La presente tesis consiste en una investigación que tiene como objeto mi propio recorrido profesional en relación al asesoramiento en las escuelas durante más de 20 años. En este sentido se podría decir que se trata de un proceso de autoinvestigación, el cual pretende como objetivos fundamentales: 1) reconstruir mi experiencia vivida como asesora, 2) mostrar los recorridos cambiantes en mi práctica profesional durante este tiempo, y 3) tratar de dar significado a esta experiencia. Como se trata de relatos de procesos de asesoramiento en las escuelas, sobretodo centrado en aspectos curriculares, la investigación supone también: a) una mirada a lo nuclear en los procesos de cambio, b) una mirada a lo que suponen estos cambios para los docentes y las escuelas, y c) una mirada a lo que hay en juego cuando se atiende al aprendizaje de los niños y niñas desde situaciones vividas y relevantes para ellos y ellas. La tesis está estructurada en cinco partes. En la primera sitúo mi comprensión del asesoramiento, tal como se ha ido construyendo a lo largo de mi trayectoria profesional, y los pilares fundamentales sobre los cuales busco construir un espacio relacional en las escuelas. En la segunda parte planteo el enfoque metodológico en el cual me baso, y narro los tres relatos de experiencia que constituyen el núcleo empírico de mi trabajo. En la tercera, concentro los procesos analíticos de los cuales extraigo los significados relevantes que me permiten formular las líneas fundamentales que componen mi actual manera de entender y llevar a cabo el asesoramiento. En la cuarta recupero las preguntas iniciales con las que iniciaba la investigación para mostrar el lugar en el cual me ubico en relación a la investigación desarrollada, mostrando también cuestiones pendientes y logros personales conseguidos durante la investigación realizada. Por último la quinta parte consiste en materiales anexos y la bibliografía utilizada.

The diffusion of geospatial technologies, including Geographic Information Systems (GIS) and Computer Aided Mass Appraisal Systems (CAMA), among Louisiana Assessors has been slowed by limited resources, a lack of communication and slow innovation decision processes. This research considers analysis of the speed of adoption, identifies the key players in decision making and the issues that influence the process based upon the theory of the diffusion of innovation developed by Dr. Everett M. Rogers (1995). The research data collected from online surveys, field visits and interviews of Louisiana Assessors between 2007 and 2013 was compared to identify factors that spurred or impeded the adoption of geospatial technologies among assessment offices. The research finds that proximity, communication, resources and the type of adopter predicts the adoption of GIS and/or CAMA by Louisiana Assessors.

Although assessment centers are popular for selecting and developing employees, important theoretical and practical questions remain about the key building blocks of the method: assessors, dimensions, and exercises. This symposium presents new empirical research regarding assessor training, the meaning of dimensions, candidates’ ability to identify dimensions, and exercise demands.

