This research was based on the question of how Foundation Phase teachers in the schools received the new curriculum for implementation. Current developments in introducing the new curriculum in South Africa have led to the hope that it would be received eagerly and become well implemented by its utilisers. The common trend of thinking was that if South Africa receives a new system of education, it will obviously be in keeping with changes cherished by its population that voted for such changes. However, these changes in education did not come as expected. In this research paper, the researcher made the case that receiving the new curriculum for implementation by teachers is a risk-taking exercise, especially at the entry level of the school, i.e. the Foundation Phase. He also problematised the notion of receiving a new curriculum by interrogating the ways or methods of implementation, the degree of knowledge and skills of teachers and their concomitant perceptions and attitudes towards the implementation of the new curriculum. In presenting this argument, the researcher firstly discussed the different perspectives of and the ‘rationale’ for introducing a new curriculum in the country, which in this case happens to be South Africa. Secondly, he highlighted the role of competent, receptive and enthusiastic Foundation Phase teachers in dealing with the new curriculum. And thirdly, alluded to the challenges facing South African schools in implementing the new curriculum, and made a claim that the present implementation in the country is making a mess out of education. The aims were to examine the manner in which the new curriculum was presented to teachers at entry level into the school(s), which in this case would be the Outcomes-Based Education curriculum in the Foundation Phase. The problems that were associated with the introduction of the new curriculum were investigated; the level of teachers’ participation in the implementation of the new curriculum was looked into; and the findings of the research provided a set of conclusions and recommendations for the Department of Education, Curriculum Specialists and teachers, that will hopefully enlighten them on this burning issue in the Foundation Phase. For this study a qualitative approach was used, and the methods applied included observation of the targeted population while engaging with its work, which happened to be the implementation of Curriculum 2005/the Revised New Curriculum Statement; and interviews with the Foundation Phase teachers in township settings. The researcher believes that through these interviews the respondents have unveiled many unmentioned and well kept secrets of teachers who are teaching in the Foundation Phase. Teaching is a proud profession, and it is not so easy for experienced teachers to acknowledge that they are struggling with the implementation of the new curriculum in their classrooms. And when the teachers are well qualified to teach on top of their long experience in the Foundation Phase, so much the more the feelings of inferiority and incompetence as far as the new curriculum and OBE and all the new assessment requirements are concerned. This study also broke the silence of the teachers’ frustrations and discomfort surrounding the attendance of in-service training opportunities and workshops. It should encourage the authorities to take heed of these remarks of the teachers, as this can easily and painlessly be rectified to serve the loyal teachers as best and fast as they can. One of the strongest pleas that were made concerns the upkeep and sustenance of the school’s physical facilities and playgrounds. The neatness and even aesthetic countenance of the classrooms have an enormous role to play in the general education of learners, and to this the SGBs and SMTs must seriously and hastily attend. The parents can also play an important role in this regard. As far as the limitations go, there are a few, namely the contextual factors, financial constraints and time factors. Nevertheless, the findings of this study can for sure be generalised and made applicable to Foundation Phase teachers’ problems in other regions, circuits and even provinces, as the results from the teachers came over very strongly, resounding the same difficulties that teachers all over are experiencing. / Dr. M.C. van Loggerenberg

