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1
Atkinson, Isabel. "Youth work research : initiatives in the study of young people, youth work and youth services." Thesis, Cranfield University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339582.
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2
Coles, James. "Orthodox youth ministry training volunteer leaders /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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3
Marca, Jessica. "A training guide to promote educational achievement in foster care youth| A curriculum." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10001540.
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<p> The plight of foster youth having low graduation scores compared to their peers is a prevalent problem depicted in research for years. Statistics show foster youth as being an at risk-group for completing high school education and leading them to a lower quality of life once emancipated from the foster care system. Foster youth face incarceration, unemployment, lower wages, homelessness and substance abuse once adults, and there is a need for the strengthening of educational achievement in this at-risk population. The need for social workers’ to collaborate with school personnel is a necessary preventative measure to increase the quality of life with foster youth. </p>
4
Heathfield, Michael. "From competence to community : representing practice: education, training and workplace performance in youth and community work." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369069.
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5
Kim, Eun. "A soft skills training program for youth and young adults to increase their future employment opportunities| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600058.
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<p> Given the growing rates of youth and young adult unemployment today, particularly in urban contexts, this grant proposal seeks funding to support the development of a soft skills training program for youth ages 15-24 in the Baldwin Park area of Los Angeles County. Essential soft skills needed to help youth secure and retain successful employment can include the interpersonal skills of better communication with supervisors and co-workers the job, teamwork, conflict resolution, and the capacity to regulate time management. The goal of this program is to increase employability by giving these inner city youth an increasingly valued skill set in order to promote an increase in youth employability in this community. A comprehensive grant funding search identified the California Wellness Foundation as a potential funding source for the proposed program. The actual submission or funding of the grant was not a requirement for the successful completion of the grant proposal.</p>
6
Gross, Michael D. "A training model for the nurturing of Christian tradition and experience in sixth, seventh, and eighth grade students at Evangel Christian Academy." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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7
Humphreys, Megan C. "Developing foster parents as mentors for commercially sexually exploited youth| A training program." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527712.
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<p> Commercial sexual exploitation affects young people all over the United States. Yet minimal services are available to restore, and reintegrate this population. One of the challenges involves assessing and training parents as mentors to provide round-the-clock care for their unique needs. This curriculum serves as a guide for agencies using the Child Welfare League of America PRIDE Model of Practice curriculum and is an adaptation of the original curriculum, which primarily focuses on neglected children.</p><p> The purpose of this curriculum is to provide child welfare agencies and prospective mentor parents with the tools to make an informed decision regarding their ability, willingness, and resources to support commercially sexually exploited youth. The curriculum also seeks to equip mentor parents with the skills to provide a safe and nurturing environment for these youth to develop healthy relationships, expand their social skills, increase cognition, and function as positive members of their communities.</p>
8
Van, Norman Renee Koehler. "The effects of functional communication training, choice making, and an adjusting work schedule on problem behavior maintained by negative reinforcement." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124121028.
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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains vi, xii, 260 p.; also includes graphics. Includes bibliographical references (p. 175-195). Available online via OhioLINK's ETD Center
9
Dube, Andile Laureth Maletsatsi. "Pathways of out-of-school youth and their re-entrance into the education training and development system or the labour market." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25303.
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The study is an investigation into the pathways of out-of-school youth and their re-entrance into the Education Training and Development (ETD) system or the labour market. In the study the pathways of youth who dropped out of school between grades 1 and 11 are traced as they seek re-entrance to the ETD system, or entrance into the labour market. Particular attention was given to the factors that determine the choices that dropouts make either in re-entering the ETD system or entering the labour market. An analysis of the experiences of the interviewed sample of dropouts is presented. The study employs a qualitative research methodology using interviews to elicit the experiences of dropouts and school managers. The participants (young people and three school principals) were selected through snowballing from a township south of Durban. Individual and focus group interviews were held. The findings provide evidence of the value of investing in education, as suggested by the youth. This is in line with the human capital theory framework that suggests that there are major benefits to investing in education. The study is concluded by suggesting the need for second chance education in South Africa.<br>Thesis (PhD)--University of Pretoria, 2011.<br>Education Management and Policy Studies<br>unrestricted
