Includes bibliographical references (leaves 57-65). / This programme aims to ensure that all students and staff are aware of their HIV status and encourages the reduction of high-risk behaviours. Furthermore, UCT's VCT programme provides access to both medical care and social support at HIV positive individuals. The focus of this implementation evaluation was to determine the extent to which UCT's VCT programme was operating effectively and in keeping with UCT's mission.

This descriptive study identified the perceived influences that prompt teachers to initiate changes in curriculum and instruction. The study also examined teachers' perceptions of the Massachusetts Educational Assessment Program (MEAP) in relation to curricular and instructional change. Three major research questions guided the study: (1) What are the perceived influences that prompt teachers to initiate changes in curriculum and instruction? (2) How has the Massachusetts Educational Assessment Program (MEAP) been helpful to teachers in prompting them to initiate changes in curriculum and instruction? (3) How has the Massachusetts Educational Assessment Program (MEAP) fallen short in in prompting teachers to initiate changes in curriculum and instruction. Data are drawn from 52 teachers in 13 schools representing five different Kinds of Communities in Massachusetts; Urbanized, Economically Developed Suburbs, Growth Communities, Residential Suburbs, and Economic Rural Centers. Selection was based on reading scores from the Massachusetts Educational Assessment Program. Collection of data were accomplished through a free response interviews about educational change, written surveys of possible influences which might prompt change, and teacher interviews concerning the benefits and drawbacks of the Massachusetts Educational Assessment Program as a prompt in initiating changes in curriculum and instruction. Findings indicate teachers are most influenced by students' needs and a desire to make learning enjoyable, as well as by workshops, conferences, and courses. Testing was one of the lowest areas of influence for teachers. However, in several schools teachers were prompted by administration to initiate changes in curriculum and instruction because of the Massachusetts Educational Assessment Program. Teachers indicated the Massachusetts Educational Assessment Program helped them to evaluate and update their present curriculum and their instructional style. Many teachers were not influenced by the MEAP because they were not familiar with the test, did not understand the test results, were given no training, materials, or guidance by their own school system or by the State Department of Education.

Includes bibliographical references (leaves 88-100). / This evaluation examines the extent to which 2005 and 2006 Associate Coaching Course participants have successfully applied the proximal outcomes from the executive coach training. Following the Success Case Method, a survey determined that the majority of participants rated their application of the learnings very successfully. A qualitative data analysis of eight interviews conducted with six high success cases (three professional coaches and three within-job coaches) and two low success cases, explored their application of the proximal outcomes in detail. The results report on various themes that describe how the coaches have applied the training, what results they have achieved and what value has come from the training. Further themes address factors that helped or hindered application and suggestions for training improvement. It can be concluded that the Associate Coaching Course was successful for this group of participants in that they report successful on-the-job application of the proximal outcomes and provide examples of positive results achieved due to this application. Furthermore, this evaluation contributes to a relatively scant literature concerning the application of the Success Case Method of evaluation.

Includes bibliographical references (leaves 41-43). / This study presents an outcome evaluation of the maternal care manual of the Perinatal Education Programme (PEP) studies by 32 midwives at Mowbray Maternity Hospital, a training facility in Cape Town, South Africa. Pre-and-post course knowledge assessments and a survey of participants were used to evaluate the maternal care manual of the PEP. Knowledge assessment scores achieved by the midwives before and after the course were compared. This was done to measure the knowledge acquisition of midwives who participated in the programme. In addition, a broader survey was administered to the participants in order to map out the perceived gain in knowledge, clinical skills and acceptability of the programme. The study found out that the midwives who attended the course improved their knowledge in maternal care.

Includes bibliographical references (leaves 46-48). / This formative theory evaluation investigated the feasibility of the programme theory underlying a staff reward and recognition intervention within a retail setting. It contained academic literature which discussed the effects of reward and recognition programmes on motivation and turnover. In addition, best practice guidelines for motivational reward and recognition programmes were used as measure of comparison against the programme's theory. The evaluation questions contained in this dissertation covered various programme evaluation elements and assisted in evaluating the programme's theory.

Includes abstract. / Includes bibliographical references (leaves 68-71). / This dissertation presents an outcome evaluation of a training programme provided to middle managers working in higher education institutions at four universities in the Western Cape. The Success Case Method was used to evaluate the training programme. An electronic questionnaire was sent to seventy five participants that attended the 2006 training to determine whether they could be classified as either a success (i.e. successfully applied the acquired knowledge and skills from the training programme) or a non-success case (i.e. did not successfully apply the knowledge and skills acquired from the training).

Historically Black Colleges and Universities (HBCUs) have granted educational opportunities to students with a diverse aptitude of scholastic success. As a result, many of these students require additional academic support and assistance. Through the process of academic advising, specifically prescriptive advising, many students receive guidance and solutions to their immediate concerns. As it pertains to career and life goals, the Developmental Advising approach is designed to assist students in selecting the ideal major and courses based on their respective interest. However, for the lower achieving students, research indicates that prescriptive and developmental advising is not as effective as intrusive advising and does not meet the needs of these students. Intrusive advising, an academic advising strategy designed to build relationships with students in an effort to anticipate their needs, was developed in the 1970's and improved upon thereafter to offer additional support to students. This dissertation is a formative evaluation of intrusive advising on low achieving students at an HBCU in the south of the United States. Interviews were conducted with a sample of students who participated in the pilot program and the change in GPA data was collected. The results of this study provide insight into the impact intrusive advising can have on students' academics and attitude towards education. Many participants in the study were able to improve their GPA and overall disposition towards their education. The analysis of intrusive advising on low achieving students highlights the importance of the interrelationship between advisor and advisee. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the Doctor of Education. / Spring Semester, 2015. / April 9, 2015. / Advising, African American Students, Intrusive Advising, Retention / Includes bibliographical references. / Carolyn Herrington, Professor Directing Dissertation; Lance DeHaven-Smith, University Representative; Bradley Cox, Committee Member; Ayesha Khurshid, Committee Member; Stacey Rutledge, Committee Member.

No description available.

The primary problem of this study was to establish a plan for evaluating university extension programs through a review of the literature and standards for accreditation.

This paper proposes to give a comprehensive picture of certain administrative aspects of the Leon County School System. It is felt that a study of this nature might produce material which will serve a three-fold purpose. (1) Stimulate interest in the public school system among lay citizens, (2) Make the public more conscious of the need for higher educational standards and, (3) Foster better public relations for the schools in the communities. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 52).