Thesis (Ed. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 20, 2008. Dissertation Committee: Michael A. Lorber, John R. Baldwin (co-chairs) Thomas P. Crumpler, Adel T. Al-Bataineh, Includes bibliographical references (leaves 82-89) and abstract. Also available in print.

Thesis (M. Ed.)--Victoria University (Melbourne, Vic.), 2006. / Research thesis. Includes bibliographical references.

Thesis (Ph. D.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 25, 2006. Dissertation Committee: Ming-Gon J. Lian (chair), Mack L. Bowen, Eddie E. Glenn, Larry D. Kennedy, William L. Tolone. Includes bibliographical references (leaves 107-119) and abstract. Also available in print.

Thesis (Ed.D.)--University of West Florida, 2003. / Title from title page of source document. Document formatted into pages; contains 142 pages. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2005. / Title from title page of source document. Document formatted into pages; contains 138 pages. Includes bibliographical references.

Background: The Longitudinal Clinic attachment program for students (L-CAS) offers opportunities for students to visit complex and diverse learning sites in primary care settings where they can acquire and practice consultation skills. The three-stage assessment and plan were used as an objective indicator of the development of a number of competencies over the course of a year. Problem statement and research question: The aim of this study has been to explore and better understand learning related to L-CAS activities, so that the L-CAS curriculum can be planned and executed to specifically support learning with the question: How does the application of the two capability models support fourth-year medical student learning during and after L-CAS visits? Theoretical underpinning: Two models, namely the Medical Education Model of Capability and the Department of Family Medicine University of Pretoria (DoFMUP) Capability Approach to Learning, were identified, with capability as the theoretical basis, to describe the learning process. The Medical Education model provides a framework for planning and evaluating curricula. This model was used to identify and understand students’ aspirations and capability sets, their perceptions of enabling and hindering factors and the attainment of aspirations. The DoFMUP Capability Approach to Learning is a practical way of understanding the process of learning in a complex world. This model was used to determine the development of students’ competence to perform a three-stage assessment and management plan (3SAP) for patients encountered in various primary healthcare settings over one year, and scaffolding deemed necessary to support learning. Methods: Qualitative and quantitative methods were employed. Content analysis and grounded theory underpinned the qualitative analysis. Data from the questionnaire, focus groups and interviews was used to explain and understand students’ perceptions about their own development and learning in L-CAS, enabling and hindering factors, and how learning can be optimized. Quantitative analysis was used to report on students’ aspirations and their perceptions of attainment of those aspirations. Patient case reports were analysed to asses change in competencies over one year. Results: It is clear that L-CAS offers students ample opportunities to learn, but because of all the challenges they face, most students did not choose to address their learning needs personally but responded with being demotivated. Students were able to identify significant resources that can enable them but failed to use these in dealing with their challenges. Most students perceived growth, and reported learning, but unfortunately this was not evident in their patient cases. It is clear that the aspirations students set for themselves are different from what we expect of them. Discussions and Conclusions: A novel model is derived from both the capability models and aspires to support and enable the learning process before, during and after L-CAS visits. Better planning of the timing of L-CAS sessions and weighting of the credits are suggested as well as better preparation and empowerment of students using the “CHILL” acronym with focus on the resources available at the sites, like peers, community healthcare workers (CHWs) and electronic devices. The research question has been answered in that both the models highlighted challenges and potential areas of improvement of the L-CAS curriculum that could be addressed by the implementation of the novel model. / Thesis (PhD (Family Medicine))--University of Pretoria 2021. / NRF / Family Medicine / PhD (Family Medicine) / Unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / Objective: To explore and compare the use of metacognitive, cognitive, and environmental resource management self regulatory learning (SRL) strategies used by a national sample of students enrolled in traditional and accelerated baccalaureate nursing programs. Background: Learner focused reforms in nursing education require students to assume more responsibility for learning. Nursing student responsibility for learning is reflected in their use of metacognitive, cognitive, and environmental resource SRL strategies. Learning strategy use promotes the development of clinical reasoning and lifelong learning skills requisite to meet the needs of complex patients in a dynamic healthcare environment. Method: Using Bandura’s social cognitive theory as a framework, the learning subscales of the Motivated Strategies for Learning Questionnaire were used to survey a national sample of 514 baccalaureate nursing students enrolled in their final semester of a traditional baccalaureate nursing program or a 12-month accelerated baccalaureate program. Delineation of student use of metacognitive, cognitive (rehearsal, organization, and elaboration), and environmental resource management (help seeking, peer learning, effort regulation, and time and study environment) SRL strategies was examined by program and in light of age, grade point average (GPA), weekly hours spent studying independently, and weekly hours spent in employment. Results: Differences in SRL strategy use were found between the program groups and between program groups divided by sample age. Older students in both the accelerated and traditional programs used more metacognition and elaboration SRL strategies than their younger traditional counterparts. Older traditional students used significantly more effort regulation SRL strategies than both groups of younger students. Both older groups of students studied significantly more, used significantly more time and study environment SRL strategies, and had significantly higher GPAs than the younger groups of students from both programs. Conclusions: This study provides a framework for learner focused nursing education by explicitly defining differences in SRL strategy use of students enrolled in traditional and accelerated baccalaureate nursing programs.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references. Also available in print.

The purpose of the present study was to use an alternate psychoeducational assessment method to examine learning potential of Indian students in an academic domain, specifically Algebra. The study examined six Indian adolescents early in their Year Seven Mathematics. For the purpose of this study, the students were classified as achievers or non-achievers based on Canadian Test of Basic Skills (CTBS) grade equivalent scores, and Grade 7 Mathematics marks on the First Report Card.<p> A cross-case analysis of verbal and nonverbal protocol data gathered from the six Indian achieving and non-achieving Grade Seven students, and reduced through use of a technique developed by Giorgi, yielded information regarding the subjects' internalization processes of algebraic concepts. Vygotsky's zone of proximal development methodology, which was employed in the study, permitted the researcher to investigate processes used by the students during learning, maintenance, and near and far transfer tasks. While verbal and nonverbal communication styles appeared to distinguish achieving from non-achieving students, those same traits did not seem to affect efficiency in problem solving as observed during the present study. Other characteristics such as language usage, questioning techniques, and risk taking were the traits which most clearly affected the students' problem solving skills.<p> During the present study, formal metacognitive data proved hard to collect. This may be attributed to the reluctance of some students to participate in the questioning, and to the difficulty other students experienced In understanding the questions. All students had difficulty at some stage of the study in generating a rule to explain how they had solved the problems.<p> The results of the present study indicated that there were qualitative differences in problem solving between subjects. Those qualitative differences did not follow a pattern of achievement versus non-achievement as delineated by CTBS scores and classroom evaluation in Mathematics. Zone proximal development methodology provided a process assessment which uncovered learning potential profiles that were masked by static standardized tests.