Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-08Bitstream added on 2014-06-13T19:53:51Z : No. of bitstreams: 1 toninato_td_me_prud.pdf: 652392 bytes, checksum: ff6098d1dc9f24782d0cd4469345b807 (MD5) / Esta pesquisa vincula-se à Linha de Pesquisa Práticas Educativas e Formação de Professores do Curso de Mestrado do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia – Campus de Presidente Prudente/SP. O problema da pesquisa se originou em função de nossa prática docente, das observações e dos diálogos com companheiros de trabalho, que revelavam a possível não identificação com as atividades profissionais. O objeto de estudo é a identidade profissional de docentes da Educação Infantil, especificamente dos professores que atuam com crianças pequenas de zero a três anos de idade, em instituições de cuidado e educação. Tal pesquisa teve como finalidade identificar o perfil profissional e identitário dos professores de Educação Infantil que atuam com crianças de zero a três anos, no município de São Paulo, em um Centro de Educação Infantil. Assim, estabelecemos como objetivos específicos investigar, analisar e discutir as concepções que os professores têm sobre a criança pequena, o trabalho docente e a instituição de educação infantil, bem como apreender elementos constitutivos da formação identitária docente. Para tanto, a metodologia empregada configurou-se na abordagem qualitativa de pesquisa, do tipo etnográfico-estudo de um caso. Os procedimentos metodológicos adotados foram pesquisa bibliográfica, pesquisa documental, aplicação de questionários semiestruturado e aberto, tabulação, categorização e análise dos dados obtidos por intermédio da Análise de Conteúdo. O referencial teórico utilizado abrange autores que estudam e discutem temas relacionados à educação, educação infantil, identidade e identidade profissional... / This research links to the Line of Educational Research and Practice Teacher Training of the Program of Postgraduate in Education, Masters Course, of the Faculty of Science and Technology – campus of Presidente Prudente / SP. The problem was originated in the search function of our teaching practice, the observations and dialogues with fellow workers, which revealed the possible failure to identify with the professional activities. The object of study is the professional identity of teachers of early childhood education, specifically for teachers who work with small children from zero to three years, in institutions for care and education. This research was intended to identify the professional identity of teachers and of education who work with small children from zero to three years in the municipality of São Paulo, in a Children's Education Center. Thus, we investigate how specific objectives analyze and discuss the concepts that teachers have on the child, the teaching and the establishment of early childhood education and seize evidence of the teacher identity formation. Thus, the methodology used is set in a qualitative approach to research, the type-ethnographic study of a case. The methodological procedures were adopted literature, documentary research, application of questionnaires and semi-open, tabulation, analysis and categorization of data obtained through the Content Analysis... (Complete abstract click electronic access below)

Orientador: Célia Maria Guimarães / Banca: Lenira Haddad / Banca: Gilza Maria Zauhy Garms / Resumo: Esta pesquisa vincula-se à Linha de Pesquisa Práticas Educativas e Formação de Professores do Curso de Mestrado do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia - Campus de Presidente Prudente/SP. O problema da pesquisa se originou em função de nossa prática docente, das observações e dos diálogos com companheiros de trabalho, que revelavam a possível não identificação com as atividades profissionais. O objeto de estudo é a identidade profissional de docentes da Educação Infantil, especificamente dos professores que atuam com crianças pequenas de zero a três anos de idade, em instituições de cuidado e educação. Tal pesquisa teve como finalidade identificar o perfil profissional e identitário dos professores de Educação Infantil que atuam com crianças de zero a três anos, no município de São Paulo, em um Centro de Educação Infantil. Assim, estabelecemos como objetivos específicos investigar, analisar e discutir as concepções que os professores têm sobre a criança pequena, o trabalho docente e a instituição de educação infantil, bem como apreender elementos constitutivos da formação identitária docente. Para tanto, a metodologia empregada configurou-se na abordagem qualitativa de pesquisa, do tipo etnográfico-estudo de um caso. Os procedimentos metodológicos adotados foram pesquisa bibliográfica, pesquisa documental, aplicação de questionários semiestruturado e aberto, tabulação, categorização e análise dos dados obtidos por intermédio da Análise de Conteúdo. O referencial teórico utilizado abrange autores que estudam e discutem temas relacionados à educação, educação infantil, identidade e identidade profissional... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research links to the Line of Educational Research and Practice Teacher Training of the Program of Postgraduate in Education, Masters Course, of the Faculty of Science and Technology - campus of Presidente Prudente / SP. The problem was originated in the search function of our teaching practice, the observations and dialogues with fellow workers, which revealed the possible failure to identify with the professional activities. The object of study is the professional identity of teachers of early childhood education, specifically for teachers who work with small children from zero to three years, in institutions for care and education. This research was intended to identify the professional identity of teachers and of education who work with small children from zero to three years in the municipality of São Paulo, in a Children's Education Center. Thus, we investigate how specific objectives analyze and discuss the concepts that teachers have on the child, the teaching and the establishment of early childhood education and seize evidence of the teacher identity formation. Thus, the methodology used is set in a qualitative approach to research, the type-ethnographic study of a case. The methodological procedures were adopted literature, documentary research, application of questionnaires and semi-open, tabulation, analysis and categorization of data obtained through the Content Analysis... (Complete abstract click electronic access below) / Mestre

The nursing profession belongs to helping professions which are heavily demanding in terms of mental and physical aspects. The nurses who are university graduates enter into practice more mentally and physically mature, and their approach to patients and the care provided may be better than in nurses with secondary education. In care provision nurses have to cooperate with physicians, but also with other healthcare professionals. Due to the lack of medical personnel nurses assume responsibilities of other team members, which they may perceive as a restriction in fulfilling their professional identity. This restriction may be reflected in the quality of the care provided. It often happens that a nurse cannot fulfill her professional identity because of the pressure of her family which requires the fulfillment of their own requirements prior to fulfilling the professional identity of a nurse.The aim of the thesis was to determine how nurses, but also their family members, perceive the professional identity of nurses. The aim was achieved. The research was carried out in two phases. The first phase was conducted using interviews with six nurses of different ages both with and without university education. The second phase was carried out through a quantitative survey using a questionnaire method in health care facilities in Písek, České Budějovice and Plzeň. Results of the research can be used in qualification and lifelong education of nurses to strengthen their identification with the profession.

The purpose of this dissertation is to enact and poetically story the nonlinear emergence of an a/r/tographic practice called gathering—a situated art practice of storying, doing, and making as researching and thinking—in multiple contexts, including early childhood teacher education and imperial and settler colonialism in Canada. Over two years, I sustained a ritual of gathering where I (re)read texts (e.g., Indigenous theories, Chicana feminisms, antiracist theories, postcolonial theories, and subaltern theories) and (re)walked the neighbourhood of my apartment on the stolen territories of the Lkwungen people, who are one of the Coast Salish peoples, on southern Vancouver Island, British Columbia. While I walked and as I read, I attended to how other artists, animals, and I gathered objects and ideas, the effects of the environment and weather, and the theoretical orientations and contexts of the ideas and objects. The poetic stories in this dissertation entangle bits of the ideas and objects I gathered during my walks and readings. I also story how my personal artistic process of gathering unfolded into teaching an inclusive practice course in the Early Childhood Care and Education Department at Capilano University. I and my class of preservice early childhood educators gathered on and around the Capilano campus, located on the traditional territories of Coast Salish peoples, including the Tsleil-Watuth, Skwxwú7mesh, shíshálh, Lil’Wat, and Musqueam Nations. With this a/r/tographic research, I offer a pedagogical and aesthetic way with which to attune to the process, conditions, and situations of engaging multiple theories. I inquire into different ways of relating with and taking responsibility for others and into what kinds of partial, incomplete, and imperfect regenerations, possibilities, and futures present themselves through gathering within a context of imperial and settler colonialism in Canada. / Graduate

Diplomová práce se zabývá současnou komunikační strategií Lipky, školského zařízení pro environmentální vzdělávání, a možnostech zlepšení této strategie zvláště s ohledem na oblast zahradního vzdělávání. Teoretická část se zaměřuje na vysvětlení základních konceptů v rámci dané problematiky. Následující část pak představuje výsledky interních a externích analýz komunikační strategie Lipky. Tato část též poukazuje na možné nedostatky a navrhuje alternativní řešení pro vylepšení efektivity komunikace. Práce se zaměřuje na pedagogy z jihomoravského kraje a jejich přehled o aktivitách Lipky a také jejich zájem o nabízené kurzy.

