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This study is a combination of three research studies that evaluated multiple aspects of the expectations, efficacy, and level of preparation of new Athletic Trainers (AT) in disordered eating and eating disorders prevention, recognition, and intervention. The first study analyzed the expectations and efficacy of new ATs in the management of disordered eating and eating disorders. This was evaluated from the perspective of National Collegiate Athletic Association (NCAA) Athletics Administrators, Athletic Training Education Program (ATEP) Directors, and new ATs. The results indicate high expectations for ATs but low levels of efficacy in these specific areas. The second study investigated the relationship between a variety of teaching methods and the efficacy of new ATs in the management of disordered eating and eating disorders. The findings demonstrated an increase in levels of preparation and efficacy when alternative teaching methods were used. These methods included teaching in a clinical setting, using role-play scenarios, and implementing real-life scenarios. A combination of these methods and lecture also increased the levels of preparation and efficacy. These results were in-line with Vygotsky's sociocultural learning theory and confirmed the benefits of learning in a social context. The third study examined the need to determine what types of support existed in NCAA athletics departments to assist ATs in fulfilling these responsibilities. Article three evaluated the existence of eating disorder policies, specific guidelines for prevention, recognition, and intervention, and the presence of disordered eating management in the AT job description. The NCAA athletics departments with the above three items were better prepared to handle disordered eating and eating disorder situations and offered more continuing education opportunities to ATs. However, these departments demonstrated increased levels of perceived prevalence of disordered eating among their student-athletes. Overall, these three articles provide a greater understanding of the expectations and efficacy of new ATs. The articles demonstrated low levels of efficacy in the management of disordered eating and eating disorders, discontinuing with the appropriate teaching methods, and an overall lack of support for ATs in disordered eating and eating disorder management.

The purpose of this study was to examine if Division I Collegiate Athletic Trainers' (ATs') perceived.quality of their relationship, with a head coach, is associated with total job satisfaction. The study was driven by three questions: 1) Does a correlation exist between ATs' perceptions of the quality of the coach-AT relationship and total job satisfaction? 2) Will either the direct or the meta-perspective held by the AT be significant predictors of overall job satisfaction? and 3) Will ATs' assumed similarity be a significant predictor of overall job satisfaction? In order to examine this issue, ATs assigned to NCAA division I institution's baseball or softball team were given a compendium survey. The survey was composed of the Job Satisfaction Survey (Spector, 1994), a modified Coach-Athlete Relationship Questionnaire (CART-Q) (Jowett & Ntoumanis, 2004), and a modified meta Coach-Athlete Relationship Questionnaire (meta CART-Q). The surveys measured ATs' total job satisfaction.and satisfaction with various job sub factors, and their direct and meta-perspectives of their relationship with their coach, respectively. Correlational and regression analyses were used to determine the influence and predictability of aspects of a quality relationship to total job satisfaction. The findings demonstrate that ATs' perception of the quality of certain aspects of their relationship with a head coach is related to overall job satisfaction. This indicates that greater efforts need to be taken to improve overall coach-AT relationship dynamics. Improving the dynamics is needed to improve conditions that can cause unacceptably low levels of job satisfaction, which lead to burnout and attrition. The quality of the coach-AT relationship and its impact on Job satisfaction needs to be recognized as a contributing factor to AT job satisfaction. Understanding the coach-AT relationship can help direct measures to address decreased job satisfaction levels and stave off attrition in athletic training.

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[pt] A disciplina Psicologia da Educação se apresenta como parte importante da profissionalização docente, apesar de, muitas vezes, ser desconsiderada nos cursos de formação. Diante disso, nesta tese, buscamos investigar a influência dessa disciplina na formação de professores. Verificamos as expectativas e percepções dos licenciandos, licenciados e professores de Psicologia da Educação. Para o desenvolvimento da pesquisa, contamos com a participação de 159 alunos licenciandos e bolsistas do PIBID de uma universidade pública de Minas Gerais. Participaram também quatro alunas egressas da universidade, ex-participantes do PIBID, e sete professoras de Psicologia da Educação da mesma universidade. Procedemos a uma pesquisa do tipo quanti-qualitativa; aplicamos questionários, coordenamos uma roda de conversa e fizemos um estudo dos documentos curriculares da universidade. Com relação aos documentos, os dados demonstraram pouca carga horária destinada à disciplina na maior parte dos cursos e uma localização na estrutura curricular que oblitera uma articulação mais contundente com as outras disciplinas dos cursos, principalmente as que tratam da formação do professor. Das quatro integrantes da roda de conversa, três deixaram demarcada, em suas falas, a importância de tudo que estudaram na disciplina. Elas dizem que os tópicos estudados, que fizeram parte de seus percursos formativos, foram de grande valia na consolidação de suas práticas, assim, também, rememoraram como se reportam na prática a esses conhecimentos, trazendo os conteúdos estudados no auxilio e orientação em cada fase do desenvolvimento de suas crianças. O ensino promovido parecia priorizar algumas teorias e técnicas de ensino, sendo elas justificadas por estarem em consonância com as necessidades dos alunos e com suas expectativas em relação à disciplina. Verificamos uma porcentagem alta de técnicas/métodos tradicionais utilizados, ainda que, para as professoras, os conteúdos fossem abordados de forma satisfatória. Vimos que os alunos das licenciaturas, ao ingressarem nos cursos de formação, tinham expectativas positivas com relação à disciplina de Psicologia da Educação, desejavam cursá-la e acreditavam ser ela essencial para sua formação. Além disso, eles tinham boas lembranças das práticas elaboradas por seus professores em sala de aula, mesmo percebendo as técnicas utilizadas como conservadoras e tradicionais. Os participantes identificaram um diálogo entre a disciplina Psicologia da Educação e outras áreas específicas da formação e foram categóricos quando disseram que a disciplina complementa as demais, mas demonstraram insatisfação com relação aos meios pelos quais o diálogo acontece, argumentando faltar estabelecer um diálogo maior entre teoria e prática, uma vez que somente metade deles disse se sentir preparada para lidar com a realidade do cotidiano escolar. / [en] The study of Educational Psychology is an important part of teacher professionalization, even though it is not considered as part of teacher training. Therefore, we investigate the influence of the discipline on teacher training and the expectations and perceptions of the graduates. The participants of our research were 159 graduates and PIBID scholarship students from a public university in Minas Gerais. We also had the participation of four students – former participants of the PIBID – from the university, as well as seven professors of Educational Psychology from the same university, and we conducted a quantitative-qualitative research. Our methodology included questionnaires, a conversation with some alumni students, and a study of the curricular documents of the university. Regarding the documents, the data revealed limited allocation time for Educational Psychology in most teacher training courses. Also, its role in the curricular structure seemed to obliterate a stronger articulation with other courses, especially those that deal with teacher training. The participating professors affirmed that the role assigned to the discipline was to train teachers, with special attention to the processes of human development and learning, and they showed concern with articulating the contents taught, having as a parameter the age group with which their students would work in the future. The teaching practices seemed to prioritize some theories and teaching techniques, based on the needs of students and their expectations regarding the subject. We verified the presence of a high percentage of traditional techniques/methods used, and, for the teachers, the contents were approached in a satisfactory way. We saw that undergraduate teaching students, upon their training courses, had positive expectations regarding the discipline of Educational Psychology, wished to take it, as well as believed it to be essential for their education. They manifested positive perceptions in relation to the Educational Psychology classes, considering them a positive addition to their coursework, and ways of eliciting good memories of the practices elaborated by their professors in the classroom, even while at the same time perceiving the techniques used as conservative and traditional. Participants identified a dialogue between the discipline of Educational Psychology and other areas, specific to their degree, and were categorical in saying that the discipline complements the others. However, they showed dissatisfaction in relation to the means by which dialogue takes place, attributing it to a lack of dialogue between theory and practice, because only half of them claimed to feel prepared to deal with the reality of everyday school life.

This study attempts to be an exhaustive analysis of the dynamics of developing sustained church planting movements in Asian nations, based on lessons learned in the 2004-2005 NEXT conferences in East Asia. Principles are being discovered and methodologies developed in East Asia on how to build sustained church planting movements around the world. To understand these, consolidate learning, and apply that learning in a variety of crosscultural ministry contexts, a series of conferences were hosted by my wife and myself. Eight week-long ”NEXT conferences” were held, consisting of sixty experienced strategy coordinators plus eleven regional supervisors, to wrestle with these issues. This paper is based on the findings of these conferences; specifically, that there are divine principles and particular methodologies which enable missionaries to cooperate with the Holy Spirit in developing sustained church planting movements that saturate ethno-linguistic people groups and cities of Asia, and ultimately, the rest of the world. / Christian Spirituality, Church History and Missiology) / M.Th. (Missiology)

