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An evaluation of the design and implementation of an outcomes-based education business studies bridging programmeWestraad, Susan Fiona 12 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: South Africa's education and training policy legislates that in order to be formally
accredited all South African education and training programmes should be outcomesbased.
The design and implementation of outcomes-based programmes can be a
complex process and there are few exemplars. This study examines the design and
implementation of the Ready for Business programme. The Ready for Business
programme was designed to assist Grade 11 and Grade 12 learners from disadvantaged
backgrounds to gain the necessary knowledge, skills and values to succeed in higher
education business studies. The programme was piloted by the Siyabona Education Trust
as a Delta Foundation project from 1997-2000.
This study outlines the move towards outcomes-based education within a South African
context. It specifically focuses on Spady's (1994) theory of transformational outcomesbased
education and how this can be translated into practice within a South African
education and training context. This study applies a programme evaluation approach
within a constructivist-interpretive paradigm to assess the effectiveness of the design of
the Ready for Business programme and its implementation by the Siyabona Education
Trust. Essentially, the evaluation follows the principles of fourth generation evaluation.
Data is gathered from the programme stakeholders through individual interviews, group
interviews and questionnaires. A final group interview with stakeholders provides the
foundation for further refinement of the programme. The researcher makes
recommendations for improvement of the design and implementation of the programme
based on the findings of the study. / AFRIKAANSE OPSOMMING: Suid Afrika se onderwys- en opleidingsbeleid vereis dat aile onderwys- en opleidings
programme uitkomsgebaseerd moet wees ten einde formeel geakkrediteer te word. Die
ontwerp en implementering van uitkomsgebaseerde programme kan 'n komplekse proses
wees. Daar bestaan egter min nasionale modelle. Die Ready for Business model is
on twerp om Graad 11 en Graad 12 Ieerders, van voorhen agtergeblewe gemeenskappe te
ondersteen om hulle in staat te stel om die nodige kennis, vaardighede en waarders aan te
leer ten einde suksesvol te wees in hcer onderwys besigheidstudies. Hierdie model is
tussen 1997 en 2000 geloods deur die Siyabona Education Trust as deel van 'n projek van
die Delta Stigting.
Hierdie studie skets die beweging tot uitkomsgebaseerde onderwys binne 'n Suid
Afrikaanse konteks. Dit fokus spesifiek op Spady (1994) se teorie van transfonnatoriese
uitkomsgebaseerde onderwys en hoe dit geimplernenteer kan word binne die Suid
Afrikaanse onderwys- en opleidingsbeleid. Die studie pas 'n evalueringsprogram binne
'n konstruktivistiese paradigma toe om die effektiwiteit van die Ready for Business
program en die implementering daarvan te bepaal soos geloods deur die Siyabona
Education Trust. Die evaluering geskied primer volgens die beginsels en vierde
generasie evaluering. Data is bekom deur beide individuele en groeponderhoude, asook
deur vraelyste. 'n Finale groeponderhoud met die rolspelers le 'n verdere verfyning van
die program ten grondslag. Gebaseer op die bevindinge van die studie, maak die
navorser gevolglik voorstelle vir die verbetering van die ontwerp en implementering van
die program.
IV
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FACTORS LEADING TO THE CONTINUANCE OF HOME ECONOMICS PROGRAMS IN PUBLIC DOCTORATE-GRANTING UNIVERSITIES (ADMINISTRATION).CORY, E. MARIE. January 1984 (has links)
Enrollment shifts, declining public expenditures, and retrenchment characterize higher education in the 1980s. The prevailing atmosphere of attenuation has resulted in the excision of academic programs and units no longer central to institutional mission. Like other areas of higher education, home economics has become a subject of analysis in universities dealing with financial stress as evidenced by program reorganization and discontinuance. The purpose of this study was to identify factors leading to the continuance of discontinuance of home economics programs or units. Specifically, significant indicators of enrollment and financial stress were identified as they relate to home economics programs that have continued or have been partially discontinued in public doctorate-granting universities. The results of the current study were derived from the analysis of responses from fifty-six (74% return) home economics administrators in public doctorate-granting universities. The major conclusions drawn from the results include the following: (1) No empirical evidence was found to establish a relationship between accreditation status and the continuance or discontinuance of home economics programs in public doctorate-granting universities. (2) Ten statistically significant factors were identified which were characteristic of or related to home economics programs which have discontinued academic units. Eight factors supported previous contentions, including increased teaching loads; encouragement of unselective early retirement; reduced supplies, equipment and travel budgets; decreased diversity of student profiles; decreased rate of applications for admission; decreased rates of funding for additional students; decline in the flow of students from high school; and decline in the level of the socioeconomic status of the student population. (3) Findings regarding two factors contradicted previous contentions. Decreased federal funding was not characteristic of home economics programs that have experienced retrenchment to the extent of discontinuing academic units. Likewise, a shorter period between the closing date for applications and registration characterized continuing home economics programs, not retrenching programs as previously thought. Consideration of these significant factors could aid college and university administrators in strategically planning for the future of higher education, and of home economics in particular, to maintain institutional and programmatic quality and flexibility.
