Thesis (PhD(Didactic Pedagogics))--University of Pretoria, 1999. / Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 141-152). Also available via the World Wide Web.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 106-118). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 271-299). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 123-133). Also available on the Internet.

The purpose of this study was to investigate the attitudes of community college general education faculty members regarding their perceptions of the importance of internationalizing the general education curriculum and to what extent those perceptions are related to their attitudes toward globalization. The study further examined the degree to which faculty members perceive that they are incorporating the teaching of global competencies into their courses. Finally, the study looked at faculty members' perceptions of administrative support - both from the perspective of what they felt their college should be doing to support internationalization and what their college was actually doing to support internationalization efforts. No studies were found that examined the importance of internationalizing the general education curriculum in Florida community colleges. Quantitative data were collected using an online survey instrument sent to full-time and part-time general education faculty members teaching at community colleges in the State of Florida. The data were analyzed using Analysis of Variance (ANOVA) and regression tables and descriptive statistics were also reported. Results showed that respondents generally believed that globalization and internationalization are important; however, respondents were not incorporating international instructional strategies at a level that correlated with their attitudes toward globalization and internationalization. Among those faculty members who were incorporating international instructional strategies, results indicated that the more years' experience in higher education a respondent had, the more likely they were to be incorporating these strategies in the classroom. Respondents also indicated that they would like more support from administration to internationalize the curriculum than they believe they are receiving. Release time, and professional development and training experiences are strategies colleges could use to help improve instruction in international education. Providing opportunities for faculty members to travel to conferences and meetings with a global/international scope would also help faculty to have a better understanding of international issues.

The achievement gap is still an epidemic in America and many schools struggle with identifying the reasons that their students of color are not achieving at the same rates as their White peers. This review of the literature uncovers some of these reasons and gives counselors ideas for how they can help these students achieve appropriately. Throughout the literature the disproportionate ratio between the overwhelming majority of White school counselors and educators and the growing number of students of color is clear, meaning that Whites in educator roles are over-represented compared to the demographics of the student body. Also, it is evident that the education that counselors have received in the past, and are still receiving, has been lacking in multicultural competency standards. These are just a few of the reasons for the emotional disconnect that students of color feel with the education system and counselors in particular, which makes the job of the counselor difficult when trying to help all children be successful, as is mandated by the American School Counselor Association and NCLB. The literature suggests that White school counselors can become multiculturally competent and can improve school climates to embrace diverse cultures, which in turn increases the chances of student success. Counselors are important change agents in schools and can help to close the achievement gap. / text

Praktinį problemos aktualumą nulemia dabartinė Lietuvos situacija: jos ūkiui perėjus į rinkos ekonomiką, kurioje nuolatinis lavinimasis ir ugdymasis yra vertinamas kaip priemonė, padedanti darbuotojui išlikti konkurencingu bei efektyviu siekiant tikslų ir panaudojant turimus išteklius. Didėjanti jaunimo migracija į užsienio šalis, tame tarpe aukščiausios kvalifikacijos specialistų emigracija rodo, kad didelė dalis darbuotojų Lietuvoje nėra pasirengę įsidarbinti bei dirbti. Tokiu būdu, vis aktualesne tampa įsidarbinamumo kompetencijos ugdymo bei ugdymosi problema. Profesinis rengimas orientuotas į asmens įsidarbinamumą, apimtų ir subjektyvių veiklos lygmenį tam tikro mokymosi/studijų dalyko/programos rėmuose, bei laiduotų tam tikrų socialinės ir profesinės veiklos formų įvaldymą įvairiose darbinėse, socialinėse ir kultūrinėse situacijose. Disertacinio tyrimo mokslinis naujumas - pagrįsta įsidarbinamumo kompetencijos reikšmė analizuojant veiklos sistemos bei profesinio rengimo požiūrius. Susisteminta mokslinė medžiaga pagrindžianti įsidarbinamumo kompetencijos struktūrą. Įsidarbinamumo kompetencija profesiniame rengime suvokiama bei kompetencijos ugdymas modeliuojamas, analizuojant įsidarbinamumo kompetencijos turinį bei raišką. Taip papildoma įsidarbinamumo kompetencijos samprata. Sukurtas įsidarbinamumo kompetencijos ugdymo profesiniame rengime modelis, grindžiamas profesinio rengimo ugdymo proceso veikėjų bei ugdymo turinio veiksnių sąveikos rezultatais. Disertacinio tyrimo... [toliau žr. visą tekstą] / The practical relevance of the problem is determined by the current situation of the Republic of Lithuania which has become market economy where lifelong training and learning are considered the means of helping employees stay competitive and effective in pursuing their objectives and using available resources. Increasing migration of young people – including top qualification specialists – to other countries shows that most of the employees in Lithuania are not prepared for employment and work. Thus, the problem of training and learning employability competency becomes more and more relevant. The scientific novelty of the study: The importance of the employability competency has been grounded through the analysis of approaches of the activity system and vocational training. Scientific data grounding the structure of the employability competency has been organised. The employability competency in vocational training has been perceived and development of competency modelled through the analysis of content and expression of employability competency. Theoretical impact of the study: supplemented concept of employability competency. Grounding of the place of the employability competency in the context of professional and general competences. Description of employability competency content. Revelation of the interaction between this competency and professional activity. Creation of a model of employability competency development in vocational training.