10
Daniels, Margaret. "The curriculum as preparation for the world of work: A critical analysis of the learner curriculum for young adults at a Community Education and Training College." UWC, 2020. http://hdl.handle.net/11394/7576.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>The main objective of the research is to analyze critically how the curriculum at a Community College in the Western Cape prepares young adults for the world of work in the fields of Travel and Tourism and Small Medium and Micro Enterprise (SMME) and develops their capabilities to become functioning members in society. I was guided by concepts such as knowledge and skills necessary to enhance employability as well as people‟s wellbeing and capability development. The data was gathered through interviews and analysis of national and institutional policy documents. The analysis of documents helped me to understand the curriculum‟s orientation to the world of work and its responsiveness to personal and social needs of young adults. The interview data helped me to reflect on the main research question, “What are the perspectives of academic staff, industry/sector representatives and young adults themselves on the knowledge and skills needed in the curriculum to prepare young adults for the world of work?” My research shows that the curriculum of the ABET Level 4 programme has become more vocationally oriented. It prepares students for the world of work in a general way; but there are some limitations. There is no practical work experience or work exposure as in the curricula of programmes at TVET colleges and universities. The research also found that the formal curriculum in combination with the extra-curricular activities had benefits for students in terms of personal development and equipping them to function better in their social environments. However, offering these activities depends on efforts made by lecturers over and above their normal duties and on donations from various sources. Extending or sustaining this combination of activities requires adequate staffing and resources. Finally the research highlighted various barriers students encountered and suggested that many of these barriers arise from structural constraints in the world of work and society. The research suggests that it is necessary but not sufficient to focus on the employability of young people and to equip them with knowledge and skills to prepare them for the world of work; it is also necessary to look beyond employability and consider the wellbeing of students (Powell, 2012; Jackson, 2005; Baatjes and Baatjes, 2008; Ngcwangu, 2019; Motala and Pampallis, 2007). Therefore my research suggests that education should not have a narrow focus and that the curriculum should integrate vocational and general education (Young, 1999). Furthermore, there should be a holistic approach in the curriculum which responds to multiple objectives including preparation for work and for functioning effectively in other areas of one‟s life. This implies that the curriculum should prepare students for the world of work AND take into account their well-being, dreams and aspirations for a better life.
11
Carstens, Alison Lee. "An educational psychologist's perspective in understanding the experiences of residential youth care workers." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3057.
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Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2007.<br>As primary caregivers (such as residential youth-care workers) are the first teachers of children and spend much more time with the child than any other service provider, educational psychologists need to implement programmes that include primary caregivers in actively working with the youth in their care. This calls for educational psychologists to gain a rich understanding of the experiences of youth-care workers in order to work collaboratively in rehabilitating youth at risk within the youth’s ecosystem.
The study attempts to explore the experiences of youth-care workers in residential facilities, using the ecosystemic perspective. A proposed outcome of the research is to contribute to the skills and interventions educational psychologists can use in collaborating with and supporting youth-care workers in residential facilities to rehabilitate youth who are at risk successfully. Qualitative research within the interpretive/constructivist paradigm was employed as the research design. Research was based at two residential facilities in an outlying area of Cape Town, from which four youth-care workers and two youths were drawn as a sample. The data was collected through six semi-structured interviews, observations over a 10-month period at one of the facilities, and photographs of youth-care workers and children.
The review of literature and the findings of this research uncovered many experiences that appear to typify residential youth care. These experiences include the multifaceted nature of the role that youth-care workers fulfil in a residential facility; three types of emotional affect experienced by youth-care workers working in facilities; the significance of healthy youth-care worker-child relationships and the importance of these relationships in the successful rehabilitation of youth at risk; and the levels of support and training required in order to perform the task of successfully rehabilitating youth at risk in residential settings.
12
Francisco, Maria Aldina Gomes da Silva. "Formação continuada de professores na educação de adolescentes, jovens e adultos: uma experiência da secretaria municipal de educação de Goiânia em 2013-2014." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5125.