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A STUDY OF COMPUTER USE AND NEEDS IN SOUTHERN ARIZONA HOME ECONOMICS CLASSROOMS GRADES SIX THROUGH TWELVE (SOFTWARE)Paris, Karen Lee, 1945- January 1986 (has links)
No description available.
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FACTORS ASSOCIATED WITH EFFECTIVE VOCATIONAL HOME ECONOMICS PROGRAMS IN ARIZONA (F.H.A. FUTURE HOMEMAKERS OF AMERICA)Gillespie, Joan Christner Imlay, 1958- January 1986 (has links)
No description available.
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Environment, education and everyday : narrative inquiry into the thinking and practice of environmental education by Home economics teachersRuff, Robin René. 10 April 2008 (has links)
No description available.
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An Analysis of Economic Understanding and Values of High School Seniors in a Large Metropolitan School DistrictHolland ,Thomas C. 05 1900 (has links)
The problem of this study was to analyze the economic understanding and values of high school seniors in a large metropolitan school district. To attack the problem, three purposes were formulated. The first purpose was to determine if students enrolled in a one-semester, elective course in economics differed significantly in terms of economic understanding from students enrolled in a comparable non-economic social studies course. Another purpose was to determine if an already existing value orientation had some effect on a change in economic understanding. The final purpose was to see if a change in a particular value orientation was related to a change in economic understanding.
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On teaching economics 1: a qualitative case study of a South African universityOjo, Emmanuel Oluseun January 2016 (has links)
A thesis submitted to the Faculty of Humanities at the University of the
Witwatersrand, Johannesburg in fulfilment of the conditions for the degree of
Doctor of Philosophy.
April 2016. / The global financial crisis of 2007–2008 changed the way the world thinks
about economics as a discipline and brought about awareness of how
economics is taught at universities. In view of an on-going global debate about
the economics curriculum and its teaching, this doctoral study places the
South African context within the global higher education sphere and explores
how introductory economics is taught in first-year at a South African
university. This study explored the teaching of Economics 1 at a mainstream,
globally-ranked public university in South Africa with very similar content
and structure to the Economics 1 curriculum in the West.
The main aim of the doctoral study was to investigate the qualitatively
different ways in which university teachers (lecturers and tutors) teaching
Economics 1 at a South African university conceive of, experience and
understand their teaching and tutoring roles. On the basis of this, three
research questions were asked: (I) What are the qualitatively different ways in
which lecturers at ‘the University’ understand teaching Economics 1?; (II)
What are the qualitatively different ways tutors at ‘the University’ understand
teaching Economics 1?; and (III) What is/are the implication(s) for students’
learning of teaching Economics 1 within the current setting at ‘the University’
through the lenses of relevant conceptual frameworks and the outcome of the
empirical study?
Teaching in higher education, the disciplinary context of economics’
undergraduate teaching and its implications for students’ learning
underpinned the choice of the literature, the three conceptual frameworks and
the research methodology. By asking the three research questions above to
guide the research process, the empirical study used a qualitative methodology
– phenomenography – that aims to explore the qualitatively different ways in
which a group of people experience a specific phenomenon, in this case
teaching Economics 1 in higher education. On the basis of phenomenography
as a conceptual framework in itself, this doctoral study further analysed the
empirical data using two conceptual frameworks - a four-context framework
for teaching in higher education and the concept of semantic gravity, relating
to segmented and cumulative learning, as conceptual lenses.
Two sets of conceptions of teaching emerged on the basis of answering the first
two research questions. A careful, comparative analysis of these two sets
(lecturers’ and tutors’ sets of conceptions of teaching) led to six conceptions of
teaching Economics 1 in higher education as follows: (I) team collaboration to
implement the economics curriculum; (II) having a thorough knowledge of the
content; (III) implementing the curriculum in order for students to pass
assessment; (IV) helping students learn key economics concepts and
representations to facilitate learning; (V) engaging students through their
real-life economics context to acquire economic knowledge; and (VI) helping
students think like economists.