O objetivo do estudo foianalisar os processos de ensino-aprendizagem e o desenvolvimento de competências para o trabalho em serviços especializados odontológicos do Estágio Curricular Supervisionado II da Faculdade de Odontologia da UFRGS. Trata-se de um estudo de caso do tipo único e holístico que integrou análises quantitativas e qualitativas. Participaram da pesquisa 246 estagiários de um total de 329que realizaram o estágio entre os anos de 2013 a 2016. Os dados do estudo foram produzidos através de um questionário respondido de forma online e anônima. Foram disponibilizadas 26 perguntas fechadas (respostas numa escala do tipo likert em 6 escores) articuladas a possibilidades de respostas abertas. Compõem o questionário cinco blocos temáticos e organizados em duas grandes categorias de análise: Avaliação estrutural e pedagógica da experiência do estágio(identificação sóciodemográfica, campos de estágio, atividade de educação a distância e dinâmicas pedagógicas) e do Desenvolvimento de competências profissionais (desenvolvimento de ingredientes do agir em competência - protocolos, inserção na realidade, motivação para o trabalho, valores técnicos e trabalho em equipe). As respostas quantitativas foram exportadas para o Programa Statistical Package for the Social Sciences – SPSS para Windows, versão 16.0 e submetidos à análise descritiva. Para a análise das variáveis quantitativas na comparação entre as categorias nos diferentes semestres foi utilizado o teste qui-quadrado e quando necessário o test Z para comparação de proporções com ajuste de Bonferroni. Para a análise de comparação entre as médias foi utilizado o teste de análise de variância (ANOVA).Os dados qualitativos foram analisados buscando encontrar não apenas o conteúdo textual, mas seu sentido histórico e social. Os resultados demonstram que a experiência de estágio analisada está proporcionando aprendizagens significativas sobre o funcionamento da rede de atenção especializada em saúde bucal e o agir em competência de futuros cirurgiões-dentistas. Oportuniza o debate de valores e normas e o exercício de readaptações dos protocolos. Nas dinâmicas do estágio ocorrem oportunidades de estabelecimento de relações entre teoria e prática no cotidiano profissional dos serviços. A motivação para o trabalho foi um dos itens bem avaliado do agir em competência, enquanto que o trabalho em equipe apresentou respostas nos escores mais baixos da escala likert. Os estágios no campo de gestão e as atividades de educação à distância tiveram maior número de opiniões insatisfatórias devido ao seu caráter pedagógico inovador. / The objective of this study was to analyze the teaching-learning processes and the development of competencies for specialized dental services work of the Supervised Curricular Stage II of the School of Dentistry of UFRGS. It is an unique and holistic case study that integrated quantitative and qualitative analyzes. Two-hundred and forty six interns participated in the survey from a total of 329 who completed the internship between 2013 and 2016. The data used in the analyzes was captured through an anonymous online questionnaire. Twenty-six closed-ended questions (responses on a 6-point likert-type scale) were made available with the possibility of also being filled as open-ended answers. The questionnaire consists of five thematic blocks and organized into two broad categories of analysis: Structural and pedagogical evaluation of the internship experience (sociodemographic identification, area of study, distance learning activity and pedagogical dynamics) and the development of professional skills of acting in competence(protocols, hands-on experience, work-related motivation, technical values and teamwork). The quantitative responses were exported to the Statistical Package for the Social Sciences - SPSS for Windows, version 16.0 and subjected to descriptive analysis. For the analysis of the quantitative variables in the comparison between the categories in the different semesters the chi-square test was used and, when needed, the Z test to compare proportions with Bonferroni adjustment was used. The analysis of variance (ANOVA) was used to compare means. The qualitative data were analyzed to evaluate not only the textual content, but its historical and social sense. The results demonstrate that internship experience is providing significant learning about the functioning of the network of specialized attention in oral health and of acting in competence of future surgeons-dentists. It encourages the debate of values, norms and readaptations of the protocols. In the amplitude of the questions about the dynamics of the stage can be affirmed that it occurs mainly by the opportunities of establishing relationships between theory and practice in the work routine. Work-related motivation was one of the most well rated items of acting in competence, while teamworkpresented responses at the lowest scores on the likert scale. Internships in the field of management and distance education activities had the highest number of unsatisfactory opinionsdue to their innovative pedagogical character.