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Previous issue date: 2015-07-01<br>This research, entitled the continued training for teachers of the National Professional Integration Program with Basic Skills in Youth and Adult Education Mode in Initial Training and Continuing with the Integrated Primary Education (Proeja-FIC), sponsored by the National Program for Access to Technical Education and Employment (Pronatec), hereinafter Proeja-FIC/Pronatec, comes from our observations by the Research Centre for Education, with regard to concerns about the teaching practices of educators involved in the process teaching and learning in the form. It requires a theoretical foundation of knowledge and practices of these professionals, whose action is not neutral. This research it aims to understand how teachers experience and integrate the processes of continuing education for work undertaken in Proeja-FIC/Pronatec in the Municipal Education Network (SME) of Goiania. It seeks to reflect on how the elements of continuing education could contribute or not with the realization of a pedagogical practice with a view to the emancipation of the subjects of the sport, through the construction of an integrated curriculum, which is the reality of the students as reflection of focus and critical analysis, based on the principles of popular education, integral formation and omnilateral while fighting tool. Regarding the methodology, we opted for the case study that enables systematically investigate an object, without losing sight of historical and social factors, using observation, semi-structured interview and questionnaire. It was marked by the Freirean reference, Marxist, Gramscian and Vygotskian, among other authors for data analysis. The results show that continuing education in question led to all the school teachers Field, new perspectives and possibilities of working effectively contributing to the work proposed by Proeja-FIC/Pronatec.<br>Esta pesquisa, com o tema a formação continuada dos professores do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos, na Formação Inicial e Continuada Integrada com o Ensino Fundamental (Proeja-FIC), financiado com recursos do Programa Nacional de Acesso ao Ensino Técnico e Emprego (Pronatec), doravante denominado Proeja-FIC/Pronatec, advém de nossas observações junto à pesquisa Observatório da Educação, no que se refere às preocupações com as práticas pedagógicas dos educadores envolvidos no processo de ensino-aprendizagem na modalidade, que exige uma fundamentação teórica dos saberes e fazeres desses profissionais, cuja ação não é neutra. Ela tem como objetivo compreender como os professores vivenciam e integram os processos de formação continuada ao trabalho realizado no Proeja-FIC/Pronatec da Rede Municipal de Educação de Goiânia (SME), buscando refletir acerca de como os elementos da formação continuada puderam contribuir ou não com a efetivação de uma prática pedagógica com vistas à emancipação dos sujeitos da modalidade, por meio da construção do currículo integrado, que tem a realidade dos educandos como foco de reflexão e análise crítica, pautada nos princípios da educação popular, da formação integral e omnilateral, enquanto ferramenta de luta. Em relação à metodologia, optou-se pelo estudo de caso que possibilita investigar sistematicamente um objeto, sem perder de vista fatores histórico-sociais, recorrendo à observação, entrevista semiestruturada e questionário. Pautou-se no referencial freireano, marxiano, gramsciano e vygotskyano, entre outros autores para a análise dos dados. Os resultados apontam que a formação continuada em questão levou ao coletivo de professores da escola campo, novas perspectivas e possibilidades de trabalho contribuindo efetivamente com o trabalho proposto pelo Proeja-FIC/Pronatec.
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Lavan, Daniel. "The Discourse and Practice of Child Protagonism: Complexities of Intervention in Support of Working Children’s Rights in Senegal." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22748.
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Contesting international strategies for combatting child labour that derive from modern, Western conceptions of childhood, several developing country organizations have embraced the principle of child protagonism by declaring that working children can become the leading agents in struggles to advance their interests when they are mentored in forming their own independent organizations. This thesis first explores how an African NGO, informed by its urban animation experiences, developed its own specific discourse of child protagonism and employed it as the basis for establishing an African working children’s organization designed to provide compensatory literacy and skills training and to empower members to improve their own and other children’s working conditions. The thesis considers this foundational child protagonism discourse in light of data collected in Senegal by means of participant observation and interviews in grassroots groups and associations of working children, as well as in the offices of both the local NGO and its international NGO donor. Fieldwork revealed limitations of the specific child protagonism practice pursued over the past two decades. Specifically, redirecting resources from direct pedagogical accompaniment of grassroots working child groups towards bureaucratic capacity building for the “autonomization” of higher hierarchical levels of the organization, as well as towards international meetings, has resulted in the organization’s diminished impact for vulnerable groups in Dakar, particularly migrant girl domestic workers. Deepening implication with international donors has forced shifts in the priorities of the local NGO and the working children’s organization it facilitates, yet the two have been largely successful in buffering donor probes precisely into the ground level effectiveness of their child protagonism strategy. No previous independent research has sought to confront the discourse of child protagonism with a comprehensive examination of a working children’s organization’s practice, from its most local processes to its international dimensions and donor relations.
14
Warren, Jeffrey Lee. "Training youth workers to teach youth basic Christian apologetics." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Pinnock, Wesley. "Training youth leaders in the urban church." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Gerault, Joe. "Training Hispanic church leaders for basic youth ministry." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Wright, Linda. "Alcohol and youth work." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/5056/.
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This thesis is an analysis of a curriculum development process used to train youth workers to raise and respond to alcohol issues. Within an interpretivist framework, a seven-stage model of curriculum planning was developed. Stage 1 involved examination of the literature on youth work and alcohol and youth work training, an empirical needs assessment study (via a national survey and in-depth consultation in one youth service) and examination of the results in relation to the literature on young people and alcohol. Stage 2 used the stage 1 data to define the rationale, which in turn informed stages 3-5, formulation of aims and learning outcomes, learning activities and teaching resources. Stage 6, delivery, involved pilot courses in in- service and initial-training contexts. Illuminative evaluation was used to assess the training process (Stage 7) and its impact on youth worker practice. The staged model was found to be a practical curriculum development framework, particularly combined with an action-research approach. The study confirmed the importance of thorough training needs assessment, including the needs of service users. Youth workers were found to typically adopt a reactive approach to alcohol issues, which focused on individual young drinkers rather than structural determinants of alcohol-related harm. The pilot courses were successful in stimulating planned alcohol education initiatives. Features of training that enabled youth workers to tackle alcohol issues included: a clear rationale based on youth work principles, harm-reduction goals, understanding the place and meaning of alcohol in young people's lives, a practice focus and managerial support. The study discusses the implications of the findings for youth work training and informal education practice and suggests a strategy for fixture development of the alcohol training materials.
18
Kaleli, Jeddy Katule. "Towards an Effective Christian Cross-Cultural Youth Training Model: A Youth Ministry International Case Study /." Lynchburg, Va. : Liberty University, 2004. http://digitalcommons.liberty.edu.
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19
Hodkinson, Philip Michael. "Careership and markets : structure and agency in the transition to work." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294471.
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Hoover, Natalie Renee, and Samantha Coyne Martinez. "FOSTER YOUTH AND HIGHER EDUCATION." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/505.
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In this study, 10 former/current foster youth were interviewed about their foster care experiences by examining factors that contributed them from pursuing higher education and factors that may have influenced them from not pursuing higher education. Data collection occurred throughout Riverside and San Bernardino Counties. The results of the study found that there were four themes, which presented to be factors that are influential in foster youth pursuing or not pursuing higher education. These themes are centered on the environment, support factors, the foster youths drive and types of services that they received while in foster care. The results of the study imply that there are significant barriers to foster youth pursuing higher education and there are influential factors that foster youth experience in pursuing higher education. This study recommends that there should be an expansion of the research conducted to continue to access which areas can influence foster youth to pursue higher education.
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Alder, Stephanie A. Beaver. "Fostering Youth Empowerment & Wellness| Supporting Community College Foster Youth." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10098575.
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<p> Foster youth face significant challenges as they navigate higher education; estimated rates of those who obtain Bachelor Degrees vary from 1 to 11% (Casey Family Services, 1999; Emerson, 2006; Pecora et al., 2003). Grounded in identity, attachment, development, and student success theories and rooted in relational cultural therapy, this proposed program applies components to help counter and shrink the achievement gap of foster youth. Utilizing case management, a mentoring program, and across-system collaboration and communication, educational outcomes for foster youth can be improved, avenues for positive and consistent interpersonal adult connections can be provided, and access to existing services across campus, local, and county systems for foster youth attending a community colleges can be improved. The challenges facing foster youth, associated theories and proposed intervention components are examined and supported by the literature. Intervention strengths, limitations, and implications are also explored.</p>
22
Sutcliffe, John. "The youth work career: Exploring long-term careers of professional youth workers in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2425.
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The purpose of this research was to explore the meaning and experiences of the long-term careers of youth workers. This study selected a Western Australian sample group of 10 degreequalified youth workers who had graduated between 1990 and 1999 and had experienced careers in youth work spanning 20 years. The existing literature pertaining to long-term youth work careers was sparse in certain aspects, which established the primary need for the research focus. The related literature was found to represent a negative image of youth work as a career. Youth work was considered lacking in professional identity and was most commonly characterised by burnout, temporary employment prospects and an occupational pathway to other related professions. The deficits and barriers to retention and career longevity prompted the question: How does this explain those individuals who have forged a long-term career in youth work?
Two research methods were used in this study: phenomenological inquiry, to seek the shared experiences of the youth work career, and grounded theory methods, to examine the extent to which the self-concept theory of career development and the life career rainbow model could be applied to improve understanding of youth work as a long-term career. The study found important differences in comparison with findings of the existing literature. Participants described careers characteristic of continuous employment; sustainability through supportive connections; longevity through leadership opportunities; and a diverse fusion of opportunities, variety and flexibility in roles undertaken. In stark contrast with the existing literature, these findings led to the development of a synthesised provisional model of the long-term youth work career.
Key contributions to knowledge from the study include a constructive representation of the long-term youth work career, with significant factors of longevity being continuous employment, leadership opportunities, diversity in roles and workplaces, and supportive connections. Appraisal of career theory also resulted in suggested revisions to the self-concept theory of career development and the life career rainbow model. A provisional model of the long-term youth work career was developed, which was synthesised from the findings and key discussion points of this study. The provisional model reflected the youth work career as a knowledge-based profession, a distinct practice, a sustainable profession and a long-term career prospect. The findings also have potential implications for the youth field, particularly individual and organisational ethical practice, the importance of workplace and role flexibility, the inclusivity of youth work contexts, and the prioritisation of professional supervision and mentoring.
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Montoya, Karen. "Youth sexual exploitation training curriculum for child welfare service providers| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590136.
