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Thesis (M.B.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (M.B.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

An international program in a public K to 12 school district in British Columbia is responsible for international students, their education, and life in BC. An international program leader (IPL) is employed by the school district to lead these programs. The IPL has an influence on the lives of students, parents, school district staff, home-stay families, and study-abroad agents. International program leadership is an emerging area of study in educational leadership, with limited research. The purpose of this study was to gain an understanding of leadership in public K to 12 international programs in BC and to reflect on theoretical foundations that may influence practice. In-depth interviews with six IPLs using a multiple-case-study approach (Stake, 2006) uncovered perspectives on leading international programs in a BC context. In the cross-case analysis, three themes emerged: (a) the phenomenon of international program leadership is contextual, (b) professional (human) relationships and networks are key elements of international program leadership, and (c) managing and resolving conflicts over values and culture are key elements of international program leadership. The implications of these findings include: (a) the background of the IPL influences leadership, (b) the context of an international program in a BC school district influences IPL leadership practice, (c) human relationships with five key stakeholders are important for leaders, and (d) the role of the IPL as a mediator of conflicts in three key areas: philosophical disagreements regarding international programs from colleagues in a school district, the management of mental health issues for students, and inappropriate living conditions for students. / Graduate

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The purpose of this study is to get some concrete evidence that group principles can be applied to church groups in an effective manner. The more immediate purpose is to improve the relations in the individual classes so that they will have a feeling of belongingness, relatedness, or close affiliation. It is the purpose of this experiment to help these individuals find the fulfillment of their personal needs that can be supplied in the Sunday School class.

The effects of human relations training on 222 students in organizational behavior labs were measured in this study. Eighty students were randomly assigned to one of four sections taught by the same instructor--two traditional sections and two stewardship sections-in a Solomon Four-Group Experimental Design. The two stewardship sections used individualized goal selection and accountability procedures with discussions and readings incorporating religious principles. Four data-gathering instruments were used to measure the social, emotional, and moral development of the students . A one-way analysis of variance on pre- and posttest questionnaires from all 222 students showed no significant differences among any of the groups. Posttreatment observation ratings, class ratings, and student interviews from the 80 students in the traditional and stewardship sections showed some significant, but slight gains for the stewardship sections. The results of the comparison between traditional and stewardship methods were probably not generally significant because stewardship principles were not rigorously applied. Another study using tighter methodology to integrate instructional procedures with religious and human relations principles was recommended.

<p><p>Sammanfattning</p><p>Syftet med denna undersökning är att prova ut ett verktyg bland en grupp blivande lärare i träning i mänskliga relationer (Human Relations Training eller HRT). HRT är en utbildning i hur man kan kommunicera med bl a elever, kollegor och föräldrar för att skapa goda relatio-ner och konstruktivt hitta lösningar till konflikter och andra problem. Tidigare forskning visar att blivande lärare samt nyblivna lärare i Sverige anser sig ha goda ämneskunskaper men upp-lever en osäkerhet i det kommunikativa mötet vid exempelvis konflikter och vanliga problem som kan uppstå i det vardagliga mötet med elever och andra personer. I USA har det sedan decennier ingått HRT i lärarutbildningen, men då vi inte fann någon tidigare koppling till HRT i den svenska lärarutbildningen blev det intressant att prova HRT:s rekommendationer med kunskaperna som snart nyblivna lärare i Sverige har. En av oss författare fick en utbild-ning i HRT, i USA. En av böckerna som användes i utbildningen heter</p><p>Vilka hinder och möjligheter kan ses bland blivande lärare i kommunikation med elever, kollegor och föräldrar och hur jämförs de med riktlinjerna som finns i HRT-boken,</p><p>Hur svarar några blivande lärare på preciserade kommunikativa situationer i skolan såsom de presenteras i</p><p>En enkätundersökning gjordes på en universitetsgrupp snart nyblivna lärare, som läser sista terminen på sin lärarutbildning i Sverige. Totalt deltog 42 lärarstudenter. Resultaten på re-spondenternas enkäter jämfördes med de riktlinjer och definitioner som finns i</p>Human Relations De-velopment (HRD) och oss emellan växte följande två forskningsfrågor fram: HRD? HRD och hur skall man kunna förstå svaren med HRD som utgångspunkt? HRD. Under-sökningens resultat visade att enigheten mellan respondentgruppen och HRD ligger på en nivå som möjligen skulle nås om respondenterna svarade på enkäten på ett slumpvist sätt.</p> / <p><p>Abstract</p><p>The purpose of this study is to determine if there may be a benefit in introducing Human Re-lations Training (HRT) into the teaching education programs within Sweden. HRT has been shown to help teachers communicate with students, colleagues, parents and others in order to create beneficial relations and constructively find solutions when conflicts and other problems arise. Prior research has shown that teachers who are beginning their careers within Sweden find that they have been well-educated within their subjects but that they have difficulties when they are confronted with situations that involve Human Relations (HR), that is to say conflicts and arguments and just plain day-to-day getting along with students and other people. In the USA, HRT has been incorporated within teacher training programs for decades. Because of the difficulty in finding such training within Sweden’s teacher training programs, it is of interest to compare the HR-skills of a group of impending teachers (who have been educated in Sweden) with the skills that HRT recommends. One of the authors of this thesis received HRT in the USA.</p><p>What are the skills that can be found among a group of soon-to-be teachers, in regards to their communication with students, colleagues and parents, and how do these skills compare with the guidelines established in the HRT book,</p><p>How do these soon-to-be teachers respond to certain given situations that are presented in</p><p>A questionnaire study was performed on one group of students during their last term of teach-er training at a Swedish university. 42 students participated. The students’ responses in the questionnaire were compared to the guidelines and definitions contained within the said book,</p>Human Relations Development (HRD) is the title of the primary book used during the training and the book is what inspired these research questions: HRD? HRD and how does one interpret their responses while using HRD as an authoritative reference? HRD. The results of the questionnaire show that, as a group, the students performed at a level comparable with that which likely would be achieved if the group were to answer the ques-tionnaire’s questions in a random fashion.</p>

Thesis (M.P.H.M. (Primary Health Care Management))--Mahidol University, 2004.

No description available.