Thesis (D.Phil.(Comparative Education))--University of Pretoria, 2002. / Includes bibliographical references.

Thesis (PhD(Kurrikulumstudies))--Universiteit van Pretoria, 2006. / Abstract in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.

D.Ed. / The aim of this study is to investigate the extent to which secondary school educators are coping with the implementation of outcomes-based education (OBE). This will be done by conducting research in secondary schools in the Richards Bay Circuit. Through this research, the aim of this study is to provide guiding principles for implementing OBE through investigation and analysis of classroom practices of grade 9 educators by using lesson observations, educator journals, learner portfolios and interviews with relevant school management members. Ever since outcomes-based education (OBE) was first introduced in grade one in 1998, it has been fraught with controversy. Initially, there was a lot of debate about introducing a system of education that has failed in other leading countries of the world. However, the Department of Education has remained firm in its decision that outcomes-based education is the ideal system of education to put in place in South Africa, given the historical background of education in this country. They feel that 2 it can adequately redress the imbalances of the past and develop citizens who are highly skilled and marketable. As outcomes-based education was slowly phased into primary schools, educators began to come to grips with this system and implementation was made easier. Another area of implementation that has received a lot of attention is the implementation of OBE in grade seven in the senior phase. Many educators and educational critics felt that isolating one grade for implementation interrupted the pattern of normal schooling. This meant that in 2000, OBE was implemented for the first time in grades three and seven. However, due to the support that was given to grade seven educators by foundation phase educators, they were able to partially overcome initial difficulties. One of the greatest challenges facing officials from the Department of Education was introducing OBE to secondary schools. Educators from secondary schools were in the past not directly involved in implementing OBE in their schools. In 2001, when OBE was introduced to secondary schools, educators were faced with similar uncertainties and confusion as grade one educators in 1998. Educators were finding that their learners knew more about OBE than they did because they had encountered it in grade seven in 2000. They were faced with administrative changes and restructuring of the school curriculum. As with any process of change, there is fear, denial, unacceptance, negative criticism and outright rejection. It is against this backdrop of OBE implementation that the researcher has developed an interest in this area. The researcher has previously conducted research into training in the foundation phase and has concluded that educators experience difficulties due to the lack of adequate training and various other contextual factors. As an OBE facilitator for the senior phase (1999 - 2001), the researcher has encountered a similar situation as experienced by foundation phase and grade seven educators. During facilitation, some of the observations made by the researcher include : educators from different schools are implementing OBE at varying levels , educators are confused 3 because they do not have clear guidelines or a step by step process of implementing OBE. After voluntarily visiting a few rural and urban schools in order to assist them with implementation, the researcher noticed that vast discrepancies exist between the theory presented in workshops, that the researcher has facilitated and the actual implementation in schools. Many schools have unique contexts and OBE has to be adapted to suit these contexts. Based on these observations, the researcher consulted with the Superintendent of Education Management (SEM) of the Richards Bay Circuit about problems experienced by educators with OBE implementation in secondary schools. He has acknowledged the need for further investigation and supported the proposal to investigate how educators are coping with implementation of OBE in secondary schools. He has also recognised the need for checks and balances to be put in place for effective implementation to take place. The fact that both educators and schools are experiencing problems with OBE implementation indicate that there is a problem that needs investigating. The researcher's interest in this field is motivated by two reasons. Firstly, the researcher feels that there is a need for research to be conducted in the Empangeni Region of Kwazulu-Natal due to the geographical extent of the region; its vast rural population and the lack of research in this field. Secondly, the researcher has a genuine interest in providing assistance to both the Department of Education and educators with practical guidelines for implementing OBE in secondary schools. Overcoming the initial hurdles of implementing any. new system is integral to the success of the entire approach. The researcher is of the opinion that educators are the most important factor in the success of implementing OBE in schools across South Africa. A motivated, resourceful and committed educator can overcome many of the obstacles facing schools, learners and the education system in general. Therefore, the researcher feels that assisting educators with problems and difficulties that they 4 may have with implementation of OBE will actually ensure the future success of OBE in the education system of South Africa.

M.Ed. / Please refer to full text to view abstract

Indiana University-Purdue University Indianapolis (IUPUI) / Interprofessional education and practice is a collaborative approach in equipping health professional students with the skills to become effective team members to improve patient outcomes. This research study used a grounded theory approach to identify the communication characteristics and behaviors that influenced a team’s communication effectiveness. Two-hundred and twenty-two students participated in an interprofessional simulation at a Midwestern university. Ninety-two standardized patients assessed the students’ communication skills and their ability to collaborate as a team using a CARE Patient Feedback form, which served as data for the study. The study found four characteristics of effective interprofessional team experiences: aware of the patient’s situation, participate in the interaction equally, create a safe space, and nurture and strengthen a relationship. Students demonstrated an increase in communication effectiveness between encounter one and two; teams worked collaboratively rather than individually; students demonstrated five of the eight IPEC communication competencies; and negative and positive behaviors had a significant impact on patient outcomes. This study informs educators the need for repeated exposure of interprofessional practice experiences, such as simulation activities. These opportunities allow students to practice, learn, and refine their communication skills before entering their clinical practice.

The purpose of the current study was to investigate the relationship among strength of religious faith, a set of demographic variables, and self-perceived spiritual competence of master’s-level clinical mental health counseling students enrolled in CACREP accredited programs. The study methodology was a quantitative correlational survey research design using multiple linear regression analysis. Data were collected from 178 participants through an online survey comprised of three instruments: the Santa Clara Strength of Religious Faith Scale (Plante & Boccaccini, 1997), and the Revised Spiritual Competency Scale (Dailey, Robertson, & Gill, 2015), and a demographic survey developed by the researcher. Results of the multiple linear regression revealed that 30% of the total variance in scores on the SCS-R-II was predicted by the model. In terms of individual relationships between the independent variables and scores on the Spiritual Competency Scale, strength of religious faith (p < .001), sexual orientation (p = .027), and awareness of the ASERVIC Spiritual Competencies (p = .034) each were statistically significant predictors of higher scores on the SCS-R-II. The remaining seven predictor variables – age, gender, ethnicity (2), university affiliation, exposure to SRIC in program, and hours completed in program – were not found to be statistically significant predictors of scores on the SCS-R-II.

Client outcomes in psychology training clinics have been shown to be generally worse than other outpatient settings. Although this finding has been repeatedly demonstrated, no consensus of cause has emerged in the literature. One possible explanation of such findings may relate to psychotherapist effects, a historically neglected variable that has received increased attention in more recent literature. Among psychotherapist effects researched, competency has emerged as a compelling factor worthy of more research. Given that most growth in competence occurs during graduate training, investigating the relationship between competency and client outcome offers great potential benefit for informing optimal training, nature of client symptom improvement, and a more accurate depiction of differences in psychotherapist effects across training and non-training settings. The purpose of this study was to explore the trajectory of competence development during doctoral training in health services psychology and to investigate the association of trainee competency to the psychotherapy outcomes evidenced by their clients. Practicum evaluations of 36 trainees and outcome data (using the Outcome Questionnaire-45.2) from 244 adult clients were included in analyses. Results of the study suggest there is a positive relationship between cumulative semesters of training and competency scores (rs[118]= .34, p < .001). Notably, there was no significant difference in psychotherapy outcome between low and high trainee competence. The results of the current study, relevant literature and limitations are discussed. Suggestions for future research are proposed.

No description available.

The CanMEDS 2015 Framework outlines many key competencies that must be addressed during residency training. The move towards the “Competency by Design” curriculum will require the use of simulation for assessment of these competencies. However, the use of simulation poses many challenges for residency programs including meeting the learning needs of multiple levels of learners, financial constraints, time constraints etc. We performed a program evaluation on an obstetrical emergencies simulation curriculum that involved Obstetrics and Gynecology residency trainees (PGY1-PGY5). Different levels of learners participated in various roles including; first responder (PGY2), second responder (PGY5), confederate roles including patient, nurse or family member (PGY1-3) and assessor (PGY4). This permitted assessment of the following CanMEDS competencies: medical expert and communicator (PGY2); communicator and leader (PGY5); communicator, collaborator and health advocate (PGY1-3) and scholar (PGY4). We were able to determine financial costs, faculty time, and resident time for our existing simulation curriculum and our new simulation curriculum. Residents were surveyed prior to the simulation regarding the learning environment in our pre-existing simulation curriculum and self-efficacy ratings for the competencies mentioned above. Faculty were also surveyed prior to the simulation regarding the residents’ competencies. Station scores were collected for all competencies. Focus groups allowed further exploration of the residents’ and faculty perceptions of the new simulation experience. Lastly, post-simulation surveys of both residents and faculty allowed comparison of pre- and post- learning environment assessment and self- efficacy/performance scores. We had limited station scores from our pre-existing simulation curriculum to allow direct comparison between the specific scenarios The program evaluation determined that this method of incorporating multiple levels of learners provided a feasible and acceptable method of assessing multiple CanMEDS competencies while minimizing financial costs and significantly reducing faculty time requirements. / Thesis / Master of Science (MSc) / This study examined a simulation curriculum for obstetrical emergencies using multiple postgraduate learners in various roles, to provide a learning opportunity and assessment opportunity, for a number of skills required by the Royal College of Physicians & Surgeons of Canada. It was found that involving learners in various roles, including responders; confederates acting as nurses, patients and family members; and assessors, enhanced learning in regards to patient management, communication, collaboration, assessment and health advocacy while reducing financial costs and faculty time requirements.

The Virginia Board of Education is considering the adoption of technology standards for instructional personnel in Virginia's schools. All pre-service instructional personnel will have to demonstrate proficiency prior to obtaining a Virginia teaching certificate. Those currently in service may also have to demonstrate proficiency, as defined by the local school division.This study was designed to be a prototypic model for implementing the standards in Gloucester County Schools. Three hundred-ninety (390) instructional personnel were surveyed, according to selected strata, regarding their current level of competence. The discrepancy between the current level of proficiency and the level required by the standard defined the need for staff development. Differences among strata were provided for in planning for staff development activities.Staff Development activities were planned for all identified needs and implemented for a pilot group. The training sessions focused on raising the level of proficiency to that required to satisfy the standards. Participants in the pilot group were re-surveyed to verify the plan. An assessment procedure for measuring and reporting mastery on the standards was proposed by the pilot group. The process outlined in this study will be condensed into a brochure that will be provided to the Virginia Department of Education for possible distribution to other school divisions. / Ed. D.