Evaluation of a Saskatchewan NewStart Life Skills-based coach training program
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
This study evaluated a Life Skills Coach Training (LSCT) program that was designed in the Saskatchewan NewStart model of Life Skills (NLS) and was delivered by the Saskatchewan Indian Institute of Technologies (SIIT). The study asked: In the light of NLS theory, how effective was the LSCT program delivered by SIIT? What was the match between NLS theory and the SIIT LSCT program design? How effective were aspects of the training program at contributing to the desired outcome of the program? How well do the trainers and program graduates think that the graduates were prepared for work as Life Skills coaches and/or in related fields? In the light of NLS theory, the program was very effective. It stayed close to NLS theory and extended and developed theory in useful ways, e.g., regarding learning styles and the integration of NLS with Aboriginal cultural/spiritual content. Most aspects of the program effectively contributed to the outcomes required by its design. The trainers are confident that their graduates can perform to the requirements of the levels at which they graduated, and the graduates said that they had received what they expected to receive and were happy with it. The study recommends that the Community Lesson be made more rigorous, that more emphasis be put on ethics, that the program be lengthened, and that a longitudinal evaluative process be implemented. It also recommends that the experience of one of the training groups be examined to explain why it showed lower satisfaction in all categories than did the other three groups in the sampling frame. The SIIT LSCT program made notable innovations based on NLS theory in the areas of learning styles, with the inclusion of Watching with the NLS-identified Feeling Thinking and Acting; the use of NLS accreditation competencies as training/evaluation points for program trainees; and extending the format of the lesson plan with a new first step called Warm-ups. Carrying out this evaluation necessitated the creation of two useful tools for NLS: the NLS Literature Review, and the Evaluation Survey that sought the opinions of program graduates about their training.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle