The present study used the method of meta-analysis to synthesize the empirical research on the effects of intervention techniques for fostering creativity. Overall, the average effect sizes of all types of creativity training were sizable, and their effectiveness could be generalized across age levels and beyond school settings. Generally, among these training programs, CPS (Creative Problem Solving) spent the least training time and gained the highest training effects on creativity scores. In addition, ??Other Attitudes programs,?? which presumed to motivate or facilitate the creativity motivation, also presented sizable effect size as other types of creativity training programs. As for the issue of creativity ability vs. skills, this analysis did not support the notion that figural components of the TTCT (Torrance Tests of Creative Thinking) might be measuring the relatively stable aspects of creativity proposed by Rose and Lin (1984). Because the figural form of the TTCT did not obtain the lowest effect size, the results indicated that the view of multi-manifestation of creativity is a more plausible explanation. And since neither the Stroop Color and Word Test or the Raven Progressive Matrices was found in the studies, this issue was difficult to investigate further. From the path-model analysis, it can be implied that a research design with a control group and student sample would more likely lead to publication, which would influence the effect size index. Unfortunately, from the information provided in the articles included in this study, there were not any quantitative data about motivation or related measurement of the participants, which is a major problem and impedes this study for creating a better path-model. This study has many implications which merit investigation. One approach follows the concepts of aptitude-treatment interactions, which is focused on each individual??s unique strengths and talent, and the goals of a creativity training program should help them to recognize, to develop their own creative potential, and finally to learn to express it in their own way. Another involves developing the assessment techniques and criteria for individuals as well as collecting related information regarding attitudes and motivation during the training process.

Training plays a major role in improving work within organisations by ensuring that the appropriate level of knowledge and skills are shared among personnel. It moulds the thinking process and leads to quality performance. However, training which includes a practical aspect usually targets a specific type of trainee and can limit the learning of an individual coming from a different background than that taken into consideration when the training programme was originally developed. This research focuses on training, and attempts to develop a program using a virtual reality (VR) system as a platform to create a simulated working environment which has the flexibility to train staff members of an organisation, who may come from a variety of different professional backgrounds, in the concept of the lean enablers. The main concern of this research is the adaptation of lean training for a virtual environment. Existing training methods have been analysed, along with the various ways in which they can be implemented, and these have been used in this research as a starting point from which to construct the virtual work environment. Through the research, a method has been developed to set up and run a training session using a virtual reality (VR) system by generating a structure to design the modelling elements that compose the virtual workplace, as well as establishing a method so that a trainee can navigate the simulated environment and perform tasks. A program to collect the performance measures and visualise the results has also been developed, with the aim of enabling the evaluation of a simulation run by assessors/trainers. This research covers new ground in providing a simulated working environment, which can suit any trainee’s professional background, to facilitate learning about the lean enablers. It offers the capacity of establishing a simulated work environment which can represent the trainee’s workplace and provide the necessary practical experience in order to grasp the concept taught through the training program. Additionally it offers the capacity for assessors/trainers to observe the performance measures and the trainee’s behaviour, simultaneously, while undertaking a simulation run. These combinations of information can be complementary and enable assessors/trainers in providing the best feedback while improving the learning curve of a trainee. Although training programmes in organisations have provided a number of improvements in completing work with high efficiency and minimum waste, the outcomes collected in this research demonstrate that their benefits can be pushed further in terms of providing a training method which can be accessible to a large variety of sectors.

The current study investigated whether combining a ten-week imagery training and video modeling intervention would improve the consistency and form of tennis serves, and to determine if differences in intervention effectiveness were based on skill level of the players. Sixty-one high school tennis players (Mage = 15.44, SD = .98) were separated into four groups; a control group and an experimental group which received the mental training program. Univariate analyses of covariance controlling for possible pre-test differences, gender, and years of tennis experience and a chi-squared analysis for responders to treatment showed no significant differences for the experimental group. Thus, the ten-week imagery training and video modeling intervention used in this study appeared to not influence tennis service form and consistency. There is a need for longitudinal studies of mental training techniques to determine whether these practices are effective for athletes of different sports and competitive levels.