Both audiologists and hearing instrument specialists (HIS) can assess hearing loss and fit hearing aids; consumers interested in purchasing hearing aids can choose the type of hearing professional they see. However, there are vast differences in required training and scope of practice for each professional and advanced test batteries, such as those associated with vestibular assessment and tinnitus management, may distinguish the two professional groups more thoroughly than standard hearing testing and hearing aid fitting. This study aimed to determine the knowledge and opinions the average individual possesses regarding differences between these two types of hearing professionals in order to identify areas in which audiologists can more effectively differentiate themselves from hearing instrument specialists. A one-time survey was administered at 3 locations to a total of 47 English-speaking participants over the age of 18. Locations included the 2018 Remote Area Medical event in Gray, TN; the Johnson City Senior Center, and the Bristol Public Library. The survey consisted of 8 demographic questions with 3 additional questions if the participant wore hearing aids, followed by 18 questions that covered “Diagnostics,” “Intervention,” and “Interpersonal Patient Interactions.” Responses were analyzed for trends in overall data as well as in sub-categories for gender, household income, education level, age, and hearing aid use. Overall, participants tended to believe audiologists were most likely to perform tasks in the “Diagnostic” category, while a majority of participants believed both professionals could perform tasks in the “Intervention” category. There was no clear trend within the “Interpersonal Patient Interactions” category. Most participants believed that either both professional groups, or only audiologists, could perform most tasks adequately, indicating subjects likely do understand differences between the two professionals. In analyzing results, two issues emerged. The first was that the majority of participants believed that they would not be likely to pay a reasonable price for hearing aids when visiting either professional. One reason may be that only a few hearing aid companies produce most of the world’s hearing aids, leaving little room for low-cost competition. The “bundled” method which most hearing healthcare providers use for selling hearing aids along with services might also exert an influence on the perception of hearing aid pricing and may not be clear to patients who try to understand the actual cost of devices and services. Another issue identified in this survey was access. A significant number of respondents believed it was difficult to make and attend appointments with either professional, signifying a possible deficit in this area in access to hearing healthcare. The barriers to access included income, availability of transportation, inconvenient provider hours, and lack of insurance coverage. The results suggested that audiologists and HISs face challenges when recommending personal hearing devices to support rehabilitative efforts. Additionally, the provision of services that utilize advanced diagnostic batteries, such as balance assessment and tinnitus services, may offer audiologists an opportunity to distinguish their practices from those managed by HISs.

Introduction: Cardiovascular diseases (CVD) remain the leading cause of death in the United States (U.S.), accounting for one in three deaths annually. Within the U.S., disparities in CVD outcomes and risk factors exist across demographic groups and geographic areas, such as the Central Appalachian region where the burden is higher than state and national rates. Patient-centered care (PCC), is a model of health care delivery that has been shown to improves disease outcomes and quality of life, and is critical in addressing disparities in health care. However, little is known about how high-risk Central Appalachian populations understand or perceive such a model. As such, the objective of this study was to examine the perceptions of PCC among community-dwelling CVD patients/caregivers in the region. Methods: A qualitative study design applying thematic analysis was utilized for data collection and analysis. Seven focus group discussions across six states in Central Appalachia were conducted, and comprised of 78 middle-aged participants selected through purposive sampling. Sessions were guided by standardized instrument regarding current efforts in their communities concerning CVD; challenges and needs; appropriate approaches to their cardiovascular issues; understanding and views about patient-centeredness; and related priorities. The discussions were audio-recorded, transcribed, and then coded for thematic analysis using NVivo qualitative data analysis software. Dependability of data analysis was achieved through an audit trail tracking the NVivo process. Results: Data analysis identified interpersonal relationships with health care providers (HCPs) as the most important aspect of PCC among participants. When asked what PCC meant to them, each group discussed the interpersonal relationship they wanted from HCPs, barriers that kept them from achieving this relationship, and how it impacted their care. Within this theme, two overarching subthemes emerged: (1) developing long-term relationships with HCPs, and (2) developing partnerships with HCPs. The first theme had subthemes that included: turnover of HCPs in their geographical location, the disappearance of family physicians, and preferences related to seeing a physician versus a physician’s assistant or nurse practitioner. The second theme’s subthemes included: communication, feeling cared for as an individual, and input into care. Conclusion: Patients/caregivers stressed the importance of interpersonal relationships with providers in the delivery of PCC. However, patients recognized when PCC was not being provided, provided examples of interactions that were not conducive to providing PCC, and reported feeling disempowered as a person and a patient. The results of this research can be utilized to understand patient/caregiver perceptions of PCC, and indicates the need for further research to reconcile these viewpoints with those of providers to improve the delivery of care, and health outcomes.

Early childhood development, care and education interventions coordinate resources and services that are aimed at stimulating growth for young children. Resource constraints in low and middle-income countries contribute towards a lag in childhood development initiatives compared to high-income countries. This thesis focused on the context of South Africa where the government has a long-term objective of ensuring that all children have access to quality services. However, the attainment of this goal is currently not a financially viable option, and many community-based organisations resort to alternative provisions of early childhood interventions to ensure that poor children are served. This thesis investigated implementation and associated outcomes for the Family in Focus (FiF) programme. This home-based early education programme that is targeted at young children between the ages of 0-6 years, who live in poor and marginalised communities where access and resources for care and stimulation are limited, was the programme of interest. A small sample theory-driven evaluation approach was applied to this programme to assess its viability to alleviate service access issues and produce meaningful outcomes for marginalised children. Evaluation questions were posed and a descriptive research design and a pre-post non-equivalent group quasi-experimental design that compared the results of the FiF programme to a traditional pre-school were utilised. Qualitative descriptions, descriptive statistics (mean and standard deviation) and inferential statistics (t-tests) were used to analyse the results. The FiF programme theory, although not initially clearly defined, was found to be plausible with moderate change expected for the beneficiaries of the programme. The programme, however, had a very low implementation fidelity level of 37.5%, meaning that the programme was not being implemented according to design. This was further associated with poor outcomes for the small sample of children in the FiF programme group utilised. Across the five developmental outcomes of cognitive, language, motor, social and emotional development, outcomes were particularly poor for the first three development domains against South African norms and the comparison group used in the evaluation. Early childhood education home-visiting programmes have the ultimate goal of improving child development outcomes. However, evidence shows that these programmes seem to be more successful in improving parenting skills and caregiver coping, without reaching the former ultimate goal. The comprehensive approach to assessing child development in underserved areas in this evaluation provided a novel overview of the interaction of multiple factors in school readiness in impoverished communities. There is still a lingering question as to the benefits of home visiting programmes that are increasingly being implemented across the country as an alternative provision of early childhood care and education services.

No description available.

When families use a listening and spoken language communication modality to communicate with their child, access to a rich linguistic environment through an intact auditory system is essential. In children with hearing loss, optimal auditory access is achieved through the consistent use of appropriately fitted hearing devices or other assistive hearing technology, allowing these children access to an ample language environment. Parents or caregivers of children with hearing loss or hearing concerns play a large role in facilitating their child’s use of hearing device, as well as supporting their child’s speech and language development, a potentially overwhelming experience for these families. The aim of this study was to continue a similar, previously completed project within the Audiology and Speech Language Pathology program at ETSU. The purpose of both studies was to improve parent self-efficacy, i.e., their confidence in their ability to optimize their child’s amplification use and linguistic exposure, increase family knowledge on language outcomes, and increase consistent use of amplification/treatment options by providing an educational workshop to families with children identified with hearing loss and/or hearing concerns. The current study was adapted based on caregiver feedback from the previous study. The hypothesis of this study was to see an enhancement of self-efficacy skills in parent participants. An educational workshop encompassing 1. the impact of hearing loss and/or hearing concerns on language development; 2. the importance of language exposure; 3. use and care of amplification/treatment options, and 4. empowerment to establish consistent device use in families that utilize amplification or other technology was delivered through a virtual meeting with participants. The participants’ self-efficacy skills regarding their child’s device use and language development were assessed and measured through a pre- and post-survey, the Scale of Parent Involvement and Self-Efficacy-Revised (SPISE-R). The SPISE-R surveys caregivers about their child’s device use as well as their perceptions of their own beliefs, knowledge, confidence, and actions pertaining to supporting their child’s auditory access and spoken language development. The assessment and workshop incorporated in this study were modeled after Ambrose et al. (J Early Hear Detect Interv, 2020) who developed the SPISE-R as a promising tool for use in early intervention to better understand and further support parent’s strengths and needs concerning their young child’s auditory access and spoken language development. Participants were recruited via email from an Early Intervention Specialist. A total of three pre-surveys were completed. Four parents attended the virtual workshop but none of them completed a post-survey. Therefore, data analysis was based on a comparison between the pre-surveys completed in the previous study (n=3) and in the current project. The results revealed that the participants from the current study rated themselves as having lower self-efficacy in supporting their child’s device use and language development than the participants of the previous project. Based on these results, future studies should consider: 1. recruiting from a larger pool of parents 2. hosting the workshops in-person instead of virtually 3. offering workshops multiple times to better accommodate parent schedules, and 4. shortening the survey.