The first three are characterised as being teacher-centred and the later three
as student-centred. Applying the concept of semantic gravity (Maton, 2009), I
argue that the latter two more complete conceptions of teaching imply
cumulative learning in which students are able to acquire higher-order
principles whereby they are able to apply the knowledge acquired through the
teaching of Economics 1 in new contexts. The first four conceptions are seen as
favouring segmented learning. According to this analysis, the fourth
conception, although characterized as student oriented, should be regarded as
favouring segmented learning which is not in line with the aims of higher
education. As for the four-context model of teaching in higher education, the
analysis from the empirical data showed that there is a very strong connection
between the pedagogical and disciplinary contexts in relation to the six
conceptions of teaching emerging from the analysis, though the disciplinary
context is stronger than the pedagogical context.
In summary, three implications can be drawn from this doctoral study on the
basis of the empirical data, literature and conceptual frameworks as the basis
for improving undergraduate economics education. These are as follows: (1)
the need to make the economics curriculum aligned with real-life contexts of
undergraduate students; (2) the need to rethink the economics curriculum in
light of the current global debates within the discipline of economics; and (3)
the need to bring pedagogical development into the team.
Key words/phrases:
Conceptions of Teaching;
Teaching in Higher Education;
Higher Education Research;
Undergraduate Economics Education; and
Phenomenography
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The relationship between allocated instructional time and student achievement in high school economics / Instructional time and student achievement in high school economicsPoindexter, Betty S. 03 June 2011 (has links)
The purpose of this study was to compare the achievement of adult high school students enrolled in a one-semester economics course allocated 60 hours of instruction to the achievement of regular high school students in the same course that was allocated 73 hours of instruction.From three large high schools in Indiana offering both regular high school and adult high school credit programs, a sample of 178 students was selected. One case was dropped from the study, reducing the sample size to 177.The structure of the available adult education delivery system did not permit a direct comparison of adult high school credit classes with differing instructional time allotments.As a result, the achievement comparison was made between adult high school and regular high school students. To control for possible initial differences between the two groups of students with regard to academic aptitude, the Test of Cognitive Stills was administered.The Test of Economic Literacy Form A was selected as a pretest to measure each student's prior knowledge of economics. The Test of Economic Literacy Form B was administered at the completion of the course to measure the achievement gain.A two-by-two analysis of covariance was used to statistically analyze the data.FindingsThe null hypothesis was tested for significance at the .05 level. The null hypothesis of no difference was not rejected, and the following conclusion was made:ConclusionThe allocation of thirteen additional hours of classroom instructional time to senior high economics classes did not produce a significant gain in achievement.
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Use of the Saunders theory of learning by legislation in teaching the concepts of nutrition and consumer economics units in secondary schoolsBrownewell, Elizabeth Cecil, 1919- January 1971 (has links)
No description available.
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Phenomenographic studies in variations of learning and teaching of economic and management sciences in secondary schools / Thomas Edwin Buabeng AssanAssan, Thomas Edwin Buabeng January 2006 (has links)
The main purpose of this research was to establish how the theory of
variation could be used as a resource to enhance learning in
Economic and Management Sciences. In the process three specific
interdependent research questions were addressed: firstly "how can
we develop among learners a good understanding of a particular
topic in EMS, for example how the price or value of the Rand is
determined on the Foreign Exchange market? secondly "how can the
theory of variation be used as a tool for learners to experience the
object of learning in a particular way?"; and lastly, "How can the use
of a learning study help educators to improve their teaching and
make a particular kind of learning possible?"
The study utilised pre-test-post-test retention design experiment in
phenomenographic studies. A learning study tool within the variation
theory of learning was incorporated into a series of grade nine
classroom-learning activities on foreign exchange market operation.
361 learners participated in the study.
Three main findings were established. Firstly an outcome space was
found which contained four qualitatively different ways of
experiencing the determination of the Rand price/value on the
foreign exchange market. Secondly there was a statistically
significant difference between the pre-test and post-test in learning
outcome of the understanding of Rand price determination. This was
demonstrated using t-test at p-value of 0.000, followed by Levene's
t-test for equality of variance test. Thirdly, the results showed an
educationally significant improvement in learners' understanding of
the EMS concept, through the application of a learning study tool in
the variation theory of learning
The study therefore supports the role of the theory of variation of
learning, which means that learning to see something in a particular
way is a function of experiencing simultaneous variation in critical
aspects of the object of learning. Educators identify the critical
aspects related to different ways of understanding of a particular
object of learning, and to design the patterns of variation, or create
the space of variation consciously with respect to these critical
aspects. / (PhD) North-West University, Mafikeng Campus, 2006
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