Creating effective education programs for students with autism spectrum disorder is challenging for schools for a variety of reasons, most notably because of the increase in population, a widespread lack of expertise, and the variability in the presentation of the disorder itself. This study takes a systems approach to understanding how to meet the needs of students with autism. It examines the reliability and validity of an observational tool that was designed to analyze the quality of an educational program for students with autism spectrum disorders. The Best Practice Measures for Educating Students with Autism: Lesson Observation and Document Audit Matrix (Autism LODAM) was created by synthesizing the relevant research on those program elements that are essential to an appropriate education for all students with autism. It is a tool created specifically for school systems and is designed to assist program administrators in analyzing their specific needs and creating steps for change. The study examined content validity, interrater reliability and predictive validity. Overall, the Autism LODAM was determined to be a reliable and valid measure of program quality for students with autism spectrum disorders. It can be used by schools to help them more systematically understand the present state of their educational program for this population, and more importantly can be used to outline specific areas for improvement. It is hoped that this study and the Autism LODAM can help generate real change in the quality of education for students with autism on a broad scale by providing a comprehensive tool that will measure all elements of program quality for this unique population.

The purpose of this Master’s thesis was to evaluate coaches’ program delivery in Golf Canada’s national youth programming, Learn to Play, regarding two components: (a) the consistency of teaching life skills and (b) the quality of program delivery. The Learn to Play program has recently been updated to include an explicit approach to teaching life skills through golf. Data collection included a pre-season interview, three in-season observations, a post-season questionnaire, and a post-season interview. Two articles were written. Using the implicit/explicit continuum of life skills development and transfer (Bean, Kramers, Forneris, & Camiré, 2018), Article One qualitatively explored coaches’ (N = 13; Mage = 38) consistency of life skills delivery across the season. The findings revealed five profiles, with coaches categorized as being either inconsistent (i.e., progressive, overenthusiastic, unaware) or consistent (i.e., non-intentional, intentional) in their approach to teaching life skills. Using the Program Quality Assessment in Youth Sport observational measure (Bean, Kramers, Camiré, Fraser-Thomas, & Forneris, 2018), Article Two quantitatively examined program quality with two groups of coaches (N = 14; Mage = 40) for two purposes: (a) to examine whether implementation of the original (n = 5) versus the updated (n = 9) program led to differences in program quality and (b) to assess whether there was consistency or discrepancy between researcher observation scores and coach self-report scores of program quality. The findings revealed that coaches using the updated program delivered higher quality programming than coaches using the original program. Coaches also reported higher program quality scores than the researchers observed, identifying discrepancies between coach self-perceptions and researcher observations. Collectively, the findings from this Master’s thesis are a novel contribution to the literature by providing a nuanced exploration into the teaching of life skills and quality of delivery of Golf Canada’s Learn to Play programming.

The primary purpose of this study was to (a) explore the global quality of early childhood programs within the Chinese socio-cultural context, and (b) examine the effects of teachers' years of experience, degree, major, and class size on teachers' perceptions of developmentally appropriate practices, inclusion, and training needs in order to provide services for children with disabilities in regular classrooms. The researcher completed observations in 40 early childhood classrooms using the Early Childhood Environment Rating Scale- Revised (ECERS-R). Results from classroom observations revealed that the global quality of the early childhood learning environment was between minimum and good. Areas that were in need of improvement included materials, time for free play, and provisions for children with disabilities. In addition, 276 teachers from 12 inclusion pilot kindergartens in Beijing completed 3 surveys. Teachers' responses to the developmentally appropriate practices survey revealed a gap between teachers' self-reported developmentally appropriate beliefs and activities. Further, MANOVA results indicated that both class size and years of teaching experience contributed to the differences between teachers. In surveying teachers' inclusion perceptions, MANOVA results suggested that only class size contributed to the differences between teachers. A discriminant function analysis was performed as a follow-up procedure to determine which of the independent variables contributed most to group differences. Moreover, the researcher found that no variables made a difference to teachers' perceived training needs for inclusion. Implications of current study findings for teacher preparation, future research, and policy formation will be discussed.

This study assessed the quality of graduate professional training in Christian education at Dallas Theological Seminary (DTS) in terms of the perceptions of program alumni. The subjects of the investigation were 780 alumni who graduated from DTS between 1984 and 2000. The Christian Education program was assessed utilizing Daniel Stufflebeam's CIPP model and alumni data collected from a survey instrument. A response rate of 65% (N=504) was achieved. The research procedure employed a non-experimental design methodology for the quantitative component and open-ended questions for the qualitative component. Most results were statistically significant at the .05 alpha level utilizing chi-square goodness-of-fit tests.

