Global ETD Search

311	A descriptive analysis of cardiac rehabilitation education programs Green, Kerrie L. January 2000 (has links) The purpose of this research was to obtain information on the content of education within cardiac rehabilitation programs, methods of administering education, what the barriers are to providing education and which professionals administer education.To reach this goal, a questionnaire was modified from a previous study and a pilot study was undertaken to establish reliability of the questionnaire. The questionnaire was then sent to a sample of 100 directors of cardiac rehabilitation programs belonging to The American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR). The questionnaire focused on 13 established areas of education within cardiac rehabilitation programs.Once the questionnaires were completed, the information was transferred to a table format based upon the 13 content areas. The following conclusions were drawn from the research and the data gathered: 11 of the 13 content areas are offered at least 84% of the time, the major barriers for the 13 content areas were lack of time and lack of interest on the patient's behalf, the most frequent methods of education for all 13 content areas were individual education, print materials, and group education, and the primary educator overall for all 13 content areas was the nurse followed by the exercise physiologist and dietitian/nutritionist. / Department of Physiology and Health Science
312	Let me show you : mentors, role models, and multiple role planning of gifted young women Hook, Misty K. January 2000 (has links) From our earliest history, gifted women from Sappho and Harriet Tubman to Eleanor Roosevelt and Nadine Gordimer have enhanced our lives through their gifts and accomplishments. Since many of these gifted women have succeeded in the face of almost insurmountable obstacles, it is often assumed that all gifted women will be able to achieve without outside help. However, many gifted women do not realize their potential and end up squandering their gifts in menial tasks, underpaid jobs, and unfulfilled lives. Thus, career development for gifted women is an essential task.For women who possess a variety of talents, one of the best ways to be fulfilled is through the balancing of multiple roles, such as family and work. Consequently, one aspect of career development, which is of great importance to gifted women in particular, is the decision about whether to engage in multiple roles and how to do so successfully. Since juggling multiple roles requires prior planning and serious commitment, one of the best ways to assist gifted young women in these tasks is to gain information about how the decision was made and determine their level of commitment to it. As with many career decisions, knowledge about, and encouragement for, particular choices may depend upon mentors and role models.Mentors and role models can be invaluable but their impact in helping with preparation for a lifestyle involving multiple roles is unknown. To determine who their mentors and role models are and how they affect attitudes toward multiple roles, 101 gifted high school women completed a demographics question and the Attitudes Toward Multiple Role Planning scale (ATMRP). Data were analyzed via frequency counts, chisquare, and MANOVA procedures.Contrary to expectations, study participants did not have significantly more role models than they did mentors nor was any one group mentioned most often as mentors and role models. As anticipated, most gifted young women did plan to combine family and paid employment in their lives. However, no significant group differences on the A'TMRP were found between those with mentors and role models and those without. Conclusions and implications are discussed. / Department of Counseling Psychology and Guidance Services Work and family -- United States. Women employees -- United States. Women heroes -- United States.
313	Relations between age, autism severity, behavioral treatment and the amount of time in regular education classrooms among students with autism Talib, Tasneem L. 21 July 2012 (has links) Under federal law, students with disabilities have the right to be educated in classrooms with students without disabilities. For students with autism, social, communication, and behavioral deficits make inclusion difficult. The severity of deficits change over time, and therefore, so too do the effects of these deficits upon inclusion. Although most research indicates autism symptoms improve with age, some studies suggest symptoms worsen, thereby affecting classroom placement. Students with autism use a multitude of interventions, most of which are not evidenced-based. Behavioral interventions are among the small number of treatments that can decrease autism severity and foster inclusion. However, behavioral interventions have not been compared to other widely used treatments, and in practice, they are rarely used in isolation. The purpose of the present study was threefold. First, relations between age, and autism severity were examined. Second, the study investigated whether relations between autism severity and time spent in regular education classrooms differed according to age. Third, it investigated types of treatments students used, and whether using behavioral treatments moderated relations between age, autism severity and amount of time in regular education classrooms. Using a national database (Interactive Autism Network), data about the severity of social, communication and behavior deficits, treatment type, and amount of time spent in regular education classrooms were extracted from school-age students (n = 2646) with autism. The results of the study showed that as age increased, social deficits increased. Furthermore, younger students, and students with more severe social impairment spent less time in regular education classrooms. Age also predicted use of behavioral treatment, and students who used behavioral treatment spent more time in special education classrooms. The findings of this study reflect the current climate of autism knowledge, which emphasizes early, intensive intervention. Consequently, students who were younger, and used behavioral treatments, were likely to be in special education classrooms that could maximize individualization, and associated treatment benefits. This is important, as social deficits increase with age, and reduce the amount of time students spend in inclusive classrooms. Additional studies are needed to further understand how behavioral treatment, compared to or used in conjunction with other commonly used treatments, affects inclusion. / Department of Educational Psychology Children with autism spectrum disorders Autistic youth
314	White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program : a critical race theory analysis. / White preservice teachers' reflections on their experiences as tutors in an urban afterschool program Boznak, Barbara J. January 2009 (has links) This study investigated the learning experiences of White pre-service teachers who were dispatched to serve as tutors at an urban Afterschool Program in which all of the enrolled students were Black/African American. The sophomore level pre-service teachers served as tutors to fulfill a required experiential learning component for an introductory multicultural course. This study examined the contents of the reflective journals they kept for twelve weeks. Based on the contents of the journals, this study addressed the following research questions: 1. What do White pre-service teachers focus on in the critical reflective process? 2. What are the White pre-service teachers’ personal assumptions about teaching, learning and interacting with African American students? 3. How do White pre-service teachers express their understanding of the impact of race on the teaching and learning process? 4. What do White pre-service teachers learn in afterschool tutoring programs in urban settings in which all students are Black/African American? This qualitative study is a narrative inquiry that used archived data from the written reflections of nine White pre-service teachers. The narrative reflections were crafted in ’ response to a series of prompts based on Brookfield’s (1995) approach to assisting teachers in the process of reflection. The findings from this study revealed that the White pre-service teachers had a spectrum of learning experiences. The focus of their reflections were on teaching techniques, behavior/discipline issues and the importance of relationships. While many appeared to learn that their initial deficit model assumptions about the Black/African American students were unfounded, they did not fully recognize the cultural wealth within the students’ community. They learned that creative teaching methods that were culturally responsive fostered better learning experiences for both the White pre-service teachers and the Black/African American students. Also, engagement in meaningful learning activities diminished behavior and discipline problems. While the White pre-service teachers made inroads in the dispelling of their preconceptions, they appeared color-blind by their lack of reflection on race. Also, they appeared to support Critical Race Theory’s definition of the master narrative in their failure to recognize and critique schooling as a racial stratification system. / Department of Educational Studies African American middle school students Multicultural education--United States After-school programs--United States
315	'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika : implikasies vir die onderwysstelsel / A developmental perspective of apprenticeships in South Africa : implications for the education system Von Landsberg, John Lodewyk 11 1900 (has links) Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde) Vakleerling Tegnies Histories Vergelykend Amerika se vakleerlingskap stelsel Vakleerlingskap Leerlingskap Beroepsgerig Vakleerlingwet Mannekragwet Ambagsopleiding Vakmanne Tegniese opleiding Apprentice Technical Historic Comparative America‘s apprenticeship system Apprenticeship Learnership Vocational training Apprenticeship Act Apprentice training Artisan Technical training 371.2270968 Apprenticeship programs -- South Africa Technical education -- South Africa Vocational education -- South Africa Apprenticeship programs -- United States Technical education -- United States Vocational education -- United States Comparative education Education and state -- South Africa
316	Instrumental vs. Expressive Learning Preferences of Older Adults in Church Situations Basden, Merle Timothy 12 1900 (has links) The purpose of this study was to survey the educational activities offered for persons age sixty and over in Southern Baptist churches in a five-state area (Arkansas, Louisiana, New Mexico, Oklahoma, and Texas) and to determine if there are significant differences (1) in the preferences shown by older persons between church-sponsored instrumental and expressive learning activities and (2) between the number of church-sponsored instrumental and expressive learning activities. The population for the study consisted of 114 Southern Baptist churches in ten selected metropolitan areas identified as providing educational activities, other than Bible study, for adults age sixty and over. Data were collected by a questionnaire mailed to these 114 churches. The data from the responses were tabulated, compared, and summarized, using descriptive statistical procedures. older adults Church and education. Adult education -- Evaluation. Motivation in adult education.
317	Attitudes of Vocational Teacher Education Majors in the United States Toward Sex-Role Expectations in Regard to the Dual-Income Financial Support of the Family Simmons, Glenda Brock 08 1900 (has links) The purpose of this study was to identify differences in attitudes of vocational teacher education majors based on age, sex, marital status, earner status, educational level, vocational program area, mother's work history, and familial attitudes. Data for the study were obtained from 1,182 vocational teacher education majors. The more contemporary attitudes were held by those who were female, aged 26 - 35, currently members of dual-income families, graduate students, identified as homemaking education majors, from families whose mothers had worked outside the home when they were growing up, and who were not brought up to believe that a woman's place is in the home.While females had more contemporary attitudes than males, both could be described as having moderate attitudes toward the dual-income financial support of the family. Both females and males felt that women should contribute financially to the support of the family, that it is just as important for a woman to be able to earn a living as it is for a man, and that women should expect to be permanent members of the labor force. dual-incomes financial support of the family sex-role attitudes Vocational education -- United States. Sex role. Married women -- Employment.
318	A Comparison of Academic Achievement of Economically Disadvantaged Elementary Students Served in Title I Part A Programs: Targeted Assistance Versus Schoolwide Models Hinojosa, Marco A. 05 1900 (has links) This study analyzed test scores of economically disadvantaged students who attended two elementary schools implementing different types of Title I models from 1999-2001. Test scores from the Texas Assessment of Academic Skills (TAAS), the Iowa Test of Basic Skills (ITBS) and the Stanford Achievement Test (SAT-9) were analyzed. One school implemented the targeted assistance model (less than 50% poverty), which focused resources on students were identified as failing or at risk of failing. The other a schoolwide model (95% poverty), which used resources to help all students in a school regardless of whether they ware failing, at risk of failing, or economically disadvantaged. The quantitative approach was used with a causal comparative design. A cohort of continuously enrolled students was identified for the TAAS (n=169 and 189) and the ITBS/SAT-9 (n=49 and 87). Descriptive statistics such as the frequency, mean, and standard deviation, were used to measure differences on the Texas Learning Index (TLI) for the TAAS, and Normal Curve Equivalent (NCE) on the ITBS/SAT-9. Analysis of covariance (ANCOVA) was used to partially adjust for preexisting differences among the groups and because randomization was not possible. The independent variable was type of Title I model, targeted assistance or schoolwide. The dependent variable was the achievement measure, and the covariate was the initial achievement scores in third grade (pretest). The ANCOVA reports and descriptive statistics showed that economically disadvantaged students performed better in reading and math on TAAS and ITBS/SAT-9 at the targeted assistance school in 1999 and 2001, with mixed results in 2000. The academic performance of economically disadvantaged students at the targeted model was consistent all three school years. They scored slightly lower than the non-economically disadvantaged students, but higher than their peers at the schoolwide model. The students' third grade pretest score was the most significant predictor of future performance. Poor children -- Education -- Texas. School children -- Texas. Academic achievement -- Texas. Title I academic achievement economically disadvantaged students
319	Regional airline qualifications: A study in the marketability of higher education graduates. Fullingim, James Fred 12 1900 (has links) The recent emergence and growth of the regional airlines in the United States has placed a strain on the supply of pilots that are needed for staffing scheduled flights. This present pilot shortage is presenting challenges for 2-year colleges and 4-year universities with aviation programs to produce more pilot graduates in less time to meet the staffing demands made by the regional airlines. With this shortage, the pressing issues of how to train and hire qualified pilots to fly technologically advanced regional airline jet aircraft have forced the industry to demand more aviation skills from a shrinking market of aviation pilot candidates. Colleges and universities with aviation programs have been forced to compete with outside private aviation schools on a larger scale in the training of collegiate students for airline employment opportunities. The primary purpose of this study was to expose any inadequacies in the higher-education aviation curricula and to propose changes needed to better qualify aviation students in the hiring process at regional air carriers. This study concentrated on the principle that higher education is necessary for advancing a pilot's aptitudes and abilities to perform the highly technical tasks of a professional pilot in a regional airline environment. The avenues of obtaining aviation experience along with flight certificates and ratings in an academic environment from 2-year colleges and 4-year universities with aviation programs is examined, along with qualifying these schools with the criteria regional airlines expects from new pilots hired. A survey was used to poll the pilots from two regional airlines that were based in Texas. By analyzing the responses from the returned surveys, the quality of training that existed in higher education aviation programs was revealed. The study confirmed the value of advising a path of higher education for students embarking on an aviation career as a pilot for a regional airline. The study concluded that 2-year colleges and 4-year universities with aviation programs are meeting the present demands made by the regional airlines. Higher education graduates regional airlines aviation students airline pilots Local service airlines -- United States.
320	An Early Mental Health Intervention for Disadvantaged Preschool Children with Behavior Problems: The Effectiveness of Training Head Start Teachers in Child Teacher Relationship Training (CTRT) Morrison, Mary 08 1900 (has links) This study examined the effectiveness of training Head Start teachers and aides in child teacher relationship training (CTRT). CTRT is based on child parent relationship therapy (CPRT) (Landreth & Bratton, 2006), a filial therapy model based on the principles of child-centered play therapy, and was adapted for the classroom. In this quasi-experimental design, 12 teacher/aide pairs (n = 24) were assigned to the experimental (n = 12) or active control group (n = 12). Children who scored in the Borderline or Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (n = 54). Nine hypotheses were analyzed using a two factor repeated measures multivariate analysis to determine if the CTRT group and the active control group performed differently across time according to pre-, mid-, and posttest results of the C-TRF. Additionally, effect sizes were calculated to determine practical significance. Five hypotheses were retained at the .05 level of significance. Post hoc analysis was conducted to analyze the effects of the two phases of treatment. Results indicated that children in the experimental group made statistically significant improvements in externalizing problems (p = .003). Children of focus made statistically significant improvements in externalizing (p = .003) and total behavior (p = .01) problems. Results are particularly significant for the non-children of focus, who only received the in-classroom intervention. The non-children of focus made statistically significant improvements in externalizing behavior problems (p = .04) and practical significance was large. Results indicate that a school based intervention such as CTRT is a viable treatment option for many children with externalizing behavior problems. Behavior disorders in children. Compensatory education -- United States. Teacher-student relationships. Project Head Start (U.S.) play therapy teachers filial therapy

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