Th. univ.--Pharm.--Montpellier 1, 1981.

Thesis (M.S.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1983 (Dental Public Health). / Includes bibliographical references (leaf 27). / The American Dental Association has specified requirements for dental assisting students’ clinical experiences. Dental assisting programs which are not located within dental schooIs must utilize extramural clinical facilities to provide required clinical experience for their students. A survey of fifty five directors of dental assisting programs in the northeastern United States was conducted to gather information relevant to extramural clinical facilities. The results indicated that the majority of programs used extramural programs but there was a variation in the methods of clinical training. This study examined the type of extramural facilities utilized, the dental specialties practiced at each site, contractual and evaluation procedures, and clinical requirements of dental assistant students.

The primary focus of this thesis is to examine the utilization of paralegals in the job market. A summary and analysis of the paralegal role will include career development, level of academic education, and employment outlook.

Thesis (Ed.D.) -- University of Glasgow, 2009. / Ed.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2009. Includes bibliographical references. Print version also available.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 128-142).

The purpose of this study was to examine PA students’ perceptions of their professional training program in relation to stressors imparted by the hidden curriculum of the community of practice during the didactic and clinical years. The cross-sectional study design involved 50 in-person, semi-structured interviews (divided evenly between students in didactic and clinical cohorts) at one Physician Assistant training program in the New York City metropolitan region. Interviews sought to improve understanding about perceptions of stressors, particularly those imparted by the hidden curriculum, and examine mitigating factors within the community of practice. Highlights of results were that daunting stresses in the didactic year were mitigated by faculty support, camaraderie among students, and, at times, students accessing important student services such as psychological counseling. The stressors were exacerbated by disorganized teaching mainly by guest lecturers, including frequent absences, which was perceived by students that their time was not a priority. The stressors of heavy course loads dwindled during the clinical year but were replaced by others related to the hidden curriculum of the medical hierarchy, including occasional depersonalization of patients, teaching by humiliation, and favoritism shown to medical students. The community of practice for Physician Assistant students is highly stressful and psychologically precarious. The culture of PA education would do well to strongly encourage self-care and a greater balance between professional preparation of mental and physical well-being in order to encourage professionalism, improve patient care, and cultivate higher levels of job satisfaction and well-being among students.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ph. D.)--Florida State University. / Vita. Includes bibliographical references (leaves 239-246).

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xi, 236 p. : ill. Includes abstract. Includes bibliographical references (p. 196-209).

The purpose of this study was to investigate the eligibility, selection, assignment, and evaluation of high school students as cadet teachers in selected secondary schools in Indiana.More specific Interrelated purposes of the research were: (1) to provide knowledge about current practices and programs of cadet teachers; (2) to gain insights into the mechanics of the processes of eligibility, selection, assignment, and evaluation of cadet teachers; (3) to discover new methods for improvement of the existing cadet teacher program at the writer's school of employment; and, (4) to contribute significant data as to assist other secondary administrative personnel in implementing a cadet teacher program in their respective school.This study was delimited only to twelve secondary schools in Indiana which were selected as being representative of all public schools within the state.Instruments employed to collect the data included : (1) self-administered questionnaires which were completed by the principal or his delegated representative; and, (2) focus interviews which were held by the writer with the school principal or his delegatedrepresentative..The findings of this comparative study were based on data collected from questionnaires completed by secondary school principals and from focus interviews with selected school principals. Selected administrative and instructional factors included: scholastic requirements, scholastic grade level, experience or membership, application procedure, selection guidelines, selection responsibility, assignment procedure, evaluation procedure, and elimination process.The writer discovered essential differences in the organization and administration of the twelve secondary schools' cadet teacher programs. The organizational structure of the program of cadet teaching was recognized as beneficial and justifiable yet designed, for the most part, by the number of participants involved instead of overall philosophy.Respondents in all cases were in basic agreement that the cadet teacher program is only a relatively young idea and definitely undeveloped. The interviewed secondary school principals also agreed that they welcomed any recent investigations into the organization and administration of cadet teachers; most literature available relates not to the student as a cadet teacher but to the application of "teacher aides" and "paraprofessionals."The cadet teacher programs studied revealed the support of the use of senior level students as cadet teachers. Most agreed to the application of some form of scholastic eligibility. The principals encouraged the related background experiences or membership in a related organization as necessary for appropriate consideration as a cadet teacher. The utilization of official application procedure was also advocated in various formats.The findings of this study supported the selection of all eligible cadet teacher candidates for classroom assignment. The selection and assignment process was strongly evidenced in most cases to be the responsibility of an assigned cadet teacher sponsor. Acceptance was recognized but not encouraged for the classroom teacher to take an active role in selecting a specific cadet teacher. Also, similiar acknowledgement was provided the cadet teacher role in selecting a specific classroom teacher for assignment.The respondants provided support for a permanent assignment in cadet teaching. Also, they favored the program of assigning a cadet teacher to a classroom teacher for only a specific single period per school day. However, it was possible for the classroom teacher to be assigned more than one cadet teacher during the same period of instruction. Evidence was discovered that some type of course background or prerequisite for assignment was strongly encouraged.Evaluation of the cadet teacher was found to be of an individual procedure; lacking administrative guidelines or policies. It was strongly evidenced that the cadet teacher receive both a letter grade and credit for his experience. A procedure for elimination of an inadequate or incompetent cadet teacher was strongly spelled out and supported.