The purpose of this study was to investigate two widely diverse bodies of knowledge, i.e., adjustment to academic environments and the stress-illness relationship, in an attempt to (a) identify community college transfer students who may be at risk to experience the transfer shock phenomenon based upon their level of psychological hardiness, (b) examine the relationship of psychological hardiness with the physical health status of community college transfer students, and (c) explore the relationship between psychological hardiness and the community college transfer students' perceptions of stress. / This correlational study utilized 12 independent variables including gender, age, ethnicity, socioeconomic status, aptitude, stress appraisal, and physical health, with psychological hardiness serving as a moderator variable. The outcome variable chosen to operationally represent overall adjustment to college life was academic performance, i.e., the students' first semester grade point average at the senior institution. / Volunteers were solicited from a criterion group of community college transfer students, at least eighteen years of age, who had achieved at least 60 semester hours of college credit, and participated in the 1995 spring semester orientation program at the senior institution. Subjects filled out survey packets and returned them to orientation group leaders. At the semester's end, final grade point averages were obtained from a datashare source. Complete data sets were obtained on 149 volunteers and were used for the statistical procedures. A multiple regression analysis with the first semester senior institution grade point average as the dependent variable and the community college cumulative grade point average as a covariate produced nonsignificant results with respect to hardiness as a predictor of academic performance. A discriminant function analysis with a dichotomous dependent variable of transfer shock or no transfer shock was able to correctly classify 66% of the transfer students. These results were not significant. Hypothesized relationships in the expected directions were supported by the data between hardiness and health status and hardiness and perceived stresses in the academic environment; however, the findings produced low magnitude correlations. / Source: Dissertation Abstracts International, Volume: 56-07, Section: B, page: 4049. / Major Professor: Stephen A. Rollin. / Thesis (Ph.D.)--The Florida State University, 1995.

A instituição escolar depara-se com outras e novas demandas formativas, nesse cenário de transformações, também se percebe mudança significativa na atividade docente. Nesse sentido, é necessário administrar os conflitos e adversidades, o que ocasiona desgaste físico e afetivo. Nem sempre valorizada no trabalho pedagógico, a dimensão afetiva docente pode assumir múltiplos sentidos e diversos significados nas relações humanas - o que deve ser considerado na dinâmica das interações e a partir do contexto que se produzem e são produzidas, pois os acontecimentos da vida têm significados e sentidos diferentes para cada sujeito, que concebe o seu modo de ser-no-mundo. Nesse sentido, foi proposta pesquisa de caráter qualitativo, fundamentada na perspectiva histórico-cultural do desenvolvimento humano de Vigotski. Assim, a abordagem privilegiou a profundidade e o alcance das informações, o que permitiu não somente descrever, mas interpretar os dados, tendo a linguagem como um dos principais recursos para conhecer a essência dos fenômenos, em consonância com o conceito de promoção da saúde. Objetivou-se, então, analisar como os professores da Educação Básica compreendem sua afetividade em sala de aula e como a relacionam à sua saúde. Para tal, participaram 10 professores que, à época, lecionavam no 6º ano de uma escola pública do interior paulista. Como ferramenta para construção dos dados, foi adotada a entrevista narrativa; os dados foram submetidos à Análise Temática proposta por Braun e Clarke (2006), focalizando os aspectos expressados e palavras presentes no discurso (material linguístico), considerando o campo da subjetividade, das necessidades e motivos dos sujeitos, para dar luz à forma do processo de significação da afetividade dos professores e como a relacionam com a sua saúde. A análise do material resultou na organização de quatro temas: 1. Desafios da profissão: os afetos que afetam a sala de aula; 2. as relações na e para além da sala de aula: as semânticas dos vínculos; 3. as vicissitudes dos afetos do professor: do desejo à frustração, da satisfação ao desgosto; 4. os afetos que afetam a saúde do professor: o adoecimento e as estratégias de enfrentamento. Espera-se que, com os resultados deste estudo, surja um novo olhar para a experiência afetiva do professor, uma compreensão integral, buscando outro entendimento da concepção da afetividade e seus impactos na saúde do professor em sala de aula, não apenas atrelada à relação ensino-aprendizagem ou saúde-doença, mas suas explicitações e consequências como aspecto das interações em sala de aula, e do próprio trabalho docente / The school institution faces other and new formative demands, in this scenario of transformations, it is also noticed a significant change in the teaching activity. For this, it is necessary to manage the conflicts and adversities, which causes physical and affective exhaustion. Not always appreciated in the pedagogical work, the affective dimension of the teacher may assume multiple senses and different meanings in human relations. This dimension, therefore, must be considered in the dynamics of interactions, from the context that has been produced and produces, since the events of the life have different meanings and senses for each person, who conceives his/her way of being-in-the-world. In this sense, a qualitative research was proposed, based on the historical-cultural perspective of Vygotsky\'s human development. Thus, the approach privileged the depth and the scope of the information, which allowed not only to describe but to interpret the data, having the language as one of the main resources to understand the essence of the phenomena, in accordance with the concept of health promotion. The purpose of this study was to analyze how teachers of Basic Education understand their affectivity in the classroom and how they relate it to their health. For that, 10 teachers participated, who, at the time, was teaching in the 6th year of a public school in the interior of São Paulo. As a tool for data construction, the narrative interview was adopted; the data were submitted to the Thematic Analysis proposed by Braun and Clarke (2006), focusing on the expressed aspects and words present in the discourse (linguistic material), considering the field of subjectivity, the needs and motives of the subjects, to give light to the form of the process of teachers\' affectivity and how they relate it to their health. The analysis of the material resulted in the organization of four themes: 1. Challenges of the profession: the affects that affect the classroom; 2. relations in and beyond the classroom: the semantics of links; 3. the changes of the teacher\'s affections: from desire to frustration, from satisfaction to disgust; 4. The affects that affect the health of the teacher: illness and coping strategies. With the results of this study, it is hoped that a new perspective emerges for the teacher\'s affective experience. Then, this integral comprehension will seek another understanding of the conception of affectivity and its impacts on the health of the teacher in the classroom, not only linked to the relation teaching-learning or health-disease, but its explanations and consequences as aspect of the interactions in the classroom, and of the teaching work itself

