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Perceptions of competence, affect, and persistence of Ghanaian elementary school students : specialist versus non-specialist physical education teachersFeddy, Beatrice Aku Dzifa 02 March 1998 (has links)
The aims of physical education in Ghana include developing personal qualities
such as competence in students and generating interest in physical education and sports
(Ghana Education Service, [GES], 1987). The GES has also reiterated the need to have
competent teachers in the implementation of the school physical education syllabus;
therefore few primary schools in Ghana have physical education specialists (detached
teachers). There is the need to assess the impact these specialist teachers have on
students in relation to classroom teachers and the extent to which the aims of physical
education are being achieved. The primary purpose of this study was to determine if
differences existed between students taught by physical education specialists and those
taught by classroom teachers in their perceptions of competence, affect, and persistence
in sports. It was hypothesized that students who were taught by physical education
specialists would be significantly different from those taught by non-specialist teachers in
their perceptions of competence, affect, and persistence.
A sample of 483 class six boys and girls from four regions in Ghana completed items measuring perceptions of competence, affect, and persistence in sports. A multivariate analysis of variance (MANOVA) revealed significant main effects for category (p<.001) and gender (p<.05) in each of the four regions examined. Students taught by specialist teachers differed significantly from those taught by classroom teachers in their perceptions of affect and persistence in sports. Findings also showed that students in specialist teacher and non-specialist teacher categories did not differ significantly in their perceptions of competence. Furthermore, results indicated that the significant gender effect was minimal and not meaningful.
Overall, the present study provided further evidence of the influence of physical education specialists on amount of enjoyment students derive from sports. Findings also suggest the need for Ghanaian physical education teachers to improve upon their modes of teaching in order to enhance their students' competence perceptions. Attempts should also be made to validate Harter's (1985) Self-Perception Profile for Children for use within the Ghanaian culture and to find those specific areas on which students base their competence judgments. / Graduation date: 1998
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Relationship among involvement characteristics, fashion innovativeness, and fashion opinion leadership of female college studentsChoi, Mi-Jeong 28 May 1993 (has links)
Graduation date: 1994
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Student nurses' choice of role modelsTaylor, Gail Y. 03 June 2011 (has links)
This thesis has explored the characteristics, in terms of masculine traits on the Bem Inventory that student nurses in a diploma nursing program believed their role models in nursing possessed. In the study, student nurses nearing the end of their basic nursing education selected a greater number of masculine traits for their role models than did student nurses beginning their basic nursing education.The thesis also explored the position of the students' role model. Student nurses nearing the end of their basic nursing education more frequently identified staff nurses as their role models, followed in frequency by supervisors and nursing faculty. Student nurses beginning their basic nursing education more frequently identified nursing faculty as role models, followed in frequency by staff' nurses.Ball State UniversityMuncie, IN 57406
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Forewarning: a tool to disrupt stereotype threat effectsWilliams, Jeannetta Gwendolyn 28 August 2008 (has links)
Not available / text
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Testosterone, status, and social stereotypes : implications for cognitive performanceNewman, Matthew Lane 13 July 2011 (has links)
Not available / text
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LEADERSHIP PERSISTENCY FOR SELECTED HIGH SCHOOL LEADERS THROUGH THREE YEARS OF COLLEGEBrewer, Ray Eldo, 1934- January 1965 (has links)
No description available.
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Of diapers and dissertations : the experiences of doctoral student mothers living at the intersection of motherhood and studenthoodSears, Allison Laurel 11 1900 (has links)
While the literature on the experiences of women in academe generaly, is
growing, the experiences of women student mothers in post-secondary education are
rarely explored. Given the increasing number of women students enroling in university
and the fact that the student population is aging, there is a greater likelihood of these
students being mothers. A study of these women is timely and crucial to understanding
their needs and chalenges within the university.