Praktinį problemos aktualumą nulemia dabartinė Lietuvos situacija: jos ūkiui perėjus į rinkos ekonomiką, kurioje nuolatinis lavinimasis ir ugdymasis yra vertinamas kaip priemonė, padedanti darbuotojui išlikti konkurencingu bei efektyviu siekiant tikslų ir panaudojant turimus išteklius. Didėjanti jaunimo migracija į užsienio šalis, tame tarpe aukščiausios kvalifikacijos specialistų emigracija rodo, kad didelė dalis darbuotojų Lietuvoje nėra pasirengę įsidarbinti bei dirbti. Tokiu būdu, vis aktualesne tampa įsidarbinamumo kompetencijos ugdymo bei ugdymosi problema. Profesinis rengimas orientuotas į asmens įsidarbinamumą, apimtų ir subjektyvių veiklos lygmenį tam tikro mokymosi/studijų dalyko/programos rėmuose, bei laiduotų tam tikrų socialinės ir profesinės veiklos formų įvaldymą įvairiose darbinėse, socialinėse ir kultūrinėse situacijose. Disertacinio tyrimo mokslinis naujumas - pagrįsta įsidarbinamumo kompetencijos reikšmė analizuojant veiklos sistemos bei profesinio rengimo požiūrius. Susisteminta mokslinė medžiaga pagrindžianti įsidarbinamumo kompetencijos struktūrą. Įsidarbinamumo kompetencija profesiniame rengime suvokiama bei kompetencijos ugdymas modeliuojamas, analizuojant įsidarbinamumo kompetencijos turinį bei raišką. Taip papildoma įsidarbinamumo kompetencijos samprata. Sukurtas įsidarbinamumo kompetencijos ugdymo profesiniame rengime modelis, grindžiamas profesinio rengimo ugdymo proceso veikėjų bei ugdymo turinio veiksnių sąveikos rezultatais. Disertacinio tyrimo... [toliau žr. visą tekstą] / The practical relevance of the problem is determined by the current situation of the Republic of Lithuania which has become market economy where lifelong training and learning are considered the means of helping employees stay competitive and effective in pursuing their objectives and using available resources. Increasing migration of young people – including top qualification specialists – to other countries shows that most of the employees in Lithuania are not prepared for employment and work. Thus, the problem of training and learning employability competency becomes more and more relevant. The scientific novelty of the study: The importance of the employability competency has been grounded through the analysis of approaches of the activity system and vocational training. Scientific data grounding the structure of the employability competency has been organised. The employability competency in vocational training has been perceived and development of competency modelled through the analysis of content and expression of employability competency. Theoretical impact of the study: supplemented concept of employability competency. Grounding of the place of the employability competency in the context of professional and general competences. Description of employability competency content. Revelation of the interaction between this competency and professional activity. Creation of a model of employability competency development in vocational training.

This research was undertaken to outline the problems that are encountered by teachers in predominantly historically disadvantaged schools in South Africa, with regards to implementing the Outcomes Based Education (OBE) policy. The study found that in attempting to cope with these problems, teachers exercise their discretion in trying to make the policy relevant to their environment in that they try to get relevant material from other advantaged schools. The study found that at the moment it is difficult to implement this new policy because teachers themselves are not clear about what Outcomes Based Education policy entails. Teachers are also not confident in implementing OBE because they feel they do not have adequate facilities or resources for students, nor is there sufficient information and training about OBE and the syllabuses available. To understand what actually happens in some historically disadvantaged schools with regard to policy implementation, I conducted research at four high schools in Pietermaritzburg. Information was elicited from teachers of grades 8 and 9 pupils. It became evident from my study that although Outcomes Based Education policy is In essence a good policy decision, the problem is that the time of implementation is not right. Historically disadvantaged schools will continue to battle with teaching OBE, even more so as it is planned to be extended to higher grades in the future. This study recommends that the government should improve training and education for teachers and provide relevant resources for implementing OBE. This would minimize the problems that lead to partial or non-implementation of the policy itself. / Thesis (M.Soc.Sc.)-University of Natal, Pietermaritzburg, 2003.