<p>The purpose of this study was to examine the relationship between the supervisory alliance and countertransference disclosure of social work trainees in direct practice. Eighty-six social work trainees in direct practice, receiving supervision in field placement, (<i>N</i> = 86; 89.5% female, 8.1% male; 73.3% White, 11.6% Hispanic\Latino; 5.8% Asian/Pacific Islander, 4.7% bi-racial; 3.5% African American/Black) completed Internet-administered self-report questionnaires assessing comfort with and likelihood of countertransference disclosure in supervision, supervisory alliance bond, and demographic items. Analyses revealed statistically significant positive correlations between the supervisory alliance and comfort with and likelihood of countertransference disclosure among trainees. These results build on past findings regarding the importance of the supervisory alliance in relation to trainee disclosure among various mental health practitioners. The results of this study have significance for clinical supervision practices in developing supervisee competencies and promoting client welfare. </p><p> <i>Keywords</i>: Supervisory Alliance, Countertransference Disclosure, Social Work, Use of Self </p>

<p> There is an absence of research examining the relationship between the experiences that occurred while holding formal student leadership positions and leadership identity development. This study will investigate if leadership can be learned through the lenses of the leadership experience of men who hold the formal student leadership position of chapter president within their local chapters of their national social fraternal organization. The design of the study is quantitative in nature and will utilize an electronic survey to examine the impact of a college student&rsquo;s leadership identity development from holding a position of leadership within a student organization. </p>

<p> Community colleges have seen large increases in students enrolling in online courses nationally. This trend does not appear to be slowing down, in-fact, the number of students enrolling in online courses is increasing. A number of these first-generation students come from disadvantaged backgrounds. This study attempted to isolate variables that can best predict a community college student's chance of successful completion in the online environment. </p><p> Ten variables were studied at one community college in Missouri (MOCC) during academic years 2010-2012. The variables were; College division, age, gender, academic semester, academic level, prior remediation, prior online course, grade point average, financial assistance, credit hours enrolled. The study used archived data with 9,540 individual cases. A chi-square analysis was used on the dichotomous and categorical variables and continuous variables were analyzed using an independent <i>t</i>-test. Once significance had been established the variables were analyzed again using a forced entry logistic regression to determine the statistical probability of the variables. All variables except prior remediation showed significance using the three analysis methods. The predictive abilities of logistic regression showed that students with a GPA of 3.0 or higher, enrolled in a Career and Technology field of study, male, receiving financial aid, enrolled in 10.5 credit hours in the summer and an age of 30 were the most likely to successfully complete online courses at MOCC.</p>

<p> This study seeks to understand higher education leadership overall by exploring how mid-level leadership is enacted by career services directors. Given that higher education institutions are facing a wide range of challenges that require an equally wide range of skills to address them, colleges and universities may need to become more inclusive regarding who contributes to institutional leadership. Mid-level leadership is defined in this study as a process of social interaction that originates with a middle manager and that cuts across functional areas and/or hierarchical levels to impact institutional goals. Three research questions frame the study: 1) How do career services directors develop the capacity for social influence within their institutions, 2) How do career services directors use their social influence to cut across functional areas and hierarchical levels, and 3) What institutional goals are advanced when career services directors enact mid-level leadership? A collective case study methodology was employed. Twelve career services directors whose profiles matched the study&rsquo;s selection criteria for individual characteristics (e.g. years working in a director-level position in career services, years working at the director level at their current institution, minimum of master&rsquo;s degree, evidence of engagement in leadership activities on- and off-campus), unit characteristics (e.g. unit size, staff configuration, and scope of services offered), and institutional characteristics (e.g. geographic location, institutional size, four-year public or non-profit status) took part in interviews for the study. Study findings indicated that career services directors developed the capacity for social influence by creating internal networks, involving staff in increasing the visibility of the unit, and establishing themselves and/or their unit as a critical institutional resource. They utilized their social influence by deliberately leveraging their networks, providing access to information and resources, and framing issues for institutional stakeholders. The study found that when career services directors enacted mid-level leadership, the institutional goals they impacted included the development and/or implementation of the institution&rsquo;s strategic plan, curriculum development and student learning, and the advancement of diversity initiatives. </p><p>