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<p> The purpose of this project was to write a grant proposal seeking to fund the development of a curriculum that supports the needs of youth who have experienced or are at risk of, sexual exploitation. The proposal ultimately targets a potential host organization that could sustain and support the development of a curriculum and effectively reach the target population. The curriculum is intended to be used to train child welfare staff and group home service providers about the identifying markers and needs of sexually exploited youth. A literature review details the main causes, the biopsychosocial effects and what is being done to address the problem. Potential funding sources were reviewed. The proposal includes a needs assessment, implementation method, staffing, evaluation and budget narrative. The actual funding and submission of this grant proposal were not requirements for the successful completion of this project.</p>
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Vaca, Rocio. "Awareness training for child social workers assisting commercially trafficked female youth| A curriculum." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569900.
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<p> Female youth all over the world and in the United States are being trafficked for the use of labor or prostitution. Their experiences entail rapes, violence, abuse, and torture while their traffickers reap extensive monetary compensation. These adolescents often times cross the path of child social workers and go unnoticed or do not receive the appropriate level of care due to the lack of knowledge for the experiences of the youth. Therefore, this curriculum will provide awareness training on Commercial Human Trafficking (CHT) for child social workers. The thesis curriculum will offer an introduction to CHT, the trafficking underground system, the abuse and effects experienced by the youth, and the best practices to assist this population. In addition, a cultural competency is included.</p>
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Cruz, Edwin. "Gang Prevention for Youth through Boxing and Anger Management Training| A Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785298.
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<p> The purpose of this thesis was to write a grant to fund anger management groups for at-risk youth. The groups would be held immediately after the boxing classes currently offered by the city of Hawaiian Gardens. Six sessions are envisioned. Topics would include self-responsibility and accountability for one’s actions inside and outside of the ring, alternatives to conflict, emotion-regulation skills, and coping with triggers. The goals are to enhance anger management skills, develop positive social skills, and decrease the risk for aggressive behavior and delinquency. In turn, this is expected to reduce the risk for gang membership. </p><p> The city of Hawaiian Gardens would be the host agency for this program. The funding source selected was the city of Hawaiian Gardens in conjunction with the Board of State and Community Corrections. </p><p> Based on the review of the literature, pairing a gang prevention program with sports has the potential to engage at-risk youth and deter them from the gang culture. The proposed program is expected to provide at-risk youth in the disadvantaged community of Hawaiian Gardens with a positive alternative path in life. </p><p> The actual submission of the grant proposal was not required as part of the thesis project.</p><p>
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Brown, Sarah, Meaghan Tipton, and Amanda L. Williams. "Youth Marathon Training with Humanitarian Purpose: A Window into Adolescent Identity Work." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/21.
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Athletics are an important context for youth development, but research findings have been mixed in terms of how sports participation fosters identity development and character growth. Adolescents’ active processing of who they are and who they could become is an integral part of identity work and fostered by altruistic activities. Twenty-four youth were interviewed surrounding their participation in full- and half-marathons through a non-profit humanitarian organization. Thematic results describe their self-concept, how they framed their purpose for running, the role of struggle in identity work, and new perspectives that emerged from the physical and social marathon experience.
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Fellers, Bryan L. "Telling the truth training teenagers to evangelize a postmodern mindset /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Lowery, Doyle Lee. "Equipping effective youth coaches." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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Harlan, Steven Howard. "Anxiety and Focus in Work-Related Training." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1585.
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Currently, nonemployee students who take General Electric's (GE's) pollution control classes do not demonstrate consistent knowledge gains following training. The purpose of this project was to investigate whether the independent variables of level of education and choice in attending the class made a significant difference in the means of the dependent variables of anxiety and ability to focus. The project was influenced by the theory of andragogy, which explores the motivations and principles specific to the teaching of adults. The research questions for this study probed relationships between level of formal education among participants and their choice in whether to attend or not and potential anxiety towards training and their ability to focus on training. Data were collected from 756 adults who took a voluntary self-designed survey while registering for this class. A quantitative approach that included t tests and ANOVA tests revealed significant differences when comparing the adult behaviors of anxiety and ability to focus with the variables of choice in attendance of training and level of completed formal education. The results were used to inform a train-the-trainer program with the goal of mitigating discrepancies in knowledge transfer. As the impacts of pollution are understood, it is critical that those who are responsible for controlling pollution have the best training. Organizations that issue professional certifications need to be assured that those completing continuing education units deserve the awarded credits. Thus, any improvement to the consistency of knowledge transferred for GE's pollution control classes will support social change by enhancing the ability of students of the class to protect the earth's communities and climate and fulfill education obligations.
