There has been much consideration given to supporting the post-16 transition needs of young people with learning difficulties and complex needs who have been educated within special school settings, but limited attention paid to those within mainstream schools. This study explores the transition planning and support experiences of four young people with identified additional educational needs, attending a mainstream comprehensive secondary school as they approach their transition into further education or work-based training. It also explores the views of their SENCO, Connexions Personal Advisor and a teacher in order to illuminate professional perspectives. The impact of the framework for transition support outlined in the SEN Code of Practice (DfES, 2001) on the support delivered and the resulting experiences of young people constitute a further area of enquiry. Within an integrating conceptual framework derived from Bronfenbrenner's (1979 & 2001) ecological systems theory and bioecological model, qualitative data derived from semi-structured interviews were analysed and interpreted using thematic analysis (Braun & Clarke, 2006). Within Bronfenbrenner's (2001) 'person, process, context and time' model, a range of factors that independently and in combination influenced the transition planning and support experiences, were indentified. The research highlights how these factors interact with one another, and how the complex interactions within and between systems further mediate the young person's experiences. The research also draws attention to a difference between espoused theory and theory in practice (Argyris & Schön, 1974), in regard to transition support and planning provided in the school.

This research adopted a Realistic Evaluation approach (Pawson and Tilley, 1997) to elicit and refine the theoretical understanding of how the Troubled Families programme (TFP) may have facilitated positive outcomes for a proportion of service-users within one focus local authority. A Realist Synthesis approach (Pawson, 2006) was undertaken to identify the context-mechanism-outcome configurations (programme theories) underpinning the TFP. These identified programme theories were presented to key stakeholders (parents and family support workers) to be validated, refined or falsified. The theoretical basis of the TFP was refined to explicate how: ‘a dedicated family support worker’, ‘delivering practical support’, ‘adopting a persistent and assertive approach with families’, ‘understanding families as a whole’ and ‘establishing common purposes and actions’, as theories, facilitate positive outcomes for families, as per the TFP success criteria. The findings of the present research refined understanding of ‘what works, for whom and under what circumstances?’ in relation to the TFP. To this end, findings are discussed with respect to the implications for family support practices. In addition, the implications for the practice of educational psychologists with respect to the methodology adopted as well as the area of intensive family support are also discussed.

The purpose of this study was to examine the following research questions in Turkish coaching context: a) How do coaches perceive sport science research? b) Which sources do coaches utilize when obtaining the knowledge they need? c) What obstacles do coaches confront when trying to access the knowledge they need? Participants were 322 coaches (256 men, 66 women) from diverse sports and coaching levels working in Ankara. &ldquo / New Ideas for Coaches&rdquo / questionnaire by Reade, Rodgers and Hall (2008) was translated and adapted into Turkish for the current study. There was a strong concurrence between Turkish coaches in terms of the belief that sport science contributes to sport (%78). Gaps exist, however, between what coaches were looking for and the research that is being conducted. Coaches were most likely to attend seminars or consult other coaches to get new information. Scientific publications were ranked very low by the coaches. The barriers to the coaches&rsquo / access to sport science were finding out the source of information, being able to implement the knowledge that was obtained from sport sciences into field of coaching, lack of monetary support for the expenses about obtaining knowledge, and language barrier respectively. Coaches&rsquo / demographic characteristics influenced their perceptions of and preferences for obtaining new information. Strategies to remove the barriers could include providing further education opportunities for coaches and eligible scientific knowledge sources to ensure successful knowledge transfer.