The diagnostic radiography curriculum and the process of its enactment are under researched in the United Kingdom. To date, there have been no published studies which have investigated the curriculum and the role of radiography educators from the multiple perspectives of radiography students, university radiography educators and clinical radiography educators, that is, a radiography education community. Accordingly, this study describes the perceptions and experiences of a radiography education community in relation to three research questions: 1. How does a radiography education community conceptualise the radiography knowledge and skills required of a diagnostic radiographer? 2. How does a radiography education community conceptualise the role played by university based and clinically based radiography educators in helping the radiography student acquire radiography knowledge and skills? 3. How does the community in this study compare with Lave and Wenger’s theoretical constructs of a situated learning, legitimate peripheral participation and Communities of Practice (CoP)? The epistemological foundation of the study is constructivism and the overarching methodology is a case study conducted within a single higher education institution and three of its associated clinical practice partner settings. The primary data collecting method comprised semi-structured interviews, supplemented by a critical review of germane literatures, government policy and the curriculum guidance provided by the relevant professional and statutory bodies. The theoretical framework in which the study is situated is based upon Lave and Wenger’s theories of situated learning, legitimate peripheral participation and communities of practice. The findings of the study reveal a radiography education community which is lacking any unifying pedagogic discourse. In particular, there is an absence of opportunities for cross-community working, especially in collaborative curriculum development and the process of its enactment. This is further compounded by the community’s narrow interpretation of what a curriculum should comprise. Currently there is a clear focus on knowledge content and curriculum as a product which fails to take into account praxis and the social context in which learning takes place. These findings have been summarised by a representation of the enacted curriculum as compared with the ‘ideological’ function of a radiography curriculum. Specific developments required of the curriculum include: (i) placing a greater emphasise on the vocational relevance of radiography knowledge; (ii) gaining a better understanding of tacit radiography knowledge; (iii) ensuring greater familiarity with the curriculum and (iv) enhancing the standard of clinical supervision. The radiography education community in this study evidences both convergence and divergence with Lave and Wenger’s theoretical constructs of situated learning, legitimate peripheral participation and community of practice. Within the context of radiography education the study also highlights the consequence of power relationships, the complexity of learning in and across multiple communities of practice and the importance of individual learner biographies, all of which are underdeveloped in Lave and Wenger’s theoretical discourse. These findings have been summarised in a proposed theoretical model for a radiography education community of practice. Three specific pedagogic and managerial inferences may be drawn from this study which will require staff development and consideration of how the diagnostic radiography programme is managed across the community. Firstly, context, process and praxis need to be carefully considered in the collaborative development, design and implementation of the curriculum. Secondly, the university and clinical educators need to reflect on their own learning and teaching skills by engaging more fully with pedagogy. Thirdly, communication across the radiography education community of practice must be improved.