The purpose of this thesis is to develop a decision support system framework that could be used for improving a surface transportation security training program. The program provides domain awareness, reporting, and information sharing capabilities in order to help protect the nation’s critical infrastructure and key resources. The thesis specifically focuses on a program that deals with the nation’s roadway sector. Literature reviews were conducted on training performance, service quality, and decision support systems to gain a basic understanding of some of the elements that will be incorporated in the decision support system framework. A discussion of freight flow analysis of the nation’s commercial trucking industry is then given. The analysis could be used for estimating the coverage of the trainees from the training program. The basic elements and requirements of the framework for such a decision support system are described including database, model management, and user interface subsystems, data inputs, possible actions, performance measures, and recommended actions along with the calculation of a security confidence level.

The aim of this study is to investigate the effectiveness of the accelerated development training program by using a pre and post-tests in order determine whether learning transfer actually took place-that is, whether competencies developed. The research focused on the following competencies: action orientation; planning and organising; analysis and problem solving; relationship building; and impact and influence. From the statistical analysis conducted, significant differences were obtained for three competencies: action orientation, problem solving and impact and influence. The results could not be attributed directly to the training programme though as the separation of variables proved problematic. The results are discussed as well as the design of the evaluation being critically reviewed. Recommendations are made to improve the design of the evaluation and direction is given for possible future research. Copyright 2009, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Sehannie, S 2009, An explorative study into the effectiveness of an accelerated development programme within a South African , MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02162012-104824 / > C12/4/204/gm / Dissertation (MCom)--University of Pretoria, 2009. / Human Resource Management / unrestricted

INTRODUCTION: Retrospective video analysis (RVA) has been a popular method of analysis in many research fields, evidenced by autism behavioral research, child play behavior, and caregiver-resident interactions (Baranek, 1999; Gilchrist et al., 2018; Gilmore-Bykovskyi, 2015). Given the widespread use of RVA, the number of studies using it to augment their study designs provide sparse details about the training methods for this level of analysis, making it difficult to maintain a standard level of rigor across different institutions (Haidet, Tate, Divirgilio-Thomas, Kolanowski, & Happ, 2009). METHODS: A structured training program was developed for naïve coders (n=5). The structured training program was composed of five stages with careful introduction of behaviors and regular checkpoints. Statistical Analysis: The output generated by the naïve trainees was analyzed with paired t-tests, Fisher’s Exact Test, ANOVA, percent agreement, and Cohen’s kappa. RESULTS: No difference was found between the different trainees, demonstrating the trainees were trained to a similar level of expertise. The overall recognition of behaviors increased by 2.1% from the first to last training video analysis. Discrete behaviors had a higher level of agreement. CONCLUSIONS: The structured training program demonstrated a small increase in the recognition of behaviors, with a higher recognition in the derived MDS-UPDRS behaviors.

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Each year, thousands of educators make the difficult transition from classroom to administrative office. A large body of research supports the view that many of them are inadequately prepared to meet the demands of their new role. Researchers have found that university training programs need to be supplemented and reinforced with field-administered programs that emphasize practical knowledge and skills. Their research shows that leadership training programs can significantly facilitate a first-year administrator's successful transition and raise the performance of experienced principals. This descriptive case study, describes how the Sarasota County, Florida, School District conceived, planned, and designed a four-tier administrator-training program using the Leadership Academy Model. The tiers were designed to serve, respectively, aspiring administrators, assistant principals, new principals, and experienced principals. During the period studied, only the first two tiers were implemented. The case study narrative covers the design concepts and details of all four tiers and the implementation experiences of the first two tiers. Program participants completed a written survey at the close of their academy year. The program directors used the surveys to help gauge how the program was received and to identify areas for improvement. The survey results indicated that the program was being well received. The case narrative includes a summary of these results. I served as the director of the Sarasota program over the timeframe covered by the study, but prior to undertaking the study, I had moved to another staff position within the district. In this work, I trace in some detail how leadership training in public education has been research driven, and how it evolved from early Effective Schools Research. I also briefly review a number of notable implementations of such programs across the United States, both at the state and local district level. I am hopeful that this documentation will prove helpful to other school districts that are considering the implementation of leadership training programs. Toward this end I have included a final chapter documenting the insights I have gained over the course of my career in educational leadership and from my research and experiences while conducting this study. The chapter includes specific recommendations for future program designers and implementers, and suggests several areas for possible future research. / Ed. D.