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Smith, Joy Topaz 1971. "A Saturday Youth Arts Program: Implications for preservice art education." Thesis, The University of Arizona, 1996. http://hdl.handle.net/10150/291373.
Повний текст джерелаАнотація:
A supplemental Saturday Youth Arts Program was examined to determine whether or not its implementation into a preservice art education program better prepared students for student teaching. This work presents two case studies. Data from the first study, which looked at sixteen preservice art teachers, found that: (1) students lacked adequate knowledge on how to write discipline-based lesson plans; (2) community outreach was undervalued by students and (3) there was a lack of sufficient preparation time to take on all the variables involved in operating the lab school. The second study followed one of the students into her student teaching to look for professional growth in four areas: (1) classroom management; (2) curriculum and lesson planning; (3) community outreach and (4) organizational skills. Findings indicated that students can achieve high levels of professional growth as a result of this kind of experience, thus they are better prepared for student teaching.
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Payne, John Herbert. "Adult education, work, leisure and culture." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338969.
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Seale, Clive Fayle. "The response of some further education colleges to youth training under the new training initiative." Thesis, University of Greenwich, 1986. http://gala.gre.ac.uk/8752/.
Повний текст джерелаАнотація:
Using the results of postal surveys of teachers and trainees as well as case studies the provision for the Youth Training Scheme (YTS) during 1983/4 made by a representative sample of Further Education colleges is examined. The policy intentions of governmental and quasi-government bodies are placed in their political context, focussing on the curricular policies of the Manpower Services Commission (MSC) and the Further Education Unit (FEU). The policy of the government and the MSC to change the image of youth training measures from that of a short-term social support measures (current under the Youth Opportunities Programme) to one of a permanent national training scheme is judged to have had a large measure of success. YTS in the year concerned was integrated with existing examination and apprenticeship structures. However, a streaming process according to educational level is identified, whereby lower stream trainees on college based courses receive a student-centred curriculum to a greater degree than trainees on employer based YTS courses. The influence of the FEU, struggling to preserve a liberal educational philosophy in vocational preparation, is judged to have more relevance for the (minority) lower stream courses. It is suggested that if the FEU wishes to extend its influence to the rest of YTS it will have to examine how its educational philosophy may be reconciled with the teaching style associated with traditional examination courses in FE, which have generally been adapted for YTS by teachers. The views of trainees lend justification to the MSC policy of promoting work-based learning, since trainees bring to YTS a perspective that places great value on experiences that seem like, or may lead to, real work. However, several aspects of MSC policy designed to promote work-based learning are judged to have failed, and an examination of employers' provision is recommended.
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Rasheed, Saba. "Prediction of post secondary plans for rural Appalachian youth /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024527.
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Thesis (Ph. D.)--University of Oregon, 2001.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 194-203). Also available for download via the World Wide Web; free to University of Oregon users. Address: wwwlib.umi.com/cr/uoregon/fullcit?p3024527.
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Walker, Crystal. "A message of hope a model for training youth ministers in the Black church /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p028-0247.
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Adams, David E. "The development of youth ministry as a professional career and the distinctives of Liberty University youth ministry training in preparing students for youth work." Lynchburg, Va. : Liberty University, 1993. http://digitalcommons.liberty.edu.
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Higgins, Susan Ellen. "Youth Services in an Electronic Environment." University of Wellington Press, 2001. http://hdl.handle.net/10150/105817.
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Watson, Bethany. "Youth-led community garden program| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065211.
Повний текст джерелаАнотація:
<p> The purpose of this project was to develop a grant proposal seeking funds for the implementation of a youth-led nutrition and education program utilizing the development and maintenance of a community garden. The participants will be youth from low income and minority backgrounds in San Diego, California. The service partners of San Diego Youth Services TAY Academy will have the opportunity to participate in this community garden program to learn about healthy eating habits, the risks of obesity, and food desert communities. </p><p> Through a review of the literature on obesity, food deserts, and community gardens the writer proposed and designed a youth-led community garden program. The writer explored potential public and private funding sources, which yielded the Robert Wood Johnson Foundation as a potential funding source. </p><p> The actual submission and/or funding of this grant proposal were not a requirement for the successful completion of this project.</p>
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Frost, A. J. "Teaching work design : the analysis of a behavioural simulation of work organisation." Thesis, Cranfield University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305794.
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Fung, Yin-king Helina. "Government training policy of social workers." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975823.
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Minters, Amanda. "Factors That Contribute To Foster Youth Pursuing Higher Education." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/818.