Older individuals overwhelmingly prefer to receive long-term services and supports (LTSS) in home and community-based settings. Medicaid elderly 1915(c) waivers have become the primary mechanism that states use to provide home and community-based services (HCBS) to older individuals. Given the positive effects elderly waivers have on the quality of life of older individuals, I examined why states adopt elderly waivers; the extent of the substantive differences in program quality across elderly waivers; and the factors associated with elderly waiver program quality, contrasted with the factors associated with elderly waiver program size (i.e., number of participants and expenditures). I examined how state contextual, institutional, and political factors, as well as factors external to the states, including neighboring state and federal policy activity, influenced state policy decisions pertaining to elderly waiver adoptions and program quality and size. First, I performed a retrospective analysis using state-level longitudinal data from 1992-2010 to conduct a discrete time-series repeated event history analysis (EHA) to identify the variables associated with state adoptions of elderly waivers. Second, I created a measure of elderly waiver program quality consisting of four equally weighted components of waivers thought to be associated with the provision of higher quality HCBS to older individuals, including: eligibility criteria, self-determination supports, range of services provided, and participant protections. Using correlational analyses, I examined the relationships between program quality and size. Third, I performed retrospective ordinary least squares (OLS) analyses using waiver program-level data from 2015 to examine elderly waiver program quality and size and fixed-effects OLS using data from 1993-2010 to examine elderly waiver program size. I identified 63 elderly waiver adoptions across 35 states between 1992 and 2010, which were significantly associated with state contextual and external factors. Consistent with previous research, I found that contextual factors, including the number of older individuals, the supply of long-term care facilities and whether the state already had an elderly waiver program, affected state decisions to adopt elderly waivers. There was significant variation in each of the four component and overall quality scores and weak associations between program quality and size. I found that state contextual factors, including market and Medicaid program characteristics, influenced elderly waiver program quality and size. In addition, program quality was shaped by the capacity of state policymaking institutions (e.g., governorships and legislatures), while program size was shaped by neighboring state and federal policy activity. The findings from this research suggest that elderly waiver adoptions and program quality and size are shaped through different policymaking pathways. Efforts to improve the quality of elderly waiver programs should consider the capacity of state executive officials in addition to contextual determinants and focus on improving existing elderly waiver programs. Given that most waivers scored well on eligibility and participant protections, efforts to improve the quality of elderly waiver programs should focus on expanding self-direction supports opportunities, the types of waiver services, and eliminating restrictions placed on service delivery (e.g., waiting lists).