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

The initial purpose of this thesis is to begin an exploration into the level of support given by colleges and universities to high-skills lifelong learning in the field of business and management, referred to as executive and professional education (EPE). To properly define level of support several additional undertakings were necessary, including: discovering methods of valuing knowledge to a region, state or country, establishing why participants in EPE programs enroll in them, and developing a set of indicators that would determine the level of support in the higher education system. As the scope of this study in the Unite States is too great, the state of Florida was chosen as a specific case. Florida has a substantial network of both private and public (state) universities and colleges. The thesis concludes with recommendations for advancing the support of EPE in the state of Florida As we move more strongly into the knowledge based economy, and as knowledge creation expands exponentially the need for a continued updating of knowledge and skills in the working community becomes evident. To support this inquiry a set of research questions were developed, as follows: 1 What are the components of relevant EPE? 2 What motivates participants to take part in EPE? 3 What is the level of support of the universities in the state of Florida for EPE? 4 Prepare recommendation based on the findings of the study for the state of Florida to improve support for EPE To address these questions three research methods were employed. Based on the previous experience of the researcher an exploratory case study was written exploring the intricacies of developing a successful EPE department. This exploratory case study served as a basis for developing a survey questionnaire, administered to participants in EPE to determine reasons for their participation. The case study, coupled with certain elements of the questionnaire led to the definition of a group of indicators with which to evaluate the level of support to EPE in a selected group of public and private universities in Florida. This final survey was conducted via the internet by website information of the various universities relative to EPE. Through this research, components of EPE were identified, motivations of participants were ascertained and the level of support by universities was evaluated. The research led to the conclusion that state support of EPE is woefully lacking. Recommendations were developed and included. While this thesis utilized a case, the state of Florida, the researcher believes that the findings and conclusions will be of value to practitioners involved in EPE, as well as to academics studying this area of business education. This research exercise has assisted the researcher in being more effective in managing and developing EPE within his own university. The researcher hopes that the outcome of this research will lead to a more organized approach to EPE in the state of Florida and beyond. As professions and skills are made obsolete in the knowledge economy the need for continued high level lifelong learning becomes increasing important to the sustainability and viability of local, regional, state and national economies.

Women activists in teacher unions such as Sadtu claimed that there was a disjuncture between what the South African Constitution says about gender equity and what is happening in reality. This study was undertaken to investigate this claim from the women teachers' perspective. This study explores how the social, cultural, political, historical, economic and educational factors influence the conditions of work and careers of the women teachers in KwaZulu-Natal. In this study, an historical outline of the contribution of various philosophies and attitudes to the relative position of KZN women from 1845 to 2000 is given in an attempt to seek solutions to the gender equity problem in education. The study also uses the racial perspectives to investigate the feminists' claim that Black women suffer triple oppression - that of gender, race and class. An extensive exploratory study using a multiple method approach, incorporating data from documentary research, surveys and interviews leads to the presentation of a well etched picture of the KZN women teachers. A large sample of 339 educators participated in the study. The major findings of the study include the following aspects: About 64 percent of the teachers in KZN province are women. Despite their majority in the teaching profession, their contribution to education is grossly undervalued. The most visible sign of this discrimination is the under-representativity of the women educators in managerial and decision-making positions in the education hierarchy. This stems from patriarchy which is still prevalent. Women are excluded from male dominated areas through socialisation and male resistance to change. Although about 98 percent of the women are certificated teachers, the majority of them have only a matriculation certificate as academic qualification. This stems from the historical under-investment in the girl child's education by parents and the State. About 67 percent of the women teachers are married and 68 percent have children. The majority of them believe in the tradition of marriage and are very comfortable with the multiple roles they perform. However, the majority of the Black women derive little satisfaction from teaching at the moment because of the tough working conditions and the lack of respect from learners, parents and KZNDEC officials. Presently the Govt's R & R policies cause uncertainty and frustration for the teachers. The work environment at historically Black schools can be unsafe with robbery and muggings which happen in the school grounds. Women teachers are presently on a par with the men in economic terms. The most significant aspect of the empowerment is the ability to leave their pension benefits to their husbands or dependents upon their death, this gives them a new identity, that of benefactors. Through its affirmative action policies, the State is giving preference to women when promoting personnel to managerial posts. Overall, the women teachers are still overworked and, therefore, relatively underpaid. Because of the role overload they are prone to ailments, frustration, stress etc. Therefore, it is recommended that their retirement age be reduced; the calculation of pension benefits for previously disadvantaged women teachers be corrected; women's health be given priority attention; childcare be provided at the workplace. In addition, more research on KZN women teachers' issues needs to be undertaken as this is only a baseline study. This study confirms the women teachers' claim that thus far the new Govt has addressed only the class issues and not the issues of race and gender. / Thesis (Ph.D.) - University of Durban-Westville, 2002.