交通事故每日無時無刻在世界各地發生，每次之交通事故均產生一連串椱雜之處理程序，該程序常涉及多方之關係人，包括消費者、保險公司、車禍處理人員、理賠人員、汽車修理廠與汽車製造商等。交通事故所致之汽車損壞，其處理程序，其實是相當值得觀察的，包括賠案登錄、損失金額之認定、賠款之處理與賠案之稽核等，均須耗費龐大之人力。 　　於台灣，汽車損失金額之認定，傳統上均由汽車修理廠師傅依其主觀判斷加以衡量，因為缺乏客觀標準與不夠精確，因此常導致消費者、汽車修理廠與保險人間之糾紛。由於估價不夠精確，因此影響汽車保險之經營甚劇。歐美先進國家產險業者，為達到汽車製造商要求之水準，保障被保險人行車安全，常以共同危險團體管理人自居，力求汽車修理成本之控制，保障被保險人之權益；而為了消弭理賠糾紛、提升保險公司服務品質與商譽，更致力於保險理賠的電腦化、標準化、數位化，以期提供公正、客觀、高效率之理賠。有鑑於此德國Audatex公司早在六○年代便極力發展此種電腦估價系統，運用電腦之資料處理簡化車輛估價之理念。 　　台灣地區汽車保險業務十年來平均占產物保險業總業務之59%，汽車保險理賠問題嚴重且持續，一套正確、客觀、有效率之估價系統，可以真實反映損失狀況，對於公平合理之費率釐定有重大之意義。 　　本文乃從實務角度探討Audatex電腦估價系統在台灣產險市場運用之可行性及其效益分析，比較英國、日本等先進國家之經驗，並發現該系統之運作不但對保險公司經營汽車保險有極大之助益，對消費者權益之維護亦有相當大之幫助。於後並建議於引進Audatex電腦估價系統之前，應先成立汽車修理研究中心，使兩者之能夠相輔相成，期能為業界提供決策與方針，加強管理技術，提供消費者更完善之服務。 / Road traffic accidents occur every day and spark a sequence of complex claim settlement procedure to consumers, motor insurers, accidents managers, loss assessors, repairers, motor manufacturers and many other related parties. In each claim of motor damages, a few linked stages need to be observed, i.e. claim registration, estimating and approving the repair cost, completing the repair work, auditing and invoicing claim settlement. 　　In Taiwan, it is conventional that car repairers estimate motor damages by their individual discretion and opinions case by case. Given lack of objectiveness and accuracy, it often causes a lot of arguments and conflicts among consumers, motor insurers and car repairers. Under such a circumstance, it calls for a need for an end-to-end and comprehensive system to manage the above procedure. 　　The Audatex system, a computerized estimating and integrated claims management system, is adopted in many developed countries to assist motor insurers in claim handling and cost estimating more efficiently. It could not only reduce duplication and errors, but also improve authorization turnaround time. All estimates are calculated and validated through the system, with the rate and terms of business agreed between individual repairers and work providers. Based on the most up-to-date parts and labor information, a fully cost assessment, is automatically sent to the work provider in the approved format. 　　This paper is to examine the feasibility of introducing the Audatex to the motor insurance market in Taiwan. The main theme of this paper is to examine the feasibility of the Audatex in Taiwan motor insurance market. It analyzes the cost of establishing such a system and compares the experiences in certain countries, such as Japan and U.K. It observes that a computerized estimating system would be invaluable both for repairers and work providers. It is suggested that Taiwan shall firstly have a motor vehicle repair research center in place and then a computerized estimating system such as the Audatex.

Nurse education is continually adapting to meet the requirements of employers to develop increasingly autonomous practitioners who can provide evidence-based, high quality care. The work-based project examines the support available to mentors, known as practice teachers, in their role as assessors of nursing students in higher level practice. A qualitative study: the project employs a grounded theory approach to the analysis of data elicited from practice teachers and academics. Semi-structured interviews and focus groups alongside regular reviews of the literature are utilised to elicit data, and via an inductive process, categories emerging from the analysis are constructed to present new insights and understanding of the subject under scrutiny. Whilst it is clear that a degree of support is available to practice teachers in response to a rudimentary understanding of their role in higher level practice, it is also clear that this support is limited by a number of factors. The product of practice assessment for the employer is a newly-qualified practitioner who is able to carry out a role based on a specified set of competencies. For the educator, whether within the higher education institution or in practice, the process of education is ongoing; producing a practitioner with the capability to utilise higher level practice in ever-changing contexts and situations. Support for the practice teacher can only be enhanced if recognition of the role is promoted. This requires a shared understanding of the importance of developing both competence and capability for higher level practice. Only then will the vital contribution made by the practice teacher in the student’s development be understood by those supporting them. Converging rather than competing philosophies of training for competence and educating for capability are necessary to maintain the status and commitment of the practice teacher and consequently the rigour required of assessment in practice.