本研究旨在探討幼兒園品質與幼兒課程經驗之關係。在幼兒園品質衡量的部分採用兩份量表「幼兒學習環境評量表修訂版中文本」(ECERS-R)、「幼兒園品質量表」，在課程經驗的部分使用自編之「幼兒課程經驗觀察表」進行結構式觀察，觀察對象為台北縣市六間幼托園所中各一班大班班級，每班各六位幼兒，共36位。幼兒園品質之觀察時間為每間園所一到兩次，每次兩小時，共12次，並於觀察結束後與園所進行訪談，而幼兒課程經驗之觀察時間為上午九點到下午四點，每次觀察同一個班級中的兩位幼兒，共18天。 本研究結論如下: 壹、幼兒園品質層面：一、幼兒園品質以中等居多；二、ECERS-R與幼兒園品質量表各有優缺點，可互相輔助使用。 貳、幼兒課程經驗層面：一、活動內容，「生活層面」占幼兒一天中大部分時間。「學習層面」中顯示活動種類繁多，且活動進行時間短；占最高比例之學習活動為英語，另外有發現幼小銜接課程提早從中班開始，課程內容以國字讀寫與注音為主；在下午時間仍有安排教師主導之團體學科活動，與公幼下午課程安排的情形不同；二、活動主導者，各層面皆以教師為活動主導者，其中自然科學的部份是由幼兒為主導，推測與教師自然科學之專業知能有關；三、共同參與者，「學習層面」與「生活層面」較常以團體方式進行；「轉銜時間」之共同參與者為同儕占最高比例，與公幼中參與者為教師與同儕的研究結果不同。 參、幼兒園品質與幼兒課程經驗層面: 不同品質園所之幼兒課程經驗有差異，須深入觀察分析才能發現。 一、活動內容:高低品質園所間，在各活動層面之時間分配比例相差不大，但仔細比較活動項目發現，「學習層面」中高品質園所中較多非結構、幼兒自由選擇的課程活動，而低品質園所中則較多結構性由教師主導的活動。「生活層面」中低品質園所較高品質園所花更多時間在整理方面。「轉銜活動」低品質園所中等待時間為高品質園所的兩倍。 二、活動主導者:不論品質高低，「學習層面」與「生活層面」皆以教師為活動主導者，但仔細比較活動項目發現，「學習層面」中的美術活動，在高品質園所中是由幼兒為活動主導者，而在低品質園所中則是由教師為活動主導者。「轉銜活動」在高品質園所中，以教師、幼兒為活動主導者，而在低品質園所中轉銜活動皆以教師為活動主導者。 三、共同參與者:不論品質高低，「學習層面」與「生活層面」以同儕與教師為共同參與者，但仔細比較活動項目發現，「學習層面」高品質園所有較多同儕共同參與的活動，低品質園所則較多獨自進行的活動；「生活層面」與「轉銜活動」也發現高品質園所中有許多同儕互動的機會，而低品質園所中則較常獨自進行各種活動。 最後，研究者根據結論，對幼兒園園所與教師之實務面與後續研究提出具體建議，以期對未來幼教發展有所助益。 / The purpose of this study is to explore the relationship between program quality and children’s experienced curriculum in kindergartens. This research uses “Chinese version of Early Childhood Environment Rating Scale-Revised Edition “(ECERS-R) and “Early Education Program Quality Evaluation Scale (EEPES)” to evaluate the quality of the program in kindergartens. The research also uses “Children’s experienced curriculum record” to do the structural observation on children’s experienced curriculum. The objects of observation are thirty-six of five years old kindergarteners who were chose from six kindergartens located in Taipei city and Taipei County. Researcher observed each program once or twice, every section is two hours, and interviewed teachers after the observations. Total is twelve sections. The time to observed children’s experienced curriculum is from nine o’clock in the morning to four o’clock in the afternoon, and observed two children in the same class each time. Total is eighteen days. The conclusion is as following： 1. In aspect of program quality: (A) the program quality of the evaluated six samples(kindergartens) is medium, (B) EEPES is more discriminative than ECERS, while ECERS offers a more detailed description of program quality, especially at process quality. It is concluded that they are complementary in evaluating and improving program quality. 2. In aspect of children’s experienced curriculum :(A)curriculum，daily routine occupies most of children’s time during a day. There are many kinds of Learning activities but the period of the activities is short. The most of the Learning activities is English. In addition, the study found that the content of school readiness is read and write, and it’s not appropriate to begin from preschool. The curriculum in the afternoon of the six samples(kindergartens) is different from the public centers’. The learning activities at afternoon of the six samples(kindergartens) are led by the teachers. (B)The main leader of daily routine ,Learning activity and transition time are the teachers.(C)The co-participants of Learning activity and daily routine are also teachers and peers. But the co-participants of transition time is peers. That is different from the public centers’(teachers and peers). 3. In aspect of both program quality and children’s experienced curriculum：We can find out there is difference in children’s experienced curriculum between kindergartens with different program quality if we observe carefully. (A) Curriculum：The time distributed for each activity domain is almost the same in kindergartens with different program quality. Learning activity：High-quality kindergartens have more non-structure activities and activities of children’s free choice. Low-quality kindergartens have more structure and teacher-directed activities. Daily routine：Low-quality kindergartens spend more time in arrange than high-quality kindergartens. Transition time：The empty duration is twice as much low-quality kindergartens as high-quality kindergartens. (B) The leader of activity：Despite of the quality, both learning activity and daily routine are teacher-directed activities. But we can see the difference by advanced observation. Learning activity：The leader of artistic activity in high-quality kindergartens is child, but the leader is teacher in low-quality kindergartens. Transition time：Both teachers and children are the leaders in high-quality kindergartens, but teachers are the leaders in low-quality kindergartens. (C) The co-participants：Despite of the quality, the co-participants are peers and teachers in learning activity and daily routine. But we can see the difference by advanced observation. They have more opportunity to interactive with peers and teachers in high-quality kindergartens than low-quality kindergartens. Finally, based on the results, this study proposes some suggestions for kindergartens, administrations, teachers and researchers.