Approved for public release, distribution is unlimited / Once the military helicopter pilot deploys aboard a naval vessel he leaves behind all training platforms, short of the actual aircraft, that present enough fidelity for him to maintain the highest levels of readiness. To that end, this thesis takes a preliminary step in creating a trainer that places the pilot in an immersive and familiar environment to exercise myriad piloting tasks as faithfully and as rigorously as in actual flight. The focus of this thesis it to assess the viability of an chromakeyed augmented virtual environment (ChrAVE) trainer embedded into a helicopter for use in maintaining certain perishable skills. Specifically this thesis will address the task of helicopter low-level land navigation. The ChrAVE was developed to substantiate the viability of having embedded trainers in helicopters. The ChrAVE is comprised of commercial off the shelf (COTS) equipment on a transportable cart. In determining whether a system such as the ChrAVE is viable as a laboratory for continued training in virtual environment, the opinion of actual pilots that were tasked with realistic workloads was used. Additionally, empirical data was collected and evaluated according to the subject pool's thresholds for acceptable low-level navigation performance. / Captain, United States Marine Corps

This paper attempts to evaluate Training for Trainers (T4T) as an aid for developing healthy and sustained church planting movements (CPMs). The thesis is that Training for Trainers (T4T) can enable and sustain (by the Spirit’s power) healthy church planting movements because a discipleship process is built into the methodology that develops believers in their personal and communal growth and equips them to repeat the process with other individuals they reach. The very format of the T4T process provides a context for developing disciples inwardly and training disciples to minister outwardly. The T4T process continues over the course of months and years to systematically move believers through the essential stages of sustained church planting movements: Bridges in conversations with the lost from non-spiritual topics to the gospel in order to find those God is preparing (knowing whom to talk to and how to start) • Reproducible evangelism methods that are effective in the local context and can be learned by any new believer • Reproducible discipleship that addresses both short-term and long-term spiritual growth in a manner appropriate to the local worldview and able to be passed on by a new believer • Reproducible church models appropriate to the local context and able to be led and passed on by new believers • Leadership development and multiplication patterns that develop leaders rapidly in the context of ministry and enable the number of leaders to keep pace with the number of new churches. T4T moves each new generation of disciples (trainers) and churches through this process because it casts vision for and gives loving accountability for disciples to truly become trainers of others. It does this primarily through a three-thirds training process. T4T is training for trainers who will train trainers who will train trainers. T4T attempts to initiate movements of God in which at least four generations of new disciples and churches emerge. This paper evaluates T4T is based on case studies, survey instruments and biblical principles and then offers recommendations for CPM practitioners. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

O ensino de ciências baseado em investigação nas séries iniciais do ensino fundamental tem sido recomendado por muitos educadores, pelas academias de ciências de todo mundo e também pela Academia Brasileira de Ciências, que desenvolve o programa ABC na Educação Científica Mão na Massa. Este estudo se insere na temática de formação de formadores e foi realizado em um dos polos do programa, a Estação Ciência da Universidade de São Paulo, no projeto Mão na Massa - Iniciação Científica no Ciclo I realizado em parceria entre a Estação Ciência e a Secretaria Municipal de Educação de São Paulo (SME). O projeto teve como objetivo a implantação do ensino de ciências baseado em investigação em escolas municipais do fundamental I e envolveu dez Diretorias Regionais de Educação (DRE), cerca de oitenta escolas da SME e foi desenvolvido de 2006 a 2008. Consistiu na formação: de um formador de cada uma das Diretorias pela equipe da Estação Ciência, de um coordenador pedagógico de cada escola realizada pela Estação Ciência e pela DRE; dos professores do ensino fundamental I, que foi realizada pelos coordenadores pedagógicos na própria escola e dos alunos desses professores nas aulas de ciências. Acompanhamos e analisamos o grupo de formação continuada de formadores das Diretorias Regionais de Educação coordenado pela equipe da Estação Ciência. Realizamos pesquisa qualitativa com observação participativa dos encontros, entrevistas e análise de documentos, relatos e avaliações. A investigação e estudo da literatura mostraram que na formação continuada de formadores, está envolvida uma gama complexa de ações que requer diferentes saberes que são mobilizados durante o desenvolvimento de sequências didáticas formativas e favorecidas por estratégias que possibilitam interações dialógicas, dentre os quais destacamos: planejamento e desenvolvimento de situações de formação; conhecimento disciplinar em ciências; reflexão sobre a prática de formação e constituição de espaço coletivo e colaborativo. / Inquiry based science education for first years of schooling has been recommended by many educators, by Academies of Science of many countries, including Academia Brasileira de Ciências, which sponsors the programme ABC na Educação Científica Mão na Massa. This study of training of teacher trainers was undertaken in this program, in a joint project of the Municipal Authority for Education of the city of São Paulo with the science Center Estação Ciência of Universidade de São Paulo. The Project, Mão na Massa Iniciação Científica no Ciclo I, aimed at establishing inquiry based science education in aproximately eighty municipal elementary schools belonging to ten different Regional Education District, during the years 2006 to 2008. Training was offered by Estação Ciência to one teacher trainer in each Regional District and to a Pedagogical Coordinator of each participating school. These Pedagogical Coordinators also received training from the Regional District teacher trainer and were responsible for the training of teachers in their own school; the teachers then taught science in their classes. We followed the training work of the Estação Ciência team with the ten Regional District trainers, by qualitative research including observation and participation in meetings, interviews and examination of documents, reports and evaluations. Study of pertinent literature and the research showed that professional development for teacher trainers includes a series of complex actions which requires a variety of abilities and knowledge, which are used during training sequences and helped by strategies which favour dialogical interactions. We emphasize four of these: planning and development of training situations; understanding science concepts and practices; reflection about training practices; and establishment of an atmosphere of collective collaboration in the training group.

