El objetivo de la investigación fue evaluar la participación de los niños que asisten a los talleres de vacaciones de una ONG. Se trabajó con el modelo teórico de Bisquerra (2013), quien realizó estudios relacionados a la emoción y la educación emocional. En referencia al método utilizado es cualitativa y se definió un estudio de caso. La población estuvo conformada por 15 niños, cuyas edades oscilan de 6 a 9 años de un curso de vacaciones organizado por una ONG. El instrumento utilizado fue la observación y registros antes y después del taller “Mis emociones y yo”. Los resultados que se obtuvieron, muestran que los participantes al culminar el programa presencian cambios con respecto a su educación emocional, logrando un reconocimiento y aceptación de ellos. Por lo tanto, se llegó a la conclusión de que el taller favorece en el desarrollo de la Inteligencia Emocional de los niños, que así obtienen competencias que se relacionen en la percepción, apreciación y discernimiento de sus emociones. / The objective of the research was to evaluate the participation of children who attend NGO holiday workshops. We worked with the theoretical model of Bisquerra (2013), who carried out studies related to emotion and emotional education. In reference to the method used, it is qualitative and a case study was defined. The population consisted of 15 children, whose ages range from 6 to 9 years of a vacation course organized by an NGO. The instrument used was observation and records before and after the "My Emotions and Me" workshop. The results obtained show that the participants at the end of the program witness changes regarding their emotional education, achieving recognition and acceptance of them. Therefore, it was concluded that the workshop favors the development of the Emotional Intelligence of children, who thus obtain competences that are related in the perception, appreciation and discernment of their emotions. / Trabajo de investigación

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While policy makers have attempted to standardize teacher evaluation, policy is implemented and enacted by school administrators. This study addresses the following question: Considering the legislative efforts to remove control of evaluation from local figures, do teachers perceive school principals as influencing the implementation of state-level evaluation policy and, if so, in what ways? I examined interviews from 14 teachers across four high schools within a district in North Carolina derived from a larger mixed method case study of teacher perceptions of evaluation policy and classroom practice. The results suggest a state-centralized teacher evaluation policy, such as the one utilized at the time of this study, can look vastly different to teachers at the school-level due to principal enactment of the policy. Furthermore, the data suggest the following themes influenced policy implementation: the capacity of principals to evaluate in a timely manner, what a principal chooses to value in a policy, and the perceived effectiveness of a principal as an evaluator of teaching. By taking a closer look at what is happening "on the ground"between teachers and principals in four schools utilizing the same state-level evaluation policy, the lessons learned in this study can help inform future policies.

At the end of 2014 Helsinki planning department published the draft of their new general plan. It includes an initiative to convert several of its major roads from expressways to urban boulevards, in order to utilize this central land for development of housing and workplaces. Such a large scale initiative is bound to result in much accumulated experience and knowledge about this topic which other cities could learn from. In Stockholm projects to utilize land along roads has occurred but none has yet been at the scale of motorways. Considering the extreme housing shortage in the region it can be assumed that there would be an interest in Stockholm to learn from experiences in Helsinki. However, planning experiences can often be quite case specific; not always translatable from one project to another. Different cities will have different conditions. The main objective of this research is therefore to investigate the similarities and differences in the conditions for boulevardisation in Stockholm and Helsinki. Factors considered are laws, regional and national regulations, political and public opinion and physical circumstances such as structure of development and transport networks. The investigation is done through examinations of plan documents, statistics and through case studies of three projects. One of the projects is the boulevardisation project of Helsinki. The other two cases are projects in two different municipalities of Stockholm county in which the possibilities for conversion have been investigated by planners. The conclusions present several similarities and differences between conditions for boulevardisation in Stockholm and Helsinki. Some of the differences are favorable to Stockholm and some to Helsinki. Some of the conclusions suggest the need for the county to have a larger role in a boulevardisation project on a similar scale as the one in Helsinki.

This qualitative case study examined how integrating technology, specifically digital storytelling, influenced secondary student perceptions of literacy learning and student engagement in an English language arts and reading classroom in a rural district. Understanding student perceptions of literacy learning can offer insight into which technological tools can support literacy development and classroom engagement. Through the implementation of case study design and thematic analysis, overarching themes highlight participant experiences and equip education professionals to make more informed choices regarding technology integration decisions.

The realities of cyberattacks have become more and more prevalent in the world today. Due to the growing number of these attacks, the need for highly trained individuals has also increased. Because of a shortage of qualified candidates for these positions, there is an increasing need for cybersecurity education within high schools and universities. In this thesis, I discuss the development and evaluation of Cybermatics, an educational simulation, or playable case study, designed to help students learn and develop skills within the cybersecurity discipline. This playable case study was designed to allow students to gain an understanding of the field of cybersecurity and give them a taste of what a day in the life of a cybersecurity professional might be. It focuses on being an authentic experience so that students feel immersed within the simulation while completing their tasks, instead of regarding it as merely another assignment. We ran a pilot test of this playable case study in a university-level, introductory Information Technology class of 51 students. We found that Cybermatics increased the selfreported likelihood of over 70% of participants to pursue a career in a cybersecurity field. It also helped students understand the importance of leadership and ethics to a cybersecurity professional. We also found that the simulation helped students feel more confident about their ability to complete cybersecurity-related tasks.

