Aboriginal people bear a burden of health disparities when compared to non-Aboriginal people in Canada. To date, traditional health-related programs to address these disparities have not been effective. Compounding this problem, the Aboriginal people have also reported dissatisfaction with the healthcare system and the relationships they experience with healthcare providers. However, the literature supports that when providers employ cultural competence in their practice, there is a possibility for improved relationships with patients. Using critical social theory as a framework, the purpose of this project was to conduct a 1-hour class on cultural competence for care coordinators and nurses in a homecare organization in Southern Ontario, and to determine if there was an increase in cultural competence knowledge of Aboriginal people. Fifteen registered nurses attended the educational intervention. Due to the small sample size the non-parametric Wilcoxon signed rank test was used to estimate the difference in scores between pre- and post-test evaluations. Pretest scores were significantly lower than post-test scores (z = -3.05, p < 0.01). Four of the 7 survey items relating to culture affecting daily work, comfort level with cultural competence knowledge, cultural awareness, and addressing power imbalance in the patient provider relationship were individually statistically significant. The findings were supported by comments written in the surveys. It is hoped that the results of this project will be used to demonstrate the importance of cultural competency in care delivery among the Canadian Aboriginal people.

No description available.

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

The primary purpose of this study was to examine the characteristics, duties, and training needs of district level technology coordinators in Mississippi school districts. Prior research was limited on the role of technology coordinators in the United States, and no research was found in the literature that focused specifically on technology coordinators at the district level in Mississippi. The research design for the study was descriptive. A survey instrument was used to collect demographic data. The survey was emailed to 138 technology coordinators. There were 4 technology coordinators that opted out of the survey, 8 emails were bounced back to the research and 55 responded for a response rate of 43.6%. Descriptive statistics were used to analyze data for the 4 research questions. The results of this study indicated that district technology coordinators in Mississippi have a multitude of responsibilities that vary greatly. The majority of participants in this study are responsible for duties that range from working one-on-one with teachers, installing and troubleshooting hardware and software, purchasing technology resources, planning technology related professional development activities for other staff members, as well as other duties. A majority of respondents indicated that they needed additional training to perform their duties effectively. Participants were given the opportunity to rank their most important training needs as administrative, technical, or educational research oriented. Administrative training was chosen as more important than any other training need.

The research presented in this thesis investigates the professional development and training needs of Literacy Coordinators in secondary schools in Victoria, Australia. This study augments the extensive body of research pertaining to knowledge about literacy programs, theory and pedagogy and it aims to explore a further dimension relating to the skills and knowledge that Literacy Coordinators need to acquire and apply in order to successfully manage their programs. The research paradigm of this study, as described by Guba and Lincoln (1994), uses constructivist (naturalistic) inquiry methodology and a case study approach. The collection of the data in these case studies has been achieved using a semi-ethnographic approach described by Denzin and Lincoln (2000) where the researcher observes the classroom program as a non-participant observer and engages in active collaborative reflection and analysis of the key knowledge and strategies required for successful p rogram management, in conjunction with the Literacy Coordinator participants. This study has also employed purposeful sampling (Patton, 1990) in the selection of the Literacy Coordinator participants and their schools and incorporates the use of teacher's voice in the construction and interpretation of key issues. The literature review examines the conceptualisation of literacy learning with a focus on the past three decades and explores current leadership and management theory as an integral component of program provision. A historical background to the industrial and political influences on the provision of literacy support for the purpose of raising the literacy achievement of students in secondary schools in Victoria is also provided. The value and relevance of having a theory that informs the Literacy Coordinators' practice is explored. The importance of professional development through participant observation and shared retelling and collaborative interpretation of the events is also examined. The case studies highlight the need for training in program design, diagnosing of student needs and for training for the leadership component of the role. The data collection involved six school sites and six Literacy Coordinators employed in secondary schools in the Northern metropolitan region of Melbourne, Victoria, Australia. Data included key informant interviews, curriculum and strategic planning documents and program materials. A number of key skills and knowledge criteria emerged as key factors in successful program management. They include the need for time and appropriate resources to effectively manage the program; the need for Literacy Coordinators to be trained in selecting and designing content, the need to master pedagogical knowledge related to literacy program provision and the need for training in the use of testing instruments and interpretation of testing data. Other key knowledge and skill requirements include training in management, the ability to develop effective partnerships and the ability to build and maintain teams. Recommendations for enhancing professional practice flow from this thesis; they have most relevance to Literacy Coordinators and other program leaders and for principals, policy makers and tertiary educators.

Thesis (J.C.L.)--Catholic University of America, 1994. / Includes bibliographical references (leaves 107-116).

Thesis (J.C.L.)--Catholic University of America, 1994. / This is an electronic reproduction of TREN, #029-0296. Includes bibliographical references (leaves 107-116).

