<p>This is a descriptive ethnographical study with the purpose of examining teachers’ and students’ experiences of oral examination at a State Pedagogical University in western Russia. The study also focused on finding the characteristics of oral examination and the contextual factors influencing its implementation. The research was done using participatory observations and interviews. The results show that interviewees experience oral assessment in general as positive. Their descriptions are summarised and analysed using a number of key concepts, of which flexibility, subjectivity, individualisation, and fairness are the most important. The study also shows that contextual factors such as culture, traditions, and organisational framework have large impact on how the examination is done. The conclusion is that oral examination has both gins and losses, since the teacher’s active participation creates possibilities for individualisation and deep probing of the students’ knowledge, but is also a source of bias because of its subjectivity.</p>

This is a descriptive ethnographical study with the purpose of examining teachers’ and students’ experiences of oral examination at a State Pedagogical University in western Russia. The study also focused on finding the characteristics of oral examination and the contextual factors influencing its implementation. The research was done using participatory observations and interviews. The results show that interviewees experience oral assessment in general as positive. Their descriptions are summarised and analysed using a number of key concepts, of which flexibility, subjectivity, individualisation, and fairness are the most important. The study also shows that contextual factors such as culture, traditions, and organisational framework have large impact on how the examination is done. The conclusion is that oral examination has both gins and losses, since the teacher’s active participation creates possibilities for individualisation and deep probing of the students’ knowledge, but is also a source of bias because of its subjectivity.

This study investigated perceptions of EFL learners towards the benefits and the challenges of keeping a portfolio. The study also examined the students

Magistro baigiamajame darbe išanalizuota tema „Darbo organizavimo, pasirenkant kontaktų centro paslaugas, įtaka organizacijos veiklos efektyvumui“. Identifikuotos problemos bei aptartos galimybės, kaip jas spręsti. Teorinėje darbo dalyje apibrėžti organizacijos ir jos struktūros teoriniai aspektai, išsiaiškintos Užsakomųjų paslaugų kaip alternatyvaus verslo modelio perspektyvos, apsibrėžta Kontaktų centro vietą organizacijoje, įvertinta Užsakomojo kontaktų centro alternatyva, išsiaiškinta efektyvumo samprata ir veiklos vertinimo teoriniai aspektai, apibrėžti efektyvaus Kontaktų centro veiklos vertinimo rodikliai ir jų įtaka organizacijos veiklos efektyvumui. Analitinėje dalyje atliktas kokybinis tyrimas, kuriuo siekiama išsiaiškinti, kokie Kontaktų centro efektyvumo rodikliai daro didžiausią įtaką organizacijos efektyvumui, kaip organizacijos vertina Užsakomųjų kontaktų centrų alternatyvą ir kokios su tuo susijusios problemos, bei galimi sprendimai. / Everyday world becomes increasingly global , people are choosing not only the telephone service, but also other different ways of communication via electronic channels (such as online consultation , exchange of e -mails, text messages and so on) and their combinations. Even for a making good progress organization it is difficult to keep-up with the requirements of the market. The outside requests of the services gain competitive leverage, because outsourcing service providers focus on the provision of these services; they have the experience and the necessary resources (human, technological), and are constantly looking for effective solutions in the field in order to remain competitive in the market. The main objective of the work is to analyse and evaluate the criteria of the performance effectiveness of the contact centres impacting on the organization's operational efficiency. When summarizing the results of the study it was revealed that the key performance indicators of the contact centre which is monitored by the team of the contact centre coincides with the organization's strategic goals, and it allows to make a conclusion that the activities and the planning processes are well organized. The biggest issues faced by the internal organizations of the contact centres are the turnover of the staff and the control of the flow, which are related to the deficiency of the resources of the organization. Outsource contact centre, which mainly has competency of people and flow... [to full text]