Повний текст джерелаАнотація:
In the United States, foster youth graduate college at a lesser rate than non-foster youth counterparts. Thus, this study focused on factors that contribute to foster youth pursuing higher education. Qualitative data were collected through face-to-face interviews with nine participants consisting of social workers and educational liaisons employed by child protection agencies in Southern California. The data were analyzed and the following five themes were developed using content analysis: identified barriers, knowledge of services, guidance and support, collaboration, and educational liaisons assigned to Extended Foster Care clients.
Study findings suggest that social workers and educational liaisons knowledge of educational programs varies and as a result there is an absence of consistency when referring foster youth to educational services and programs. The study also found that there was a lack of understanding about educational programs and other on campus resources, which highlights the need for increased collaboration amongst child protection agencies, schools, and universities. Last, findings suggest that this population would benefit from formal educational services beyond the age of eighteen.
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Ward, Marion Ruth. "The development of the Youth Training Scheme in three local education authorities." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019718/.
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Philip, Kate. "New perspectives on mentoring : young people, youth work and adults." Thesis, University of Aberdeen, 1997. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=124205.
Повний текст джерелаАнотація:
This study sets out to examine the process of mentoring in relation to young people and youth work. It takes a qualitative approach to examining mentoring from the perspectives of the participants, both young people and adults. Techniques employed include group interviews, and in-depth individual interviews. The investigation focuses on informal mentoring processes within youth settings. The predominance of the 'classic' model of mentoring is challenged as are the underlying constructions of young people as 'unfinished'. A purposive sample was drawn from a wide range of rural and urban youth groups in the North East of Scotland. 200 young people took part in a series of group interviews (n=120 young women, n=80 young men). A sub-sample of 30 was drawn from this and interviewed individually. 21 from the sub-sample were interviewed again, approximately six months apart. A further sample of 30 adults was interviewed, 13 of whom had been identified by young people while 17 were youth workers whose remit included a mentoring element. Flexible interview frameworks were used as a guide for discussion and the interviews were largely informal and unstructured. From these interviews a number of forms of mentoring were identified. These suggest that young people experience a diversity of styles of mentoring. Related to this a number of ecological factors (e.g. gender identity, early pregnancy) influence these different forms. Common to both these dimensions were distinctive processes of mentoring which were considered to be salient by both young people and adults. Thus it is proposed that mentoring is more accurately described as a set of processes within a relationship rather than a relationship <I>per se.</I> These processes in turn are intimately linked to the outcomes of mentoring which contribute to a unique form of cultural capital (Bourdieu, 1973). An attempt is made to theorise mentoring more adequately and in particular to take account of the perceptions and perspectives of mentees and mentors.
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Dubler, Mark. "A model for developing a Christian camp staff training program." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.
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Hazuga, Rachel J. "Effects of a sports performance training program on adolescent athletes." Connect to online version, 2009. http://www.oregonpdf.org/search-results.cfm?crit=catid&searchString=PE+4877.
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Leste, Andre. "The socialisation of young people in the National Youth Service of Seychelles." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384808.
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Mooney, Marianne Jr. "Family Contributions to the Work Readiness of Youth with Learning Disabilities." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30623.
Повний текст джерелаАнотація:
The study identified the contributions families made to the work-readiness of youth with learning disabilities. A qualitative research approach, the in-depth telephone interview, was the primary information-gathering instrument. Two questions were posed to guide the study: 1.What communications or behaviors do families engage in within the contexts of the home, school, workplace, and community that contribute to the work readiness of youth with learning disabilities? 2. What value do these families place on their roles in the development of their youngster's work readiness?
Families from the Commonwealth of Virginia were nominated by parent resource center directors as meeting the criteria established for the study. A total of 27 individuals were "purposefully selected" to be interviewed. The participants were family members of employed youth, age 16 to 22, with documented learning disabilities.
Telephone interviews were taped, transcribed, coded, and analyzed using Ethnograph and a three-step coding process. A description of major themes and subthemes which emerged from the analysis was presented in narrative and table form. Participant statements were used to illustrate the themes.
Participants identified 29 critical work-readiness skills they perceived youth would need for workplace success. These work-readiness skills supported six themes: human relations, work ethic, compoliance, personal qualities, education and training, and independence.
Participants identified the various activities, behaviors, and conversations they engaged in to promote work-readiness in their children within four setting: the homes, school, workplace, and community. These actions were analyzed within and among the four settings, and in relation to the themes established. The themes of education and training and independence were the most prevalent.
The family's responsibilities for and abilities to develop work-readiness skills were examined, and the types of assistance they had accessed or believed other families could benefit from were identified. Stakeholder groups and their roles and responsibilities in the collaborative effort to develop work skills were identified. Stakeholder roles included provider, teacher, facilitator, nurturer, communicator, and preparer.
Participants reflected on the process of preparing youth with learning disabilities for work, determined what they would do differently, and offered advise on work-readiness skill development to other families of children with learning disabilities.<br>Ph. D.
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Gibson, Patricia K. "Instructor Training and Instructional Design in Online Courses using Group Work." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571493.
Повний текст джерелаАнотація:
<p>The purpose of this exploratory multi-case study was to examine the role of instructional design and instructor training on student learning outcomes and student satisfaction within the online class using group work, a form of collaborative learning. Group work has been strongly recommended for online classes. Data allowing insight into contemporary events in context were collected via an online survey, personal interviews, and document examination. Students were given a link to an online survey with both selected response and open-ended questions. Instructors were interviewed either face-to-face or via voice over Internet protocol (VOIP). Syllabi and class handouts were collected and examined using content analysis. These different sources of data were triangulated during the analyses. The participants in the study were undergraduate students and four instructors at a state supported institution of higher education in the southwestern United States. Data collected revealed that those instructors using group work who had the most training and assistance from the Instructional Technology Support in the design and facilitation of classes using group work had the highest level of student satisfaction as well as the highest student perception of good learning outcomes. The data show that when the instructional design using group work is well done and the class is well conducted, student satisfaction and student learning are good. The data show that the amount of instructor training undertaken had a major impact on how students reacted to the classes. The students' perception of learning outcomes differed from that of the instructors. The instructors perceived the classes as being generally successful; however, the students' perceptions were less positive. The levels of training applied by each of the faculty to the design of their online class shows that the more training, the higher the level of satisfaction. Both student success and learning outcomes suffer if the class is not designed and taught with best practices for online group work. Further research needs to be done on the use of online group work in graduate classes and lower division undergraduate classes as all of the studied classes were upper division. </p>
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Sibeon, Roger Alan. "A sociological study of the social work profession with special reference to social work education." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/9734.
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Earlier work by Leonard (1966) and Heraud (1970) in formulating a holistic, comprehensive sociology of social work has been largely overtaken by developments both in sociology and in social work. Current sociological analyses of social work exhibit two distinctive features. First, relative detachment from major recent theoretical and empirical developments in mainstream sociology : second, a tendency to focus not upon the profession as a whole but upon specific, delineated aspects e:g the relation of theory to practice, professionalisation, social work education, professional socialisation, moral-political dimensions of social work, organisational and service-delivery issues, and the relation of social work to the welfare state. This research is addressed to the task of constructing a sociology of social work which draws explicitly upon recent developments in sociology, and which is concerned with the social work profession as a whole including the various components referred to above. These components are shown to collectively comprise the following three perennial and contemporary social work concerns which are empirically inter-related : the relationship of theory to practice, the politics of social work, and professional-organisational aspects including service-delivery issues. Particular though not exclusive attention is accorded to the relative 'centrality' of social work education : the research demonstrates social work education both influences and reflects wider developments throughout the profession and is a key empirical 'site of entry' for achieving a holistic sociological understanding of the social work profession. Much of the material necessarily is concerned with substantive issues in social work per se, but a vital part of the research is critical analysis of controversies surrounding paradigmatically diverse resources available within modern sociology for constructing a theoretically as well as empirically informed sociology of social work.
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Mahiko, Joy. "Community Connections| Supporting Rural Youth with Disabilities Who Are Work-Bound." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635334.
Повний текст джерелаАнотація:
<p> Although many public schools in the United States are located in rural areas, the literature on rural youth is extremely limited, and the literature on rural youth with disabilities is practically absent. The purpose of this study was to gather the perspectives of community partners regarding rural school-community partnerships and provide an understanding of (a) the community’s role, (b) how connections in rural communities were formed, and (c) how school-community partnerships can be strengthened. This study added to the existing literature on rural school-community partnerships by providing a deeper understanding of the processes that influence the phenomenon of transition to work for rural youth with disabilities. Employing a basic qualitative research design, information from this study was captured regarding community members’ perspectives on their roles and experience partnering with rural schools to transition youth with disabilities to work. The target population consisted of community members who represented businesses and community organizations who had purposefully connected with a rural school to support youth with disabilities transitioning to work. The sample included 10 participants who took part in semistructured, one-on-one interviews to describe their experiences. Data analysis revealed the roles of the community partners and the processes they used to secure school-community partnerships. The findings indicated that the community played a vital role in transitioning youth with disabilities to work and that it took time for the community partners to adjust to their new roles of supporting youth with disabilities in the workplace. The findings provide valuable insight on how rural schools can sustain, improve, and expand their community partnerships and experiences for students with disabilities. Opportunities for future research include identification of work training opportunities for rural students with disabilities, exploration of the types of transition assessments and work skills that promote transition to work, and research with a larger sample to improve generalizability.</p><p>
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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.
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