Child abuse and neglect (i.e., maltreatment) affect a considerable number of children and can negatively impact how children learn and behave in the classroom. Knowledge gaps, false beliefs, and limited skills with regard to child maltreatment are commonly found among teachers, despite their vital role in the lives of maltreated children. In Canada, little has been done to develop training or other supports for teachers around detecting and responding to child maltreatment. This two-study dissertation brings awareness to the training needs of Canadian-based teachers regarding child maltreatment, as well as to the feasibility of developing, implementing, and evaluating child maltreatment teacher training. Study 1 involved a multi-informant assessment of (1) teachers’ child maltreatment training needs and (2) factors that may influence teachers’ training participation and use of maltreatment-related knowledge and skills. Using surveys and focus groups, qualitative information was gathered from three informant groups in a major urban region in Ontario (i.e., 19 school social workers, 9 child welfare practitioners, and 21 foster caregivers). Study 1 findings highlighted gaps in maltreatment-related knowledge and skills among local elementary school teachers in various areas related to child maltreatment detection and intervention (e.g., trauma-sensitive classroom practices, reporting). Beyond identifying training content needs, Study 1 results also identified multi-level factors that might influence teachers’ participation in child maltreatment training, as well as their use of maltreatment-related knowledge and skills. Most commonly, factors included teacher workload issues, teacher beliefs (e.g., negative attitudes toward child welfare), school internal supports (e.g., unavailability of social workers), and school resource structures (e.g., unmet demand for assessments). Building on these results, Study 2 designed, piloted, and evaluated a child maltreatment training curriculum for teachers. The training evaluation followed Kirkpatrick’s (1994) model for evaluating training programs, wherein the first three of four levels were addressed: (1) reaction (participants’ perceptions about the training); (2) learning (change in knowledge and/or attitudes); and (3) behaviour (change in actual work practices). A quasi-experimental design was used to gather data from a sample of 45 local teachers (19 intervention and 26 wait-list comparison group participants) with total experience in education ranging from 2 to 39 years. To explore participants’ feedback on the training, quantitative and qualitative information was gathered using surveys administered during the training (n = 19). To explore preliminary training outcomes, quantitative and qualitative information was gathered using pre- and post-training questionnaires (n = 45), as well as post-training interviews (n = 13). Training feedback findings supported the usefulness and relevance of training content for local elementary school teachers. Study 2 results also suggest that relatively brief child maltreatment training has the potential to improve teachers’ attitudes, knowledge, and likelihood of responding effectively to maltreatment-related issues at school. Although replication with additional samples and more rigorous methodology are needed, these findings represent an important first step in establishing improved training for Canadian school professionals regarding child maltreatment. Collectively, dissertation results also have several research and clinical implications. Foremost, this dissertation offers recommendations for future maltreatment training development, implementation, and evaluation efforts that include teachers and other school-based professionals. Dissertation results also highlight a need for complementary efforts to explore and address the intersection of factors and systems that may influence teachers’ participation in maltreatment training and research, as well as their responses to child maltreatment at school.

This study investigated the linguistic, affective, and intercultural outcomes of a four-week study abroad program for Korean teachers of English offered through a U.S. southwestern university. In an effort to understand better what the 42 participants experienced during their study abroad, mixed methods including quantitative and qualitative data analysis, were used. To measure the participants‟ linguistic development, pretest and posttest measures of Listening, Reading, Structure, Speaking, and Writing were administered by the study abroad program. Also, participants responded to Self- Assessment questionnaires developed by the National Language Service Corps that asked them to assess the degree to which their reading, speaking, and listening had improved. The participants‟ daily journal entries were collected throughout the program, and some of the participants were interviewed at the beginning, at the middle, and at the end of the program on a volunteer basis. For the quantitative data analysis, the pretest and posttest scores of each measure were statistically compared by using MANOVA with follow-up ANOVA tests. Except for the reading scores, the other four measures showed significant improvement from pretest to posttest. For the Self-Assessment questionnaire, most participants checked only a few items as having improved. Interestingly, a few perceived that they had become less able to do some of the listening and speaking items over the program. These findings can be explained as resulting from overestimation before this program or as a result of increase in self-monitoring processes during the program. Through the constant comparison method (Strauss & Corbin, 1998), four themes emerged from analysis of the qualitative data. First, many participants were motivated to improve their English proficiency and increase authentic contacts with local people, with various sources shaping their motivation. Second, they increased their awareness of cultural and linguistic differences between the United States and Korea. Third, some participants showed a feeling of resistance to the dominant culture represented by native English-speaking instructors of the program. Fourth, at the end of the program, many showed improved intercultural competence. Results provide some theoretical, methodological, pedagogical, and policy implications for study abroad researchers, participants, and program instructors. / text