O desenvolvimento motor é organizado a partir do inicio da concepção, seguindo os princípios do domínio motor, afetivo-social e cognitivo, que vão se diferenciando gradativamente. O resultado da interação de todos esses fatores após o nascimento é expresso pelo comportamento motor, indicando sua importância no desenvolvimento do ser humano. O objetivo deste estudo foi obter evidências da validade de constructo e da consistência interna da Bateria Psicomotora para crianças em fase do ensino escolar fundamental numa amostra brasileira. A amostra foi composta por 100 participantes, de ambos os gêneros, idade entre 8 a 12 anos, sendo GI como grupo referência, com 50 sujeitos, ambos os sexos, matriculados no ensino regular, e GII, como grupo comparativo, composto por 50 participantes com diagnóstico de fissura labiopalatina, sem síndrome e alteração neurológica. No processo de validação do instrumento, houve ajustes quanto aos vernáculos do português brasileiro, referentes às traduções idiomáticas e semânticas, assim como nos enunciados instrucionais das provas do instrumento. Na comparação entre GI e GII, encontrou-se diferença estatisticamente significante na praxia global, com escores abaixo da média esperada. No entanto, ambos os grupos tiveram performances satisfatórias quanto à tonicidade, equilíbrio, lateralidade, noção e estruturação. Este estudo descreveu aspectos do processo de realização da validade de constructo e consistência interna, procedimentos considerados por pesquisadores e profissionais da área de saúde, preocupados em utilizarem medidas e instrumentos confiáveis e apropriados para determinada população. / The motor development is organized from the beginning of the conception, having followed the principles of motor, affective-social and cognitive the domain, that gradual go if differentiating. The result of the interaction of all these factors after the birth is express for the motor behavior, indicating its importance in the development of the human being. The objective of this study was to get evidences of the validity of construct and the internal consistency of the Psychomotor Battery for children in phase of basic pertaining to school education in a Brazilian sample. The sample was composed for 100 participants, of both the sorts, age enters 8 12 years, being GI as group reference, with 50 citizens, both the sex, registered regular education, and GII, as comparative, composed group for 50 participants with diagnosis of cleft palate fiction, without syndrome and neurological alteration. In the process of validation of the instrument, it had adjustments how much to the vernaculars of the Brazilian Portuguese, referring to the idiomatic and semantic translations, as well as in the instructional statements of the tests of the instrument. In the comparison between GI and GII, significant difference in the gross praxis met statistical, with props up below of the waited average. However, both the groups had had satisfactory performances how much to the equilibrium, lateralization, body perception, gross and fine praxis, tonus and time-space orientation. This study it described aspects of the process of accomplishment of the validity of construct and internal consistency, procedures considered for researchers and professionals of the health area, worried in using measured and trustworthy and appropriate instruments for determined population.

Historically, vocational subjects have been a part of the Australian school curricula for 200 years. In early school curriculum the vocational aspect was considered to be related to the acquisition of manual skills such as domestic science or woodwork, rather than careers. From the 1950s to mid 1980s, vocational education, focused specifically on career and job training, was the responsibility of the technical colleges, which had been established to develop these skills. The concept of high schools targeting identified skills for the future work force, and hence becoming involved in the vocational skill development of youth, developed in the mid 1980s in Australia. Industry influence on governments to make educational decisions based on economic initiatives has increased over this time.Major growth has occurred in Vocational Education and Training (VET) in schools, with student participation rates in vocational education trebling in the past six (6) years (House of Representatives Standing Committee on Education and Training, 2004). This increase is predicted to continue as VET qualifications and the process of accreditation is improved and becomes increasingly user-friendly (Polesel, 2004). The focus on vocational education and industry needs is recognised as an economic necessity for Australia. Schools and teachers, however, need to balance the demands of industry and government with the holistic educational needs of the youth they are entrusted to teach.The school curriculum currently offers a broad range of subject choices that provide for diverse student needs. However the rapid growth of vocational education in schools has impeded effective reflective practices of current vocational programs. Vocational education is experiencing a boom due to the increasing popularity of vocational subjects. The planning and implementation of the diverse subject offerings at school level is often a response to immediate needs rather than in-depth analysis and evaluation. For this reason, it is timely for a critical analysis of the current Hospitality programs in schools to ensure currency and relevancy of content and implementation.The project was localised to one school to enable an extensive and thorough analysis of the Hospitality program. Marymount College is a co-educational Catholic College of approximately 1050 students. Located in the Gold Coast suburb of Burleigh, Marymount College offers a wide range of VET subjects ranging across the five (5) industry areas of Information Technology, Business, Marine Science, Industrial Skills and Hospitality & Tourism.The aim of the analysis will be to suggest what measures need to be implemented in the programs at Marymount College, Gold Coast, Burleigh, Australia, to ensure best practice in Hospitality vocational education. These measures can be constructively applied to other Queensland schools currently delivering vocational education and Hospitality, or to those schools considering introducing subjects associated with Hospitality.