Design technology is a poorly understood aspect of educational practice, particularly as it applies in the primary school classroom. In a number of countries around the world the implementation of design technology has met with difficulties as it applies to educational practice. In Australia, this curriculum area is a relatively recent addition to classroom programs of study, and it is crucial that a sound understanding of the subject and its specific characteristics is developed to assist in its effective implementation. In this research a case study of a single primary school classroom was undertaken with a view to identifying issues that may have impeded or facilitated the effective implementation of design technology in such a context. The classroom experiences of the teacher and her students were examined in detail to ascertain any insights into design technology curriculum implementation and practice, particularly as it applies to the primary school environment. The research identified nine key assertions relating to the practices of this teacher and her students. These assertions were developed and refined throughout the data collection to explain the observed classroom activity. Linkages between previous research and these assertions were utilised to develop a discussion that broadly identifies key issues that may impact on the effective implementation of design technology, as well as addressing broader conceptual issues associated with the subject area. The concept of a contingent approach to design is proposed as a means to explain classroom behaviour by students, and is allied to the concept of a 'field of possibility' and the interpretation of artefacts through a narrative approach. These key concepts combine to develop a structure through which classroom activity may be interpreted by teachers in a manner grounded in student behaviour. A model for interpreting technology activity in the classroom is also developed. The research, therefore, develops present understanding through the observations of actual classroom activity. Furthermore, it presents new ways of conceptualising design technology that may assist in the progression of the curriculum area by academic and classroom professionals in a manner that is grounded in the reality of the classroom experience.

Interdisciplinary Project Work (PW) was introduced as an educational initiative in Singapore schools from primary to pre-university levels in 2000. PW was posited to (a) enhance perceptions and use of inter-subject connections in real-world problems, (b) promote knowledge application, and (c) provide a platform for the use of thinking skills. The main goal of this thesis is to explore how these objectives are inter-related with factors influencing the quality of group collaborative mathematical thinking processes and mathematical outcomes during a mathematically-based interdisciplinary project. In this study, high quality mathematical thinking processes occur when the flow of group interactions is purposefully directed towards the enhancement of mathematically accurate, logical, and reasonable outcomes. / A Sequential Explanatory Mixed Methods Design consisting of consecutive quantitative and qualitative data collection and analysis procedures was used to answer the seven research questions in the study. A researcher-designed mathematically-based interdisciplinary project was implemented over 14-15 weeks with 16 classes of students (aged 13-14) belonging to two educational streams (higher and average-ability) in three Singapore government secondary schools. No teaching intervention was administered. Six scales were developed for pre- and post-project measurements of students’ mathematical confidence, perception of the value of mathematics, and perception of the interconnectedness of mathematics (N = 398). Ten student-group cases (n = 38) were selected for further in-depth qualitative data collection procedures pertaining to the nature of mathematical knowledge application, use of metacognitive monitoring and regulatory strategies, and core thinking skills application during three tasks in the interdisciplinary project. / The findings of this study clearly demonstrate the complexities of using PW to promote holistic and connected use of knowledge. Five substantial contributions to research on interdisciplinary learning arise from the thesis:1. An empirical framework synthesising factors influencing the quality of group collaborative mathematical knowledge application processes and outcomes was developed.2. The social influence of the group member activating applications of core thinking skills and metacognitive monitoring and regulatory strategies is a mediating factor influencing the flow of cognitive-metacognitive group interactions, and therefore, the quality of collaborative mathematical knowledge application processes and outcomes.3. Leaders of high-stream groups who were socially non-dominant but mathematically active were more likely to apply a higher frequency of core thinking skills than group members in other roles (i.e., questioner, recorder, and encourager) during a mathematically-based interdisciplinary project.4. The types and complexities of mathematical knowledge and skills applied during a mathematically-based interdisciplinary project did not correspond with stream.5. Whilst students were more able to appreciate the use of mathematics for inter-subject learning after participating in a mathematically-based interdisciplinary project, their beliefs about inter-subject connections and efforts at making these connections only marginally changed.These outcomes enhance our understanding of the challenges involved in the successful use of interdisciplinary tasks with middle school students and provide focuses for future teacher facilitation of mathematical learning during interdisciplinary education.

This study aims to investigate university preparatory class students&rsquo / attitudes towards the assessment system by which they are evaluated and alternative assessment before and after the implementation of the electronic portfolio, their attitudes towards the electronic portfolio before and after keeping it for two months, their suggestions about improving the electronic portfolio and how keeping the electronic portfolio affects their computer literacy. For this purpose, 19 intermediate level EFL students in the Department of Basic English, METU were chosen as subjects. For this study, data were collected by administering two questionnaires before and after the implementation, conducting informal interviews with the students and keeping a diary in order to record teacher reflection. Then, the data collected through these data collection tools have been analysed. Finally, the results are discussed in order to interpret students&rsquo / attitudes towards the current assessment system at DBE, alternative assessment tools and the electronic portfolio. The findings of this study indicated that although the students are not completely dissatisfied with the current assessment used at DBE, their attitude towards alternative assessment tools, portfolio, and electronic portfolio was also positive before the implementation and keeping the electronic portfolio for two months made their attitudes towards these assessment tools even more positive. In addition, some of the students indicated that using both traditional and alternative assessment tools may reflect better assessment of their performance.