<p> The purpose of this study was to investigate the relationships between attachment style, shyness, shame, and college persistence and grade point average. While considerable research was conducted to examine these variables in children, less is known about how these variables interact in a college setting. This study used a quantitative, non-experimental correlational design to analyze these variables in relation to college freshman students at a for-profit university, with locations throughout the United States. Over 2,000 freshman students between 18 and 40 received e-mails via the university&rsquo;s communication department asking them to participate in this study by responding to three surveys. Participants completed The Experiences in Close Relationships to measure attachment style, the Cheek and Buss Shyness scale to measure shyness, and the Compass of Shame scale to measure shame. Persistence was measured by examining whether students were registered and attending classes the semester following the survey distribution. Students also completed a demographic survey. In all, 143 participants completed surveys, with a final sample of 99 once the data were analyzed for transfer credit and outliers. Results were examined using logistic regression analysis to determine relationships between attachment style, shyness, shame, and persistence. A multiple linear regression analysis was used to analyze relationships between the predictor variables and cumulative grade point average. Results of this study indicated that there were no significant relationships between the predictor variables and persistence and grade point average. A discussion of results explores possible explanations including recommendations for future research in regards to attachment style, shyness, shame and their impact on college student success.</p>

<p> This quantitative survey questionnaires study compared the teacher-student interactions (TSI) and academic achievement of African-American and African immigrant undergraduate males. The academic achievement gap between different population groups provided the impetus for the study. While African Americans have been described as under-achievers in the literature, their African immigrant counterparts have at times been dubbed a model minority. However, studies on differences in TSI between the two groups are scant. Students&rsquo; perceptions of TSI were assessed using two existing instruments, the <i>Experience with Faculty Scale and Student-Professor Interaction Scale.</i> Grade Point Average (GPA) was used as proxy for academic achievement. Traditional (ages 18-24) undergraduate Black male students at an Upper-Midwestern university constituted the population for the study. With a sample size of sixty (n1=30, n2=30), hypothesis testing was done using Chi-Square, the Fisher Exact test with Freeman-Halton extension, and Ordered Logistic Regression. Although the study did not show statistically significant differences in TSI as well as academic achievement between the two groups, it revealed that there was a statistically significant difference between the two groups in how often students discussed their career plans and academic ambitions with faculty. Moreover, contrary to prior literature; African immigrants in this study did not significantly outperform African Americans on self-reported GPA&mdash;casting doubt on the depiction of African immigrants as a monolithic group and a hyper successful model minority. Two incidental and yet important findings also emerged from the study. First, among students reporting having positive TSI, African immigrants were twice as likely as African Americans to describe it as very strong. Second, only one-fourth of the participants hailed from non-college-educated households. The meaning of the findings and implications for higher education are discussed. </p>

<p> America needs a healthy workforce to sustain the country. The scourge of obesity continues to plague Americans despite government initiatives such as the Affordable Care Act and wellness programs in the workplace to combat this epidemic. However, despite initiatives to make America healthy, barriers continued to impede the nation&rsquo;s health. Lack of awareness and sensitivity to what motivates individual participants versus group participants built formidable barriers to accessing all workplace employees equitably. The purpose of this study was twofold. First, the intent of this study was to explore the relationship between self-efficacy and the impact on participation and engagement when faced with perceived barriers in an eight-week walking challenge. Second, the study sought to explore the relationship between efficacy and the impact on participation and engagement in an eight-week walking challenge between those who participated as a member of a team (collective efficacy) and those who participated individually (self-efficacy). A sequential explanatory mixed-methods research design was used to address the research questions, which entailed a quantitative survey followed by qualitative interviews. The population included 495 benefits-eligible employees representing Brandman University&rsquo;s full-time faculty and staff from over 25 campuses throughout California, Washington, and Oregon.</p>

M. Ed. / There is no official management plan whereby former technical colleges in South Africa could be managed and operated strategically and efficiently. No distinction will be made between state and state aided colleges in future. The Act on Further Education and Training (Act 98 of 1998) only acknowledges two colleges of this nature for further education and training (FET), they are public and private institutions. Technical colleges will merge and continue to exist as public colleges for FET. A public college for FET will accordingly be forced to deliver proof of its physical, financial and human resources, to be declared a public college for FET. In this study, management areas were researched whereby a management plan could strategically and efficiently be developed and implemented at a college for FET. The purpose of such a management plan is to place a clear perspective on the management areas, ie. all the interested structures of a college whereby aspects of the organisational activities at a college, as well as the delivery of efficient educational and training services, can be attained. A thorough and comprehensive literary study of relevant and related literature was attempted to provide a solid theoretical foundation for the study. The result of this literary study gives a clear perspective on management areas of a management plan. Therefore such a management plan cannot only be developed but also implemented at a college for FET. A further empirical research, in the form of a questionnaire, in support of the literary study, was executed in order to determine to which extent, a college management will address managerial aspects as well as the development and applications thereof. Hypothesis was specifically directed at the context and aim of the research in order to establish not only the statistical significance of analysing the differences but also the interpretations thereof. It has been established that a management plan can be planned, developed and implemented according to a model at a public college for FET. This model poses as interaction between the management areas, levels and structures of the strategic, tactical and operational plans. The management plan is a professional and meaningful plan that sheds light on the mission, goals, objectives, priorities, policy and resources of the college, to ensure the involvement of staff members. The main objective is the understanding and aspirations of all concerned, to implement the mission and values of the college.