Current research on the important issue of the determinants of child welfare at the family level has focused on parental attainment of education as an important determinant of the health and well being of the child. The unique and defining role of the mother as chief caretaker, and the critical need to arm her with sufficient information to counterbalance the entrenched poor living conditions of most sub-Saharan African regions sets the background for this research The research focuses on the influence of the mother's attainment of a greater threshold of education achievement on child welfare among Ghanaian and Kenyan children under the age of 36 months. The maternal attainment of at least some secondary education exceeds various socioeconomic indicators, including source of drinking water, as the major determinant of the health and well being of the child. These findings are persistent in both country analyses The finding is robust using multivariate analyses across selected socioeconomic measures, and remains intact when the outcome variable is controlled for by urban-rural residency. Those measurements include: source of drinking water, prevalence of disease, educational attainment, child's age, access to a radio, mother's age, and mother's awareness of oral rehydration therapy. An additional sub-analysis investigated factors associated with whether the child was taken to a medical facility for treatment Indicators employed to proxy the condition of poverty were found to be statistically significant correlates of child well being. However, these variables do not duplicate the persistent and strong results obtained from the education indicator. The amassment of maternal knowledge precedes and mitigates the impact of the basic accouterments of water connections and health practice factors on the health and well being of the child Thus socioeconomic and infrastructure factors are not a substitute for the commanding influence of greater maternal education on the well being of the child. Moreover, information received by mothers resulting from the completion of primary schooling is insufficient to reverse the trend of poor health outcomes among children under the age of three Policy must prioritize the allocation of resources toward maternal education at a level which exceeds primary schooling or basic education in order to effect sustainable change / acase@tulane.edu

This thesis examines the effect of absenteeism on education quality for primary-aged public school students in the Department of Loreto, Province of Maynas, situated in the Amazonian region of north-eastern Peru. The thesis also examines the underlying reasons for absenteeism, with a focus on the contribution of childhood morbidity and socio-economic and environmental context to absenteeism, using both gender- and grade-based analyses of student level absenteeism data collected from a sample of schools in the study area. A five-component model with multiple individual indicators measuring each component of education systems defines the concept of education quality as it relates to the analysis in the thesis. The model has been demonstrated in previous research to be effective in explaining variations in education quality in Peru and elsewhere. However, the model has not been applied to this important yet under-researched area of education assessment, namely student absenteeism (at the student and school level) and its effect on education quality. In addition, spatial variations in absenteeism, based on the geographic distribution of the schools over the study area, are evaluated. This analysis allows spatial regularities or spatial randomness to be established for both absenteeism and education quality in the study area. Identifying spatial clustering of public primary schools where a high rate of student absenteeism contributes significantly to explaining overall low levels of education quality can provide education policy planners and decision-makers with insights into causal processes that need to be addressed through planned interventions in the education system.

This thesis examines the effect of absenteeism on education quality for primary-aged public school students in the Department of Loreto, Province of Maynas, situated in the Amazonian region of north-eastern Peru. The thesis also examines the underlying reasons for absenteeism, with a focus on the contribution of childhood morbidity and socio-economic and environmental context to absenteeism, using both gender- and grade-based analyses of student level absenteeism data collected from a sample of schools in the study area. A five-component model with multiple individual indicators measuring each component of education systems defines the concept of education quality as it relates to the analysis in the thesis. The model has been demonstrated in previous research to be effective in explaining variations in education quality in Peru and elsewhere. However, the model has not been applied to this important yet under-researched area of education assessment, namely student absenteeism (at the student and school level) and its effect on education quality. In addition, spatial variations in absenteeism, based on the geographic distribution of the schools over the study area, are evaluated. This analysis allows spatial regularities or spatial randomness to be established for both absenteeism and education quality in the study area. Identifying spatial clustering of public primary schools where a high rate of student absenteeism contributes significantly to explaining overall low levels of education quality can provide education policy planners and decision-makers with insights into causal processes that need to be addressed through planned interventions in the education system.

Thesis (M.A.)--University of Central Florida, 2009. / Adviser: Jonathan Matusitz. Includes bibliographical references (p. 91-101).

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

Thesis (M.A.)--University of North Carolina, 2003. / Includes bibliographical references (leaves : 68-76).

<p> This study was the result of a quantitative methods research design, which assessed: athletic training services, injury prevention at the time of the study, and intervention protocols for high schools within the Gateway Athletic Conference (GAC). This study explored the impact of injuries and concussions on student athletes. The study also examined the types of athletic training facilities, resources for rehabilitation, and procedures for athletic training programs available at the high school level in the GAC. The study uncovered some significant findings between the groups who were surveyed. The participants surveyed represented athletic trainers, athletic directors, and coaches. There were differences in how these groups viewed emergency care procedures, injury policies, and protocols. The differences ranged from views of job descriptions, written policies and procedures for emergency transportation, reporting and submitting accident reports, and regular review of the effectiveness of athletic training services. The groups did agree on most legal duties and responsibilities, general policies and procedures, injury management protocol and procedures, training room facilities, and operation questions. Blood-borne pathogens were an area in which notable improvement is needed, and there were some concerns with some of the data reporting injury statistics. Overall, the participants agreed with one another, but there were some differences throughout the study, as reported in this dissertation.</p>