The purpose of the research was to examine the experiences of doctoral student
mothers living at the intersection of studenthood and motherhood as it was expected that
the demands from the family and university would create specific chalenges. The study
delineates the women's understanding of and the degree to which they accepted the
dominant North American ideology of intensive mothering and the ideology of the good
student. Further, the study sought to ascertain whether the student mothers experienced contradiction between the two ideologies similar to that experienced by the women in
Hay's (1996) study of employed and stay-at-home mothers. The study utilizes the
concept of the public/private dichotomy and the notions of greedy institutions and
competing urgencies in its framework. The design consisted of in-depth semi-structured
interviews with seventeen mothers at various stages in their doctoral programme. The
women range in age from thirty-three to forty-seven and have at least one child, under age of thirteen, living with them full-time.
Findings noted that the women were able to articulate the dominant definitions of
the good mother and the good student but, for the most part, they rejected them. They
preferred to be balanced both as mothers and as students, although almost all of them insisted their children were their first priority. The women experienced a contradiction
between the two ideologies and, using the concept of ideological work developed by
Berger (1981), their experiences were explored. The women engaged in ideological work
to support their alternative definitions of the good mother and the good student. When
they were not as able to sustain their ideological work they tended to revert to the
dominant definitions.
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Personal, public, and professional identities : conflicts and congruences in medical schoolBeagan, Brenda L. 05 1900 (has links)
Most research on medical professional socialization was conducted when
medical students were almost uniformly white, upper- to upper-middle class, young
men. Today 50% of medical students in Canada are women, and significant numbers
are members of racialized minority groups, come from working class backgrounds,
identify as gay or lesbian, and/ or are older. This research examined the impact of such
social diversity on processes of corriing to identify as a medical professional, drawing
on a survey of medical students in one third-year class, interviews with 25 third-year
students, and interviews with 23 medical school faculty members.
Almost all of the traits and processes noted by classic studies of medical
professional socialization were found to still apply in the late 1990s. Students learn to
negotiate complex hierarchies; develop greater self-confidence, but lowered idealism;
learn a new language, but lose some of their communication skills with patients. They
begin playing a role that becomes more real as responses from others confirm their new
identity. Students going through this training process achieve varying degrees of
integration between their medical-student selves and the other parts of themselves.
There is a strong impetus toward homogeneity in medical education. It
emphasizes the production of neutral, undifferentiated physicians - physicians whose
gender, 'race/ sexual orientation, and social class background do not make any
difference. While there is some recognition that patients bring social baggage with them
into doctor-patient encounters, there is very little recognition that doctors do too, and
that this may affect the encounter.
Instances of blatant racism, sexism, and homophobia are not common.
Nonetheless, students describe an overall climate in the medical school in which some
women, students from racialized minority groups, gays and lesbians, and students from
working class backgrounds seem to 'fif less well. The subtlety of these micro-level
experiences of gendering, racialization and so on allows them to co-exist with a
prevalent individual and institutional denial that social differences make any
difference. I critique this denial as (unintentionally) oppressive, rooted in a liberal
individualist notion of equality that demands assimilation or suppression of difference.
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Students' lived experience of spiritual nurturing in nursing education : a phenomenological studyKrampl, Gayle, University of Lethbridge. Faculty of Arts and Science January 2007 (has links)
The purpose of this thesis is to explore the phenomenon of spiritual nurturing as experienced by students in their fourth-year of an undergraduate baccalaureate nursing education program in Canada, using van Manen’s (2002) approach to phenomenology. The goal of this study is to describe the lived experience of spiritual nurturing of fourth-year nursing students in order to reflect on how nursing students learn spiritual care. Data were collected via in-depth interviews with seven fourth-year nursing students and analyzed according to van Manen’s interpretive approach. Three themes of spiritual nurturing emerged: spiritual nurturing as exchanging energy (spirituality as relationship with others), spiritual nurturing as recharging energy (spirituality as relationship with self), and spiritual nurturing as receiving energy (spirituality as relationship with transcending). Spiritual nurturing as it applies to nursing education, nursing practice, administration of nursing programs and nursing research are discussed from the students’ perspectives. / vii, 142 leaves : ill. (col. ill.) ; 29 cm
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Success, failure and drop-out at university : a comparative, longitudinal study with special reference to the University of Durban-Westville.Gounden, Perumal Kistna. January 1983 (has links)
No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1983.
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