Background The central mission of every medical school is education, however most teachers have not received formal teacher training. Hence there is an expectation that faculty development (FD) with planned programmes to prepare faculty members for their role in teaching will be integral to medical school life. The widespread investment in FD is predicated on the belief that it enhances the effectiveness of teaching but the evidence is limited. Aim To carry out an in-depth exploration of FD in UK medical schools and evaluate the effectiveness of FD on teaching. The realist framework with its principle of explanatory causation was chosen to find out what works for whom in FD in what context, and why. This was an innovative use of the model in educational research. Methods A detailed literature review was carried out and combined with the researchers experience and insight of FD to develop eight realist hypotheses in the form of contexts, mechanisms and outcomes (CMO). Data that would support, modify or challenge the hypotheses were then collected in three phases. Phase I was a review and scoring of data on medical school FD webpages using a webpage scoring index. Phase II was observation and informal interviews of two cohorts of educators attending a FD course followed by detailed interviews of 12 educators (six from each cohort) six months later. Phase III was interview of FD coordinators and educators at eight medical schools. Quantitative and qualitative data were collected. Data analysis Quantitative data were analysed by descriptive methods, slope diagrams, bi-axial constructs and statistical analysis with Fisher’s exact test. Qualitative data were analysed by categorising and connecting strategies followed by summarising the relevant data under each hypothesis to check if the hypothesis was supported, modified or refuted. Findings The literature review revealed a paucity of publications on FD in the UK, however the 30 medical schools webpages reviewed showed data on FD activities. Data from all three phases were used to identify and explain the contexts (participatory approach/reflective practice, needs identification, supportive setting and standardization of medical teaching) that facilitated FD mechanisms (engagement, motivation, positive perception and professionalization).These led to the outcomes of improved confidence, competence, credibility and career progression. Conclusion Four realist theories of FD were identified (engagement, motivation, positive perception and professionalization) confirming the effectiveness of FD both in the short and long term and important recommendations for all FD stakeholders (educators, FD developers, universities and policy makers). In addition, I also made recommendations for future medical education researchers who choose the realist evaluation model.

Recognising the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology Enhanced Learning (TEL) has the potential to support and transform student learning and provides the flexibility of when, where and how to learn. At the same time, it promises to be an effective educational method (Wei and Yan 2009). One of the hottest topics in this field is adaptive learning (Mylonas, Tzouveli and Kollias 2004). Today, with the ability of advanced technologies to capture, store and use student data, it is possible to deliver adaptive learning based on student preferences. TEL can also put students at the centre of the learning process, which allows them to take more responsibility for their own learning. However, this requires students to be metacognitive so they can manage and monitor their learning progress. This thesis investigates the impact of student metacognitive skills on their learning outcomes in terms of recalling and retaining information within a formally designed and TEL environment. The learning outcomes of students who study a subject consistent with their learning styles and another group of students who study the same subject in contrast to their learning styles are then compared to determine which group performs better. Based on this approach, a TEL environment is designed for undergraduate students to use for the purpose of collecting the required experimental data. The results of this study suggest that effective use of metacognitive skills by students has a direct bearing on their learning performance and ability to recall information. The outcomes reveal that successful students use effective metacognitive skills to complete their studies and achieve their learning goals in a TEL environment. Therefore, it clear that metacognition can play a critical role in successful learning, and, furthermore, this approach can assist educationalists in understanding the importance of metacognition in learning and in considering how technology can be used to better to allow students to apply metacognitive skills. The designed TEL environment for this study can be utilised as a precursor to implement TEL environments that can be adapted to individual learning styles, and to support the development of metacognitive skills.