Thesis (M.S.P.H.)--University of Michigan, 1942.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1995. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 205-212).

There were two major problems posed by this study: (1) the effects of a systematic inservice training program for counselors, and (2) the relationship between the type of verbal behavior used by the counselor and client movement.

The purpose of this study was to develop, deliver and evaluate the effectiveness of a management development program aimed at improving capability to coach others in a way that inspired excellent performance and enhanced self-management. Eleven manufacturing middle managers completed this intensive six month program which combined group training sessions, one-on-one coaching and self-directed study. Pre and post questionnaires were used to measure the impact of the program. These included: a questionnaire based on Manz and Sim's (1987) work describing the behavior of leaders of self-managing teams, a measure taken from Hackman's (1986) studies of team effectiveness and leadership and Carew and Parisi-Carew's (1988) PERFORM questionnaire which assessed group performance and functioning. A series of T-test analyses were used to determine pre and post study differences in subordinate and boss ratings of the participants' behavior. Qualitative measures, including evaluation questionnaires and case studies were also used to understand the participants' experience of the program and changes in their thinking and behavior. The program produced important changes in the managerial style and practices of the participants. This was shown in boss and subordinate reports of increased uses of coaching style, greater sensitivity to interpersonal relations, increased self-control and greater encouragement of initiative and self-managing behavior by the participant managers. The T-test analyses provided limited statistically significant results supporting these reported changes. Self-evaluations from the participants showed major shifts in their awareness of the impact of their emotional states and use of language on others both at work and at home. This shift in their view of themselves as individuals, managers and coaches resulted in a sense of personal empowerment to improve their own performance and help others to do the same. This study demonstrates that management education for leaders of self-managing individuals and groups requires a new paradigm that emphasizes understanding oneself as a prerequisite to leadership effectiveness. It also shows how training managers in understanding an interpretive theoretical framework and language-as-action is powerful for changing behavior and producing inspiring management coaches.

The articles in this portfolio provide an account of research, which for the purposes of this thesis is divided into two broad categories: teacher professional development, and the support of teacher education in literary and performing arts pedagogy. Within this context three issues are addressed. The study can be categorised under research into teacher professional education.Action research and reflective practitioner research methodology were adopted, as this schema is recognised as being highly appropriate to preservice and inservice development of teachers, and to the improvement of teaching approaches and skills especially in the development of new methods of learning.The research has its theoretical foundations in interactive, child-centred theories of education, performance semiotics and psycholinguistic theories of reading. It is also committed to enabling teachers and students to engage creatively and interpretively in the comprehension of artistic texts and the performing arts. / Doctor of Education (Ed.D.)

The study presents a review of in-service models and a search for an effective in-service model for mathematics education in the primary school. The study considers the need to improve the teaching of mathematics in the primary school; the major reports that have made recommendations for the improvement of primary mathematics teaching and the opinions and findings of mathematics educators. The study examines the state of the art of in-service models and examines those models previously used. The study notes the failings of the in-service models past and present and examines elements within these models which have proven to be beneficial albeit in part. Throughout the study particular attention is given to recent studies concerned with implementing and sustaining change. The model designed for the in-service of the primary mathematics teacher, MINC (Mathematics In-service Network Course) is based on an examination of models past and present. Components and provisions that have met with success in these models were included in the design. The in-service model developed and described in this study includes four major components input from course leaders and teachers, reflection, feedback and the opportunity for teachers to work with others from the same school and neighbouring schools (networking). A major section of the study examines the responses of participants to an evaluation questionnaire given at the completion of the first in-service course, MINC 1 and the second, MINC 2. Data collected from the responses of participants to the questionnaire were analysed to see if there were differences in responses from teachers based on such factors as sex, the MINC network, the level to which participants had studied mathematics, the year level they taught and expressed confidence in teaching mathematics. In conclusion, the study reflects on the evaluation of the in-service course and addresses considerations for future in-service courses concerned with mathematics education for primary teachers.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 144-151).

Thesis (M.S.P.H.)--University of Michigan, 1942.

Thesis (M.P.H.)--University of Michigan, 1948.

Thesis (M.P.H.)--University of Michigan, 1945.