Made available in DSpace on 2016-04-27T14:31:52Z (GMT). No. of bitstreams: 1 Agostinho Molesse.pdf: 5485524 bytes, checksum: a07fc87aca8df666f44458cd19329e48 (MD5) Previous issue date: 2006-07-24 / This paper looks at Teacher Training in Mozambique between the period of 1983 and 2003. In fact. there are two basic aims in this work : the first aim is to find out and analyze the problems faced in the field of Primary education Teacher Training in general, as well as the problems to look at the problems that exist at Primary School Teacher Training Centre in Unango- Lichinga (Niassa Province), in particular. The second and most important aim is to suggest ways in which these problems can be overcome, thus enriching the National Policy Project for Level I Primary School Teacher Training.Our research focuses basically on the following issues: Identification of the factors that condition the building of competence of teachers trained in the Primary School Teacher Training Centre;Description and analysis of the quality of Level I Primary School Teacher training both in the Colonial and Post-Independence periods of time; Identification of changes observed during the Transition, Colonial and Post-Independence periods. This research is qualitative, and it is based on the Dewey's (1989) Reflexive Teaching Theory. The study has been conducted in Niassa Province, which is located in the Northern Region of Mozambique, and it involved trainers, trainees and the Administration Members of the Teacher Training Centre. In order to carry out the study, questionnaires, interviews, documents reading and classroom observations were used as data collection instruments. The research data interpretation reveals that the factors that influence the competence building concerning the teachers trained in the Primary School Teacher Training Centre result from the following constraints: poor psycho pedagogic and didactic knowledge; disagreement between the Primary education curricula and the primary school teacher training reality; lack of roam for planning and discussion about pedagogical activities; overwork which does not allow trainers to plan and think thoroughly about their pedagogical activities; the complexity of the course subjects and the low trainees' admission rate. Therefore, some suggestions are given after having looked at several related issues throughout this paper, as a way of making a sound contribution to the Teacher Training National policy Project / o presente trabalho faz análise da formação de professores em Moçambique, entre 1983 e 2003, e tem por objectivo fazer o levantamento dos problemas decorrentes da formação de professores primários, em geral, e no Centro de Formação de Professores Primários de Unango, cidade de lichinga, em especial. Propõe-se também as medidas para a melhoria e enriquecimento, do projecto da política nacional da formação de professores primários do 1° grau. A pesquisa busca os factores que condicionam a construção das competências nos professores formados e faz descrição e análise da Formação de Professores Primários do 1° Grau nos períodos colonial e pós-independência; identifica as mudanças iniciadas na época colonial e nos períodos de transição e pós-independência. A pesquisa, de natureza qualitativa, apoiase na teoria de ensino reflexívo de Dewey (1989). O trabalho do campo foi desenvolvido na província do Niassa, integrando formadores, formandos, membros da Direcção do Centro de Formação de Professores, através de um questionário semiaberto e entrevistas semi-estruturadas atraves de fontes documentais e assistência das aulas dos formadores e dos formandos na cidade de lichinga. Os dados da pesquisa, submetidos à analise de conteúdo revelam que os factores que influenciam na construção das competências dos professores formados nos Centros de Formação dos Professores Primários são resultados do fraco domínio psicopedagógico e didáctico, o desfasamento dos curriculas de ensino primário e da formação de professores primários, a falta de material didáctico para a leccionação e aprendizagem, a falta de espaços para a planificação e discussão das actividades pedagógicas, a superocupação dos formadores,o que não Ihes permite melhor reflexão e planificação das suas actividades pedagógicas, a complexidade das disciplinas do curso e o baixo nível de ingresso dos formandos. Com vista à contribuição para o projecto da política de formação de professores, o trabalho apresenta algumas sugestões