Abstract An information transmission revolution within cable television companies in Kaohsiung City has proclaimed for years,of which playing the role on company registration to government authority from illegal to legal since telecommunication energized through scattered dispatching to , integration which contains information and entertainment programs as represent to the subscriber by its essential factors recently.However,vicious competitions among consortiums make the correlative cable market centralization.By the time being,according to an investigation survey for medias,government authorities,and science reports indicate that the majority of subscribers are dissatisfied with the dispatching quality prior to the first receiving relevant services.Consequently,appeal to resolve regards cable television program qualities by scholars in terms of protecting customers¡¦rights and interests become a topical subject recently. A raging fire like price competition launch into local cable television companyies give integration opportunity for consortiums for their fortune,which they participate in the business after a number of bankrupt cases happened to local cable companies.However,as compare to the present cable rental to the previous schedule,the rental charges have been risen from two to three time than ever before,yet the price decision making only by those new cardinals prior to the the beginning of 1991.Regarding protest against rising rental charge by consumers,of which whether it is an alternative acceptable by consumers and capaibility of against cable companies¡¦rental charge? In this study by adopting a survey onto a period of primary rental adjustment in 1991,catalogue it into several topics of integrated quality satisfaction about cable companies¡¦service,a rental adjustment satisfaction responded by consumers¡¦visual impression as subjects perceiving the programs and those package whether comply with expected qualities.First,to catalogue the local subcribers whose age are from 16-year to 70-year and living in northern area of Kaohsiung County.Second,adopt individual interview as the manner to survey and employ layer random sampling to retrieve total 500 valid samples.Afterward,implement one-way ANOVA analysis,and linear structrual relation(LISREL) staistics analysis tools to process data analysis as for understanging local cable television subscriber satisfaction. In this survey documentation procedure may featured by several layers; such as service qualities,program qualities,and price factors.As investigating individual compositional variables valid level as the manner to provide reference for local cable television company to promote their entertainment programs,channel program arrangement,and attached rental policy formation.Moreover,business promotion employed by the cable companies through consumer-integrated satisfaction as for secures their superiority positions in the future aggressive telecommunication market.

Thesis The Quality of Life Analysis at Educators and Propose a Program for Health Support in Tabor Region support especially deals with tutorial profession in the theoretical part, competence of teachers and provides the tutor profile. It describes quality of life concept in the next chapter. Important thing especially is the quality of the teacher´s life and its issue as well as the support of the teacher´s health. There was my aim to analyze the quality of tutor life in Tábor area in the research section and to propose and to verify the program of the health support. The research was realized on the base of questionnaire survey with the help of questionnaire WHOQOL-BREF. There was found a good life quality of the tutors and there was even the quality of life improved in the group that participated of my intervention program.

The purpose of this doctoral dissertation was to examine the role of program quality within youth sport and understand the relationships between program quality, basic psychological needs support, and psychosocial development. Data were gathered from 33 youth programs across South Eastern Ontario using observations and corresponding field notes, self-report questionnaires from leaders and youth participants, and semi-structured interviews with leaders. The dissertation is composed of five articles. The first article uses structural equation modeling to examine the role of basic psychological needs support in mediating the relationship between program quality and psychosocial outcomes in the youth sport context. Results from this study indicate that both program quality and basic psychological needs play a role in facilitating psychosocial development; however, future research is needed to continue to understand this relationship. The second article presents findings from a sub-sample of the larger study in which a polynomial regression was conducted to examine discrepancies in program quality related to youth volleyball athletes’ needs support. Results indicated that discrepancies existed between researcher- and coach-perceptions of program quality and findings outline how this influences basic needs. The third article represents a mixed-methods examination of program quality and basic psychological needs support within two physical activity-based in-school mentoring programs. Findings from this study revealed a significant difference in program quality across the two programs, specifically related to psychological needs support. Program quality was found to significantly predict needs support within the girls’ program, but not in the boys’ program. Further, field notes were analyzed and practical strategies emerged that were found to help facilitate a quality mentoring program. The fourth article examined the importance of intentionally structuring the youth sport context to facilitate positive youth development across three types of youth programming. Results revealed that intentionally structured programs (both leadership and sport) scored higher on program quality and psychosocial outcomes than non-intentionally structured sport programs. In addition, intentional sport programs scored higher on some elements compared to intentionally structured leadership programs. Finally, the fifth article was a qualitative study that explored youth sport coaches’ perceptions of life skill development. Results indicated that coaches considered life skills to be important, yet believed they were a by-product of sport participation. Coaches also identified challenges associated with using an explicit approach to teaching life skills. Findings from this dissertation provide some of the first empirical accounts of examining program quality within youth sport and suggest that program quality plays an important role in fostering basic psychological needs support and psychosocial development. Moreover, the findings illustrate that there is a need for coach education related to how to structure the youth sport context in order to deliver a high quality program that facilitates psychosocial outcomes.

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