This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which School-Based Assessment (SBA) is used as a formative tool, the provision of feedback and the learners’ role in geography assessment. The qualitative data was collected through structured interviews, document analysis and observation involving six FET phase geography teachers from three different schools in Tshwane West District (D15). The findings of this study indicated that the participating Geography teachers in the FET phase were committed to using differential assessment practices in their classroom to improve their learners’ results. Though, their main focus was on summative assessment, and little attention was given to the formative assessment practice. It was against this background that this study recommended that Geography teachers should be formally trained/workshopped on assessment strategies. Secondly, there is a need to infuse SBA effectively as a formative assessment aspect of the curriculum in order to improve learner performance. Lastly, to further research the significance of assessment for learning in the South African context to strengthen the education system. / Dissertation (MEd)--University of Pretoria 2020. / Science, Mathematics and Technology Education / MEd / Unrestricted

<p>Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.</p>

<p>Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.</p>

Magister Educationis - MEd / Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges. / South Africa

La Tesis versa sobre la transición académica en la educación media chilena desde la formación general hacia la modalidad diferenciada humanística científica ó técnico profesional, originada con la reforma curricular de 1998. Se inicia con una perspectiva general de la educación secundaria ante los desafíos de la globalización en los contextos mundial, latinoamericano, nacional y regional para centrarse en la educación media municipalizada de Temuco, Chile y los problemas de calidad y equidad, y en forma consecuente diversas propuestas surgidas de la política gubernamental para afrontarlos. El tema de la transición se aborda desde su conceptualización teórica, características del proceso, características del estudiantado en transición, algunos enfoques teóricos e investigaciones que dan cuenta del estado del arte. Sus objetivos apuntaron a conocer y analizar las dimensiones y variables personales, socio-familiares y socio-educativas que intervienen en la transición académica del alumnado al 3er año de educación media municipalizada de Temuco, en ambas modalidades de enseñanza, conocer comprensivamente su percepción sobre el proceso y proponer líneas generales de intervención de orientación y tutoría. En los procedimientos metodológicos se aplicó un cuestionario, validado para la realidad chilena, a estudiantes de 3os años de educación media municipalizada de la ciudad de Temuco y se trabajó con grupos focales. Los datos se procesaron e interpretaron con procedimientos de análisis cuantitativo y cualitativo, cuyos resultados se ilustran con numerosas tablas y gráficos. Se entregan resultados, conclusiones y sugerencias que destacan el rol que debería tener la orientación y tutoría como proceso de ayuda al estudiantado en transición académica. La Tesis se desarrolló en el Programa de Doctorado: Calidad Educativa para un Mundo Plural dictado por la Universidad de Barcelona en la Universidad de La Frontera, Temuco, Chile. / The thesis deals with the academic transition Chilean secondary education from general education to a separate part or professional technical scientific humanist, originated with the curriculum reform of 1998. It begins with an overview of secondary education to the challenges of globalization in the global context, Latin American, national and regional level to focus on secondary education municipalized of Temuco, Chile and the quality and equity issues, and consistently different proposals from government policy to address them. The issue of transition is approached from the theoretical conceptualization, process characteristics, characteristics of students in transition, some theoretical approaches and research that reflect the state of the art. Its objectives were aimed at understanding and analyzing the dimensions and personality variables, social and socio-educational family involved in students' academic transition to middle school 3rd year municipalized of Temuco, in both forms of education, knowledge comprehensively on their perception Overall process and propose intervention counseling and tutoring. In the methodological procedures applied a questionnaire validated for the Chilean, 3rd place students from middle school years municipalized of the city of Temuco and worked with focus groups. The data were processed and interpreted with procedures quantitative and qualitative analysis and the results are illustrated with numerous tables and graphs. Delivered results, conclusions and recommendations that highlight the role that should have the guidance and mentoring as a process aid to students in academic transition. The thesis developed in the PhD Program: Quality Education for a Plural World dictated by the University of Barcelona at the University of La Frontera, Temuco, Chile.