This study explored changes in relative achievement over time. It also investigated differences in how two groups of students activate mathematical competencies. The aim of the study was to investigate students’ relative achievement in mathematics over time, and how mathematical competencies can be used to explore differences between groups of students on a non-curriculum based test in mathematics. The study was divided in two parts. Study 1 compared students’ (n=568) relative achievement in two national tests in mathematics (years 3 and 6). Study 1 explored changes in relative achievement between the two national tests as well as differences in relative achievement between the national test in year 6 and the mathematical kangaroo in year 7 (age 13). The study identified, from a sample (n=264) of study 1, two groups of students with high achievements in only one of the tests, the national test in year 6 or the mathematical kangaroo. Study 2 explored how differences between those students relative achievement on the mathematical kangaroo could be explained through activation of mathematical competencies. The results in study 1 show that students undergo large changes, both increases and decreases, in relative achievement between the national tests in years 3 and 6. Study 2 shows how the two identified groups activate the mathematical competencies differently on the mathematical kangaroo. 9% of the students achieve highly in the mathematical kangaroo although they do not in the national test. The study implicates the importance of using non-curriculum bounded tests to identify strength in mathematical competencies among students that not are able to show them through the national test.

The purpose of this study was to explore and describe the use of Gestalt therapy as an alternative assessment technique with two primary school girls who have been sexually abused. The empirical study of limited extent, was qualitative in nature and conducted from the interpretivist paradigm. I used two in-depth clinical case studies situated within the context of psychotherapy outcome research as research design. I developed and implemented alternative assessment based on Gestalt therapy and employed observation, interviews, informal discussions, analysis of documentation, a reflective diary, field notes and visual data (photographs and original media) as data collection and documentation methods. I purposefully selected two primary school girls who have been sexually abused as participants in the study. The findings of the study were, firstly, that Gestalt therapy could be used as an effective alternative assessment technique with the target participants as it seemingly provided a safe setting to express emotions, fears and needs related to the trauma of sexual abuse. In this regard, a finding was that the primary participants had to deal with challenging emotions including anxiety, fear, aggression, anger, hatred, rage, sadness and depression. A related finding was that they experienced a need for love, unconditional acceptance, support and protection. Similarly, the study found that they also displayed negative behaviour such as inadequate social behaviour, restlessness and withdrawal from challenging social situations. Most importantly, utilising this mode of assessment rendered insight into the defence mechanisms they employed such as denial, avoidance, suppression and escapism. Secondly, alternative assessments based on Gestalt therapy seemed to have a positive effect on both participants, as indicated by change during and after the process of assessment in terms of emotions, behaviour and the use of defence mechanisms. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted

The purpose of this study was to explore and describe the use of Gestalt therapy as an alternative assessment technique with two primary school girls who have been sexually abused. The empirical study of limited extent, was qualitative in nature and conducted from the interpretivist paradigm. I used two indepth clinical case studies situated within the context of psychotherapy outcome research as research design. I developed and implemented alternative assessment based on Gestalt therapy and employed observation, interviews, informal discussions, analysis of documentation, a reflective diary, field notes and visual data (photographs and original media) as data collection and documentation methods. I purposefully selected two primary school girls who have been sexually abused as participants in the study. The findings of the study were, firstly, that Gestalt therapy could be used as an effective alternative assessment technique with the target participants as it seemingly provided a safe setting to express emotions, fears and needs related to the trauma of sexual abuse. In this regard, a finding was that the primary participants had to deal with challenging emotions including anxiety, fear, aggression, anger, hatred, rage, sadness and depression. A related finding was that they experienced a need for love, unconditional acceptance, support and protection. Similarly, the study found that they also displayed negative behaviour such as inadequate social behaviour, restlessness and withdrawal from challenging social situations. Most importantly, utilising this mode of assessment rendered insight into the defence mechanisms they employed such as denial, avoidance, suppression and escapism. Secondly, alternative assessments based on Gestalt therapy seemed to have a positive effect on both participants, as indicated by change during and after the process of assessment in terms of emotions, behaviour and the use of defence mechanisms. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008. / Curriculum Studies / unrestricted