Thesis (Ed.D.) -- Teachers College, Columbia University, 1989. / Typescript; issued also on microfilm. Sponsor: Elizabeth Kasl. Dissertation Committee: Jack D. Mezirow. Bibliography: leaves 205-213.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.A. in human development)--Washington State University, December 2006. / Includes bibliographical references (p. 84-89).

A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine. / Research Question: Will trained volunteers significantly affect patient experience compared to educational fliers or no intervention? Background: Patient experience continues to be an important issue with our nation’s healthcare system especially with the adoption of Value Based Purchasing for hospital reimbursement. With the use of Honor Health Scottsdale’s large number of volunteers, we hoped to design and develop a program that will improve experience for patients presenting to a community based Emergency Department. Objective: To evaluate the impact of Emergency Department Volunteers on the patient experience.

Hau Shu Kau. / Thesis (MSW) - Chinese University of Hong Kong. / Bibliography: l. 142-145. / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.v / LIST OF TABLES --- p.viii / Chapter Chapter I --- STATEMENT OF PROBLEM --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- The Development of Youth Volun- teerism in Hong Kong --- p.2 / Chapter 1.3 --- The Social Service Groups Project of the Hong Kong Federation of Youth Groups --- p.3 / Chapter 1.4 --- The Objectives of the Present Study --- p.5 / Chapter Chapter II --- REVIEW OF LITERATURE --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Studies in the Effectiveness of Leadership Training --- p.8 / Chapter Chapter III --- THEORETICAL FRAMEWORK --- p.11 / Chapter 3.1 --- Problems in the Study of Leader-ship --- p.11 / Chapter 3.2 --- Approaches to the Study of Leader-ship --- p.11 / Chapter 3.3 --- The Approach Adopted in the Study of Leadership in the Present Study --- p.16 / Chapter 3.4 --- Nominal and Operational Definitions of Leadership --- p.18 / Chapter Chapter IV --- HYPOTHESES --- p.21 / Chapter 4.1 --- Research Problem --- p.21 / Chapter 4.2 --- Independent and Dependent Vari-ables --- p.21 / Chapter 4.3 --- Hypotheses --- p.21 / Chapter Chapter V --- THE VOLUNTEER TRAINING COURSE --- p.23 / Chapter 5.1 --- Introduction --- p.23 / Chapter 5.2 --- Recruitment --- p.23 / Chapter 5.3 --- Length of the Course --- p.24 / Chapter 5.4 --- Course Content --- p.24 / Chapter 5.5 --- Realization of Course Objectives --- p.27 / Chapter 5.6 --- Attendance --- p.30 / Chapter Chapter VI --- METHODOLOGY --- p.32 / Chapter 6.1 --- Research Design --- p.32 / Chapter 6.2 --- Population --- p.33 / Chapter 6.3 --- Controlling Confounding Variables --- p.33 / Chapter 6.4 --- Matching and Sampling Process --- p.35 / Chapter 6.5 --- Instrument --- p.45 / Chapter 6.6 --- Measurement --- p.51 / Chapter 6.7 --- Data Collection Process --- p.52 / Chapter 6.8 --- Statistical Analysis --- p.53 / Chapter 6.9 --- Computer Programming --- p.55 / Chapter Chapter VII --- PRESENTATION OF FINDINGS --- p.56 / Chapter 7.1 --- Introduction --- p.56 / Chapter 7.2 --- Part A - Findings on Self-Rated Scores --- p.56 / Chapter 7.3 --- Part B - Findings on Adviser-Rated Scores --- p.84 / Chapter Chapter VIII --- DISCUSSION OF FINDINGS --- p.101 / Chapter 8.1 --- Introduction --- p.101 / Chapter 8.2 --- Testing of Hypotheses --- p.101 / Chapter 8.3 --- Summary --- p.116 / Chapter Chapter IX --- CONCLUSION --- p.117 / Chapter 9.1 --- Introduction --- p.117 / Chapter 9.2 --- Limitations of the Study --- p.117 / Chapter 9.3 --- Future Research --- p.119 / Chapter 9.4 --- Summary --- p.121 / Chapter APPENDIX A --- Self-Rated Questionaire --- p.126 / Chapter APPENDIX B --- Adviser-Rated Questionaire --- p.130 / Chapter APPENDIX C --- Self-Rated Questionaire (Chinese Version) --- p.133 / Chapter APPENDIX D --- Adviser-Rated Questionaire (Chinese Version) --- p.138 / BIBLIOGRAPHY --- p.142

published_or_final_version / Social Work / Master / Master of Social Work

No description available.

This thesis explores how I have taken steps to improve my practice of leadership as a Chief Executive within a Third Sector Drug and Alcohol Support Service and to build professional identities for volunteers in the service. I studied how volunteers’ identities changed from that of ‘Volunteer’ to ‘Advisor’ and what I learned about myself as a leader. I noted the value of studying my own reflections as a leader and how change became embedded throughout the organisation as a consequence. As a result of this process, I developed a mnemonic that I consider to encapsulate key aspects of leadership. This is entitled ‘CAVEAT’ and identifies competency, visibility, empowerment and a therapeutic orientation as important qualities of a leader in positions like my own. The study is informed by in-depth focus group discussions, semi-structured interviews, personal reflections, questionnaires and surveys. It provides recommendations for Chief Executives of Third Sector organisations involved in leadership and the professional identity-building of a volunteer workforce in an era of outcome-based commissioning.

Thesis advisor: Robert J. Starratt / Parent involvement is critical to student success. Many schools across the nation are making a concerted effort to establish relationships between teachers and parents. There are a myriad of barriers that prevent those relationships from occurring. The challenge is even greater in urban schools. This qualitative case study examines the impact of volunteer teacher perceptions and attitudes on establishing relationships with urban parents at an all girls' middle school in the inner city. The study specifically investigated the beliefs of volunteer teachers before and after their participation in the study. The study will also examine whether teachers considered parents as an in integral part in supporting their children's learning as a result of their participation in the study. Five volunteer teachers, a master teacher and the parent coordinator participated in the study over the course of a year and a half. The data from this study showed that despite cultural and socio-economic differences, volunteer teacher can work with urban parents. The findings indicate volunteer teachers do value parental involvement. Teachers believe with continued professional development, they can establish authentic relationships with parents. Teachers in the study reported that parents want the best for their children. Teachers indicated that their relationships with parents are critical to student success. The findings of this study will provide implications for educational practice, policy, future research and researchers' leadership. Limitations to the study include a small sample size, the duration of the study and the role of researcher as Head of School. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

The purpose of this study was to assess the management of volunteers through self-perceptions of Texas 4-H volunteers. This research was an on-line questionnaire designed to assess volunteers’ attitudes toward recruitment, orientation, training, resources, utilization, motivations for continuation of service, and recognition. The population was volunteers enrolled in the Texas 4-H Program during the 2007-2008 program year. The census included 711 Texas 4-H volunteer respondents. This study used a questionnaire designed by the researcher and a team of faculty and staff at a major land grant university and a demographics questionnaire. SPSS® 16.0 for Windows® was used to analyze the data. The study revealed that most Texas 4-H volunteers are oriented and trained in their roles and responsibilities as a volunteer, have additional opportunities for training in their role as club managers or project leaders, have the resources necessary to fulfill their role, and are recognized for their contributions to the Texas 4-H Program. However, as with any program, there is room for improvement. Respondents indicated a need for curriculum development in volunteer and club management. Additionally, 83% of volunteers began volunteering because they had children or family enrolled in the 4-H program; however, volunteers are motivated to continue to serve as volunteers because they want to help youth and support youth development, the 4-H program, agriculture, and family and community development. Respondents indicated they chose to discontinue serving as a 4-H volunteer due to lack of county Extension staff support, lack of time, children aging out of the program, and burnout. The following recommendations for action were based on the findings and conclusions of this study. Volunteer orientation and training programs should become an integral part of all county 4-H volunteer management programs. Curriculum should be developed in the areas of volunteer and club management. In addition, all volunteers should be recognized for their contributions to the program. Orientation, training, and recognition of 4-H volunteers will provide opportunities for volunteers to build an affiliation for the Texas 4-H program, and in turn, motivate volunteers to continue to serve the 4-H youth development program.