an examination of the quality of the training given by a college of education in northern Nigeria." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370142.
Повний текст джерелаPetti, Amy Daggett. "Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project." PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/614.
Повний текст джерелаFrieslaar, Denise Eleanor. "The development and evaluation of the Objective Structured Dispensing Examination (OSDE) for use in an undergraduate pharmacy training programme." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Повний текст джерелаOikonomou, Andreas V. "An evaluative study of the effectiveness of multimedia in breast self-examination training against traditional leaflet and video approaches." Thesis, Coventry University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422466.
Повний текст джерелаCurran, David Manus. "More than Fighting for Peace? An examination of the role of conflict resolution in training programmes for military peacekeepers." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5330.
Повний текст джерелаWolfe, Judith W. "An examination of observer skills as an indicator of teacher appraisal training effectiveness in North Carolina: an exploratory study." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54465.
Повний текст джерелаEd. D.
Edmunds, Julie Mary. "An Examination of Active Learning as an Ingredient of Consultation Following Training in Cognitive-Behavioral Therapy for Youth Anxiety." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216513.
Повний текст джерелаPh.D.
The training literature suggests that ongoing support (e.g., consultation) following initial training enhances training outcomes, yet little is known about the critical components of ongoing support and the lasting effects of ongoing support. The present study examined components of consultation calls that were provided to 99 community clinicians following training in the delivery of cognitive-behavioral therapy (CBT) for youth anxiety. The 104 recorded consultation calls were coded for content and consultative methods present. A subset of the training sample (N = 50) completed a 2-year follow-up interview during which they reported on their implementation rates of CBT since ending consultation. They also completed measures assessing CBT knowledge and attitudes toward evidence-based practices (EBPs). It was hypothesized that active learning (i.e., role-plays) would predict therapist adherence, skill, self-efficacy, and satisfaction at postconsultation, but regression analyses found no significant relation. However, level of clinician involvement during consultation calls significantly positively moderated the relation between active learning and clinician skill. Analyses of the follow-up data indicated (a) high implementation rates of CBT and (b) maintenance of overall attitudes toward EBPs, willingness to implement EBPs if mandated, views regarding the appeal of EBPs, and beliefs regarding the clinical utility of EBPs. A significant decline in CBT knowledge and openness toward EBPs was observed. Consultation call attendance positively predicted therapist CBT knowledge, overall attitudes toward EBPs, and attitudes regarding the appeal and clinical utility of EBPs at the 2-year follow-up. Implications, strengths and limitations, and future directions are discussed.
Temple University--Theses
Curran, David M. "More than Fighting for Peace? An examination of the role of conflict resolution in training programmes for military peacekeepers." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5330.
Повний текст джерелаHan, Grace Alice. "An examination of the long-term effects of authorized training programs on injured workers in the state of Oregon." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4202.
Повний текст джерелаRoberts, Kathryn. "Widening participation in management education and training : an examination of modularity and distance learning at a College of Further Education." Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421125.
Повний текст джерелаBerry, Leon. "Becoming an agile warrior : an examination of using a constructivist approach to learning during basic training in the British Army." Thesis, Open University, 2018. http://oro.open.ac.uk/57160/.
Повний текст джерелаRecasner, Chantae C. "Multiculturalism and FYC Teacher Training: An Examination of GTA Perspectives on Being Trained to Teach in a Multicultural College Classroom." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250714340.
Повний текст джерелаRuss, Christine Runyan. "Adoption of breast self-examination in socio-economically disadvantaged women : the effect of prompting, self-management, feedback, and supplementary training /." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-12302008-063607/.
Повний текст джерелаEssig, Timothy W. "An examination of visitor services and personnel ethics training programs for several museums in the Pennsylvania Historical and Museum Commission." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
Повний текст джерелаSource: Masters Abstracts International, Volume: 45-06, page: 2939. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 65-68).
Thompson, Meryl. "Language in selection tests : an examination, review and critique of language in tests used to select applicants for further education, training and employment /." Title page, contents and summary only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09dmt474.pdf.
Повний текст джерелаLloyd, Sara H. "An exploratory study of the relationship between in-training examination percentiles of anesthesiology residents and the vermunt inventory of learning styles." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/443.
Повний текст джерелаSaravanan, Sheela. "Training of traditional birth attendants : an examination of the influence of biomedical frameworks of knowledge on local birthing practices in India." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/19234/1/Sheela_Saravanan_Thesis.pdf.
Повний текст джерелаSaravanan, Sheela. "Training of traditional birth attendants : an examination of the influence of biomedical frameworks of knowledge on local birthing practices in India." Queensland University of Technology, 2008. http://eprints.qut.edu.au/19234/.
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