This thesis emerged from the author’s quest to increase her personal and professional effectiveness, to become more congruent, and to be a better person in the world. The thesis discusses how to move from Argyris and Schon’s behavioural model 1 (seeking answers externally, blaming others, avoiding responsibility, controlling behaviour and the belief that there is one right way) to model 2 (seeking answers from within, accepting responsibility, living in a state of flow, surprise and emergent possibilities, looking at the world in multiple ways and collaborating with others). Drawing from her own experiences and interactions with others, the author explores issues such as how people learn the qualities that enable them to be better people; what experiences have enabled people to move toward model 2; what happens when a group, especially within an organisation, moves toward model 2 and how does this happen; and how can conditions be created to enable individuals or groups to move toward model 2. / Master of Science (Hons)

Thesis (M. Ed.(Assessment and quality assurance))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

For the past 100 years, the prominent instructional model for all public education in the United States has been teacher/content centered with the intent of covering a discrete body of knowledge in a given period of time. As the end of the twentieth century approaches, natural, social, political, and economic forces are influencing community college instructors to transition from content centered instruction to a student centered approach to teaching and learning as part of the national education reform agenda. The purpose of this study was to document, through a case study, the experience of one community college instructor as she attempted to transition from a traditional content focused teaching model to an outcome-based/learner centered model. A literature survey provides a review of education reform as it relates to instructors in a community college. A learner centered training model from industry, is applied as a framework for outcome-based/learner centered instruction in community colleges. Participant observation, surveys, and interviews were the methods used to collect data. Six hypotheses were generated from the study: 1. Learner centered/outcome-based teaching is more complex and takes greater skill in basic teaching techniques than teaching in a traditional content framework. 2. An instructor whose teaching experience has been exclusively content focused may find it difficult to create authentic learning tasks. 3. Collegial influence is a major factor affecting the ability of one instructor to change instructional practices. 4. A single instructor's ability to change instructional practice in one course is limited by the way the program curriculum is designed. 5. Learning is enhanced by human relationships that foster trust and reflective practice. 6. Teaching and learning is complex and multifaceted in nature: it is not a logical linear process. / Graduation date: 1996

With increasing of economic scale, demography change, and life style improvement enhancement, the importance of civic education has been emphasized based on public issue aspect. It is essential for military training instructor to face the challenge to be more professional or make a transform for better change. The aim of the study is develop solutions for military training instructor to deal with the challenge of renew military class and civic education. Instead of image of authority, military training instructor should also learn how to empower self-concept and role function and obtain concurrence from both the students and society. The study participants were 600 individual who were recruited in the trial. The primary data for this study were obtained from random samples, conducted in three medical management junior colleges in the southwest Taiwan. Total 600 questionnaires were equally divided to three medical management junior colleges The gender was spilt by 134 male (23.7%) and 431 female (76.3%).Valid 565 responses for questionnaires for this program were from 600 students for a response rate of 94.2%. To investigate the issues of civic education and military class, the survey included sociodemographic measures and the concepts of cognition, emotion and affection, and behavior. Statistical analyses were performed by SPSS, Version11.5 statistic software, using frequency distribution, chi-square test, t-test, and crosstable analysis. Significance was accepted at the 0.05 level (two-tailed). Conclusions¡G 1.The investigation of the concept of cognition show that overall 41.6% of students acknowledged the background and history of military class. The majority of students (72.3%) would agree the roles function of military training instructor . 2.The investigation of the concept of emotion and affection showed that the majority of students (66.7%) agreed that military training instructors would assist student for medical assistances and accident management. However, overall 32.2% of students agreed that military training instructors have sufficient affiliations to keep a good relationship with students, because military training instructors were still lake of ability of consulting and stayed in the image of rectifying deviant behaviors. 3.The investigation of the concept of behavior showed that even the image of authority is so strong, only few students obtained strong influence from military training instructors in democracy (35.0%), personality empowerment (38.2%), and patriotism (32.2%) from military class. Suggestions¡G 1.To decrease loading of military training instructor by promoting effectiveness of civic education in the class. 2.The interaction between military training instructor and students should be more involved with expectation, appreciation, and forgiveness. 3.It is essential for military training instructor to empower in specialty of military and civic education to deal with the challenge of new century civic education.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains xii, 148 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 115-122).

Thesis (Ed. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 87-94).