Background: - Living wills have long been associated with end-of- life care. This study explored the promotion and use of living wills amongst general practitioners and frail care nursing coordinators directly involved in the care of the elderly in Howick, Kwa-Zulu Natal. The study also explored their views regarding the proforma living will disseminated by the Living Will Society. Participants: - Seven general practitioners and three frail care nursing coordinators, making ten in total. Design: - Qualitative in-depth interviews and analysis, using the Framework method. Results:- Both doctors and nursing staff understood the concept of living wills and acknowledged their varied benefits to patient, family and staff. They were concerned about the lack of legal status. They felt that the proforma document from the Living Will Society was simple and clear. Despite identifying the low level of use of living wills, they felt that third party organisations and individuals should promote living wills Conclusion: - GPs and frail care nurse coordinators were knowledgeable of living wills in general and the Living Will Society proforma document in particular. They valued the contribution that living wills can make in the care of the elderly, benefitting patients, their families, health care workers and even the health system. They also valued the proforma living will document from the Living Will Society for its clarity and simplicity. However, both GPs and frail care nursing coordinators viewed the living will process as patient- driven and their main role was as custodians and not advocates of the living will.

The objectives of this investigation were two-fold. The first was to determine the personal characteristics of Bibliographic Network Coordinators, both past and present; the second was to compare these identified characteristics with those of persons working in traditional library positions at comparable levels of responsibility.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-09T10:24:56Z No. of bitstreams: 1 Elisa Valério de Almeida Oliveira.pdf: 1152096 bytes, checksum: 78c4c6e4652c3a4bb10cba015bc84683 (MD5) / Made available in DSpace on 2018-11-09T10:24:56Z (GMT). No. of bitstreams: 1 Elisa Valério de Almeida Oliveira.pdf: 1152096 bytes, checksum: 78c4c6e4652c3a4bb10cba015bc84683 (MD5) Previous issue date: 2018-09-13 / The aim of this research is know and analyze the transition process of the Pedagogical Coordinator from Elementary School to the Early Childhood Education in the Municipal Schools in São Paulo. We analyze the coordinators who had this transition in 2016 and 2017, identifying the reasons and the challenges that they found in their new teaching model. The results indicated an increase in the number of coordinators who made this transition in the period mentioned, evidencing the thematic relevance. As collection procedure, the 42 pedagogical coordinators had an online questionnaire, with open and closed questions. The resulting of the objective questions were tabulated and presented in graphs and it were analyzed together with those open questions, based on Prose Analysis (ANDRÉ, 1983). The results indicate that the main reasons for this transition are the problems faced in the direction of Elementary School, such as those related to indiscipline and excessive bureaucratic work and, as a search for new experiences. About the performance in Early Childhood Education, it was found that the main problems and challenges encountered by these coordinators refer to the interpersonal relationships with different subjects in the daily life of the school, among them the teachers, the Direction, the children’s family and the different conceptions of childhood expressed by these subjects. The analysis also show that there are specificities of pedagogical coordination in Early Childhood Education, related mainly to the structural organization of this new segment and to the teaching group. The value of the knowledge acquired through experience was also evidenced, as a reference to the practice of these coordinators. In general, the coordinators evaluate their initial experience in Early Childhood Education as positive and seek solutions to everyday problems in their experience as coordinator, teacher and with the theoretical references. The evidenced training needs refer to the interpersonal interactions, practices of Early Childhood Education and formative strategies, providing subsidies and questions of reflection that can be approached in the Pedagogical Coordinator trainings / O objetivo desta pesquisa consistiu em conhecer e analisar como se dá o processo de transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil na Rede Municipal de São Paulo. Buscou-se mapear os coordenadores que realizaram esta transição nos anos de 2016 e 2017, identificando os motivos desta passagem e os desafios encontrados no novo segmento de atuação. Os resultados do mapeamento indicaram o crescimento do número de coordenadores que efetuaram tal transição no período citado, evidenciando a relevância da temática. Como procedimento de coleta, aplicou-se um questionário online, com perguntas abertas e fechadas, junto a 42 coordenadores pedagógicos que atendiam ao requisito solicitado. Os dados resultantes das perguntas objetivas foram tabulados e apresentados em gráficos e analisados juntamente com os relativos às questões abertas e tendo como método a Análise de Prosa (ANDRÉ, 1983). Os resultados indicaram que os motivos principais para a realização desta transição são os problemas enfrentados na coordenação no Ensino Fundamental, como os relacionados à indisciplina e ao excesso de trabalho burocrático e, bem como, a busca por novas experiências. Em relação à atuação na Educação Infantil, constatou-se que os principais problemas e desafios encontrados por esses coordenadores referem-se às relações interpessoais com diferentes sujeitos no cotidiano da escola, dentre eles os professores, a direção e as famílias das crianças e, bem como, as diferentes concepções de infância expressas por esses sujeitos. Os dados também revelaram que há especificidades de atuação da coordenação pedagógica na Educação Infantil, relacionadas, sobretudo, à organização estrutural deste novo segmento e ao grupo docente. Evidenciou-se, ainda, o valor dos saberes adquiridos por meio da experiência, como referência à prática dos coordenadores. Em geral, os coordenadores avaliam sua experiência inicial na Educação Infantil como positiva, e buscam soluções para os problemas do cotidiano em sua experiência como coordenador, como professor e nas referências teóricas. As necessidades formativas evidenciadas referem-se às interações interpessoais, práticas da Educação Infantil e estratégias formativas, fornecendo, assim, subsídios e questões de reflexão que podem ser abordadas na formação continuada de Coordenadores Pedagógicos