Aim The study aim was to explore the issues and challenges facing undergraduate nursing education in one Canadian province from an institutional theory perspective. The research questions were: What is the institutional field of nursing education? What are the issues and challenges facing nursing education? How is the institutional field of nursing education contributing to the issues and challenges? How are the issues and challenges contributing to the institutional complexity? Background Nursing education is essential for the health care of society, yet face various issues and challenges at the system level. Institutional theory has been used in higher education to better understand how higher education institutions are structured and operate. Institutional theory has not been used in nursing education. The issues facing nursing education have been examined from a critical or descriptive perspective, but a system-level perspective is missing. Institutional theory could fill this gap and examine the institution of nursing and how its structure, behaviours, and rules influence those issues and challenges. Methods An exploratory single-case study with embedded units design was used. Theoretical propositions from institutional theory informed the sample, recruitment, data collection, and data analysis. In 2019, representatives from organizations comprising the institutional field of nursing education and senior-level administrators were interviewed and relevant documents were collected and reviewed. The data were analyzed using deductive and inductive thematic analysis, building a case description, and visual analysis techniques. Findings The findings from sixty documents and seven interviews suggested the institutional field of nursing education is composed of postsecondary institutions, health service organizations, the regulatory body, the ministry for health, and the ministry for postsecondary education. The issues and challenges facing nursing education included demands on curricula, teaching and learning values versus practice, the relationship between education and practice, limiting financial supports, clarity of the RN role, and need for faculty. The institutional field of nursing education is complex and includes dominant organizations, such as the regulatory body and health service organization, and the non-dominant organization, postsecondary institutions. Discussion / Conclusion The use of institutional theory was beneficial to explore the issues and challenges facing undergraduate nursing education from a system-level perspective and captured the complexity within the system. The institutional field including the influences of structure, dominance, and complexity impact the issues and challenges facing nursing education. The institutional perspective of the issues and challenges diverges from previous examinations. In addition, the use of institutional theory in higher education offers strategies for advocacy in nursing education. Recommendations for nursing education practice, policy, and research include: (a) awareness of the organizations comprising the institutional field of nursing education, (b) including the nursing education accreditation body and the professional association within the interorganizational structures, (c) acknowledgement of the sources of dominance within the field, and (d) developing strategies for academic nurse leaders to navigate the complexity of nursing education. The most urgent consideration arising from this research is the dominant forces from regulation and health service organizations and the subsequent non-existence of the professional voice of nursing for nursing education within the institutional field. / Graduate

Research has shown self-concept to be a significant influence of later success in life, yet studies have rarely focused on the perceptions of students in all educational placements and achievements – specifically, those identified as gifted and with a learning disability (G/LD) (Rudasill, Capper, Foust, Callahan, & Albaugh, 2009). Adopting a qualitative case study approach, and guided by the Marsh/Shavelson model of self-concept (1985) and the Social Identity Theory (1986), this study explored 1) how G/LD students perceive the development of his or her self-concept over time and 2) how labelling and educational placement interact with the development of self-concept. A Body Biography and a discussion/ semi-structured interview were used to explore these questions with eight English-speaking post-secondary G/LD students. During the discussion/ semi-structured interview, participants discussed their completed Body Biography and responded to questions focused on self-perceptions of educational placement, labels, social identity, group membership, and self-concept. Findings of the study revealed that participants tended to perceive the gifted and LD components of the G/LD identification as separate components, rather than as a whole identification; participants appeared to consider themselves as part of a gifted in-group when reflecting upon their strengths and within a LD in-group when reflecting upon their weaknesses; and educational placement experiences exerted a strong influence upon participants’ self-concepts, depending on how well they perceived their educational placement experiences met their academic needs. Overall, the domains of self-concept were very closely related to one another, with academic, social, and emotional self-concepts being the most influenced by identification, labels, and educational placement. The findings from this study support the notion that each G/LD student is unique and there is no singular best method of identification, nor is there one specific educational path that meets the educational needs of all G/LD students.

The present study used a case study approach to gather information about learning object usage from multiple instructional design contexts.  The study examined three case contexts: A non-profit organization, a corporate organization, and a military organization.  The research obtained information from two sources within each context -- interviews conducted with current instructional design practitioners and documentation used within the process of developing learning objects  -- to find out if, when, and how, instructional design processes are modified to accommodate learning objects as defined in publications reviewed in this study.   The interview of the practitioners identified issues of instructional design process structure, context, and methods that were used in the context of their professional practice, as well as solicited their opinions on learning object uses for their particular context. A document analysis approach was then used to identify issues and themes within learning object development.   Document analysis was also used to further explain and clarify the findings of the interview of the research participants. / Ph. D.

Student-teachers at the University of Pretoria are in desperate need of mentoring during their teaching practicum period. This is an essential need as they only get the opportunity to start their teaching practicum when they are in their final year of study. This study forms a part of a larger study that comes from a research project called the Peer Enhanced Scholarship of Teaching and Learning (SOTL). The aim of this project is to develop a mentoring intervention programme which will be used to develop student teachers into teachers. Therefore, the purpose of this study is to identify, explore and understand what the mentoring needs of final year student-teachers in the year 2016 and 2017 at the University of Pretoria were during their first teaching practicum. This study aims to do such, because the participants of this study had a late exposure to teaching practice, and as such when they started their teaching practicum, they experienced feelings of being uncertain, scared, and anxious. The research methodology that this study will utilize is the qualitative research approach using single case study design. Inductive thematic analysis will then be used to analyse the data gathered for this study. The student-teachers in this study were 2016 and 2017 fourth year B. Ed students (n=433) that were studying at the University of Pretoria (Groenkloof campus), in the year 2016 (170), and 2017 (263). The theoretical framework that guided this study is Hudson’s five-factor model of mentoring. The findings of the study revealed that student-teachers at the University of Pretoria need to be mentored, specifically by their mentor lecturers as they embark on their teaching practicum. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted