The purpose of this phenomenological study was to understand the perceptions of father involvement in elementary schools. The focus of the study was to allow the researcher to develop a greater understanding of perceptions of father involvement, from both a father and teacher perspective. Data was collected from teachers and fathers through surveys and interviews. Specific content areas of the father survey included communication, activities fathers engaged in, training opportunities provided at the school, parent conferences, when events were offered, availability, and suggestions for school staff. Specific content areas of the teacher survey included communication, activities fathers engaged in, training opportunities provided at the school, use of data, parent conferences, when events were offered, invitations, and teacher wishes. Information gathered through the administration of the father survey was utilized for supporting data for father interviews. The fathers in this study participated in interviews, answering open-ended questions about their perceptions of their level of involvement in the education of their child and the challenges they face that hinder them from being more involved. The in-depth interviews were conducted with 16 fathers of elementary aged schoolchildren. The interviews were utilized to identify themes and strategies fathers suggested teachers could use to engage fathers. Through the analysis of data, the researcher developed an understanding for the motivations, actions, and constraints fathers face when it comes to the education of their children. Findings and recommendations for practice and future research are included.

No description available.

Multidisciplinary cancer conferences (MCCs) are prospective meetings to discuss diagnoses and treatment plans for patients with cancer. MCCs are typically attended by surgeons, medical and radiation oncologists, pathologists and radiologists. To date, the quality of MCCs, specifically MCC decision making, has not been formally evaluated in a Canadian context. We utilized progressive knowledge translation methodology, specifically the use of theory, models and an integrated knowledge translation approach, to design, implement and evaluate an intervention, titled the KT-MCC Strategy (KT-MCC). The purpose of the KT-MCC is to improve the quality of MCC decision making. This thesis is comprised of four parts. In Part 1, we completed a generalizability study to evaluate the reliability of an MCC assessment tool (MTB-MODe) in an Ontario context. In Part 2, we conducted key informant interviews using the Theoretical Domains Framework (TDF) to identify barriers and facilitators to optimal MCC decision making. In Part 3, we mapped identified TDF barriers and facilitators to the COM-B Behavioural Change Wheel to develop the KT-MCC, an intervention aimed at improving the quality of MCC decision making. In this study, we examined the validity of the key informant findings using focus groups and surveys completed by individual MCC participants. In Part 4, we conducted a before-and-after pilot study to evaluate the feasibility and impact of the KT-MCC on MCC decision making in preparation for a possible randomized controlled trial testing the efficacy of the KT-MCC. There are few examples in the KT literature that provide a complete and detailed description of the design, implementation and evaluation of a complex KT strategy using progressive KT methods such as TDF interviews to identify barriers and facilitators to practice change; the COM-B model to identify potential interventions; and use of integrated KT with front-line workers. We describe in detail our methods to design, implement and evaluate the KT-MCC. This thesis provides a significant contribution to the knowledge translation literature and provides recommendations to improve the quality of MCCs in Ontario. / Thesis / Doctor of Philosophy (PhD) / Multidisciplinary cancer conferences (MCCs) are regular meetings held by health professionals to prospectively discuss diagnoses and treatment plans for patients with cancer. The purpose of MCCs is to facilitate input from numerous experts to ensure that each patient receives an optimal treatment recommendation. To date, the quality of MCCs, specifically MCC decision making, in Ontario has not been formally evaluated. We aimed to identify gaps in Ontario MCC decision making and design an intervention to mitigate these gaps. The intervention was designed using an integrated knowledge translation approach, meaning MCC participants were involved in the design, implementation and evaluation of the intervention. The resulting intervention, called the KT-MCC Strategy, was evaluated at four Ontario MCC sites. This thesis provides a significant contribution to the knowledge translation literature and provides recommendations to improve the quality of MCCs in Ontario.

The purpose of this study was to develop a field-tested prior notice/due process form that would be comprehensible by parents. An ancillary purpose was to determine the comprehensibility of a prior notice form that is currently used in southwest Virginia school divisions. A research and development model was employed to develop the field-tested form. A form and an application test were written in the predesign and design stage. In the initial review stage, a panel of experts reviewed the test and revised the form, and parents read the form and took the application test. Based on expert comments and an analysis of parent responses, revisions were made to the test and form. Another form and test revision was made following a main field test of parents. The final cycle of the. study was an operational field test of 65 parents in 11 school divisions in southwest Virginia. In a secondary mail survey, 80 special education administrators indicated their preference for the two forms on various dimensions. Data from the operational field test were used to test the hypotheses. Item analyses, using both standard and educational discrimination indices, were conducted to suggest areas for improvement on the revised form. It was concluded from the findings of the study that: (1) the hypothesis that a significant difference would exist in comprehension between parents reading the revised form and those reading the standard form was not supported; (2) on the application test, parents can obtain an acceptable mean score of 80% by reading either form; (3) specific problem areas on the form still exist, and should be corrected; (4) special education administrators prefer the revised form for use with parents; and (5) the use of jargon and complex terms seem to particularly discriminate parents of lower educational levels. Recommendations were made for form development and form use. / Ed. D.

Achieving the feeling of a personal connection over the internet is difficult but at the same time more relevant than ever with the world moving more and more towards digital meetings and online events. This study investigates how an exhibition area at an online conference could be created to provide a good user experience as well as provide value for the exhibitors at the conference. The study was performed through interviews, three stages of prototyping as well as usability testing of these prototypes to gather data and feedback on what could be done to achieve this goal. Through the principles of social presence, human centered, and user centered design, a prototype of how such a solution could look was developed. As a result, the test users felt that they would feel welcome in the digital booth and that they felt a greater incentive to join conversations with the exhibitors. On the other end, the exhibitors also felt like this solution would provide value in the form of monitorable gathered data that could be followed up on to investigate the value that the conference has given them. This concludes that engaging and valuable online exhibitions can be created as long as careful thought is put into designing them with the user and human in mind.

No description available.

Parent-teacher conferences are an important component of parent involvement practice in any school. However, parent-teacher conferences often come short of the expectations of both parents and teachers and fail to lead to lasting solutions to learners' problems. This study focuses on the implementation of parent-teacher conferences in primary schools. The problem was investigated by means of a literature study and an empirical investigation. The literature identified approaches to and models of parent involvement, common barriers to parent-teacher communication and the characteristics of effective conferences. A qualitative investigation explored the process of a small sample of parent-teacher conferences in a selected primary school in Mamelodi, Gauteng Province. Data was gathered by participant observation. Findings showed that teacher talk predominated during conferences; the importance of mutual trust and teachers' listening to parents; guiding parents to improve learning at home and barriers to communication. Recommendations based on the findings were made. / Educational Studies / M.Ed. (Education management)

No description available.

No description available.

Parent-teacher conferences are an important component of parent involvement practice in any school. However, parent-teacher conferences often come short of the expectations of both parents and teachers and fail to lead to lasting solutions to learners' problems. This study focuses on the implementation of parent-teacher conferences in primary schools. The problem was investigated by means of a literature study and an empirical investigation. The literature identified approaches to and models of parent involvement, common barriers to parent-teacher communication and the characteristics of effective conferences. A qualitative investigation explored the process of a small sample of parent-teacher conferences in a selected primary school in Mamelodi, Gauteng Province. Data was gathered by participant observation. Findings showed that teacher talk predominated during conferences; the importance of mutual trust and teachers' listening to parents; guiding parents to improve learning at home and barriers to communication. Recommendations based on the findings were made. / Educational Studies / M.Ed. (Education management)