This study was conducted to compare two different approaches to leadership training workshops—a team/group dynamics training model with a team/traditional training model—with regard to the changes in tolerance, open-mindedness, flexibility, adaptability, and cooperativeness of the participants in the group dynamics model.

Due to teacher shortages, school districts have offered incentives and alternative licensure programs. Recently, however, school districts have shifted the focus from recruitment to one of teacher retention which places an emphasis upon beginning teacher induction programs. These programs help teachers improve in their craft of teaching, help teachers remain satisfied with their jobs, help teachers enculturate into the districts in which they work, and help to improve student achievement. This quantitative study examined fifth year teachers’ perceptions of their induction programs in terms of teacher retention. The 280 eligible teachers from three different school districts were asked to participate by completing an electronic survey, which asked questions regarding their experiences and perceptions of their induction program, and by participating in a focus group session. No statistical significance was shown between the different components of the induction program and teacher retention. However, by examining the means of responses given and the frequencies, reviewers may be able to glean information, indicating which components were more positively perceived by teachers. Findings suggest that learning styles, attitudes, and professional growth needs have more of an impact upon teacher perception of the value of the different components. In order to retain good teachers in the classroom, staff developers need to offer a wide range of professional growth opportunities. For the staff developer, designing an induction program which meets the needs and learning styles of all beginning teachers becomes problematic.

This thesis explores participatory design methods and presents the process and the outcomes of a related case study, carried out in collaboration with Vestel Electronics, a Turkish consumer electronics manufacturer, on TV remote controls. The thesis comprises a literature review on participatory design, including its historical background and evolution, the motivations behind its contemporary utilization and the methods, techniques and tools utilized within the approach. The case study comprises two phases. In the first phase, a participatory user workshop was realized with eight middle-aged Turkish housewives. In the second phase, an interactive, computer based design resource was developed by the author, which aims to present the workshop outcomes to designers. The resource was evaluated by the designers of Vestel Electronics and the outcomes are presented in the thesis. Through such a case study the approach of a Turkish in-house design team towards participatory design methods was reached. Moreover, insights about how such a design resource can be developed were gained through designers&amp / #8217 / evaluations.

No description available.

Due to the unique nature of South African public education, it is not always viable to invest in expensive, high maintenance resources. Out of this context the Media in Education Trust (MIET) sought to provide resources that would meet the need for low maintenance resources, even harnessing the power of the educator as a resource. In 1999 the "Foundations" supplements made their appearance, featuring in certain prominent newspapers. Towards the latter part of 1999 the years work on ''Foundations'' was packaged into the ''Foundations'' pack, which consisted of 2 books and a series of 8 posters. With this in mind this dissertation was initiated by the desire to evaluate the supplement and pack and its usage. The evaluation was narrowed even further by focussing specifically on participants of a workshop held on the usage of "Foundations". The dissertation was aimed at seeing if workshop participants were motivated to use the pack and whether these had become part of their teaching practice. During the course of this research the Centre for Research, Evaluation and Policy at the University of Durban - Westville was commissioned to evaluate two of MIET's projects. The opportunity thus presented itself for the research scope to be expanded. During the course of this research data was evaluated from a MIET workshop at Berea in Durban, a workshop in Vryheid attended and a workshop in Empangeni viewed. The majority of participants viewed the workshops very positively. The questionnaires given to educators at specific schools revealed that the majority of educators are aware of "Foundations" and attempt to utilise it in some form or the other. ''Foundations'' does have a unique place in classrooms throughout South Africa. What exists as an issue is the manner in which it is brought into the fore as a valuable resource. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

ABSTRACT Paths Towards Reconciliation in the Workplace: Exploring the Aboriginal Cultures Awareness Workshop Educational workplace initiatives to address social inequality are widely used within organizations. In the past, these workplace workshops have varied in their underlying philosophical perspectives - with goals ranging from maintaining the status quo to promoting social change. Workshop curriculum grounded in the contact hypothesis have drawn from such diverse fields as social psychology, organizational theory, feminist viewpoints, critical theory, liberatory educational philosophy, conflict resolution and Indigenous approaches. The research to date on the efficacy of these various types of workplace educational programs have been mixed. For the past ten years, the Winnipeg Regional Health Authority has offered the Aboriginal Cultures Awareness Workshop to its health care employees in hopes of addressing the differential medical care received by their Aboriginal patients. This mixed methods research project focused on the perceptions of key stakeholders and workshop participants on the most helpful, and least helpful aspects of the Aboriginal Cultures Awareness Workshop. The findings point towards a conceptual framework on the conditions needed within educational workplace initiatives that can create paths toward reconciliation between different identity groups. Addressing the need for accurate information and developing empathy within an atmosphere of joyful humour that is supported by the circle were the key findings in this research project. Specifically, the findings that informed this conceptual framework included the importance of learning about Aboriginal history from an Aboriginal perspective, the power of storytelling to bridge the divide between different identity groups, how the appropriate use of humour can both ease tension, but also be used to challenge intolerant ideas and finally, the power of sharing circles to create safety and allow for dialogue. Drawing on the contributions of the diverse fields that have historically informed these types of workplace educational programs, this research project integrated the field of peace and conflict studies, and Indigenous perspectives to make a number of recommendations for future workplace educational programs.

ABSTRACT Paths Towards Reconciliation in the Workplace: Exploring the Aboriginal Cultures Awareness Workshop Educational workplace initiatives to address social inequality are widely used within organizations. In the past, these workplace workshops have varied in their underlying philosophical perspectives - with goals ranging from maintaining the status quo to promoting social change. Workshop curriculum grounded in the contact hypothesis have drawn from such diverse fields as social psychology, organizational theory, feminist viewpoints, critical theory, liberatory educational philosophy, conflict resolution and Indigenous approaches. The research to date on the efficacy of these various types of workplace educational programs have been mixed. For the past ten years, the Winnipeg Regional Health Authority has offered the Aboriginal Cultures Awareness Workshop to its health care employees in hopes of addressing the differential medical care received by their Aboriginal patients. This mixed methods research project focused on the perceptions of key stakeholders and workshop participants on the most helpful, and least helpful aspects of the Aboriginal Cultures Awareness Workshop. The findings point towards a conceptual framework on the conditions needed within educational workplace initiatives that can create paths toward reconciliation between different identity groups. Addressing the need for accurate information and developing empathy within an atmosphere of joyful humour that is supported by the circle were the key findings in this research project. Specifically, the findings that informed this conceptual framework included the importance of learning about Aboriginal history from an Aboriginal perspective, the power of storytelling to bridge the divide between different identity groups, how the appropriate use of humour can both ease tension, but also be used to challenge intolerant ideas and finally, the power of sharing circles to create safety and allow for dialogue. Drawing on the contributions of the diverse fields that have historically informed these types of workplace educational programs, this research project integrated the field of peace and conflict studies, and Indigenous perspectives to make a number of recommendations for future workplace educational programs.

Risk identification is the first step of risk management for construction projects. Project experts use many different methods to identify risk factors, such as decision trees, standard checklists, questionnaires and the Hazard and Operability procedure, but brainstorming sessions are among the most successful methods for identifying risks offering advantages not encountered in any of the others identification methods. Although the brainstorming technique is widespread in the construction industry, it typically is not used to its full capacity. This may be due to brainstorming literature ambiguity, variations in reporting technique usage in the literature, and lack of a methodology outlining the use of the brainstorming technique specifically for risk identification purposes. In this thesis, the merits, procedures, and appropriate applications of the brainstorming technique are outlined. Implications of the session, the session leader, the participants, and the output are explored, and best practices for risk identification brainstorming sessions are identified. / Construction Engineering and Management

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 82-90).

Thesis (Ph. D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008. / Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 220-225). Also issued in print.