This case study examined the self-directed and team-based learning activities of a software quality assurance organization in central Indiana. The skills required to assure a high level of software quality evolve rapidly and software quality professionals must embrace ongoing technology and process changes. The thirty focus group participants performed a variety of quality assurance tasks including configuration management, research, automated test development, test planning and execution, and team leadership. The case study was based on semi-structured interviews of four focus groups of software quality professionals, and explored the learning styles, preferences, and activities deployed to learn new technologies and solve complex software problems. Software products are becoming increasingly pervasive in our culture. The study of continuing education for the software quality profession is important due to our increased reliance on this profession to meet customer expectations for high-quality software products. The proliferation of software products in our culture has also increased the demand for software quality professionals. Those professionals who have access to continuing professional education to improve and maintain skills have the opportunity to meet customer expectations. There is no mandated certification or licensing for this profession therefore professionals are left to chart their own course of learning. This study sought to understand how these software quality professionals meet their continuing professional educational needs. As well, the study identified key resources required to support such continuing professional education both within the workplace and off the job. Future study of the role of critical self-reflection in establishing learning objectives could enhance our understanding of how software quality professionals identify and plan their learning activities. Further investigation of the value of computer programming and logic knowledge to the software quality professional would benefit our understanding of baseline skill requirements for the various roles performed in the profession. There are also opportunities to engage in future action research projects on co-location of teams, mentoring, and job rotation strategies, as employees were found to learn effectively from peers. / Department of Educational Studies

This interactionist study follows a group of adults, who, after a break in their formal education, return to study in an institution of public sector higher education. It is based on a series of interviews, before and during the first year of their courses to examine their subjective interpretations of the reality of the return to study in comparison with what they expected it would be like. The increasing numbers of adults returning to higher education through a variety of access courses would seem to make this an opportune time to examine such experiences. However, this research raises questions about why this should be the case and examines answers at the level of the institution and the individuals themselves. It addresses the claims that the reasons for the increase are based on ideological assumptions in line with social justice but the reality which meets this group questions whether in fact provision and practice is in line with philosophy and purpose. By allowing a group of mature students to speak for themselves it questions the assumptions of those who would advocate a separate theory of adult education. Such humanistic beliefs may be within the perception of the educators but be beyond the reality or requirements of men and women who must fit their studies into already busy lives and who may thus have an instrumental approach to education. To suggest it should be otherwise is ethnocentric. This study seeks to examine whether or not one particular polytechnic takes cognisance of the needs of adults to meet the aims it claims to hold at an ideological level. At the same time, however, it asks about the relevance of humanistic approaches considering the conflicting demands of accountability within the changing status of public sector higher education corporations.

The aim of this study was to explore the role of environmental education in dealing with solid waste in the Central Business District of Thohoyandou. The study was carried out in the Thohoyandou Central Business District (CBD). Two organisations were identified as practising environmental education in Thohoyandou, namely, the Environmental Education Desk (Environmental Affairs) and the Environmental Health Services (Thulamela Municipality). Officers from these organisations were interviewed. Vendors and hawkers in the Thohoyandou Central Business District were asked to complete a questionnaire on the role of environmental education in dealing with solid waste. The literature review in the study included the theoretical perspectives on environmental education and solid waste. From this review that solid waste can have both a positive and negative impact on the local and global environment. Therefore, environmental education that has a role in dealing with solid waste has an important part to play in sustainable development. / Educational Studies / M.Ed.(Environmental Education)

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 JoseJAJ_TESE.pdf: 1850562 bytes, checksum: a09fd433aadbfd35ac069f94f92bfde2 (MD5) Previous issue date: 2013-09-16 / The study proposes an understanding of nurses training in reflexivity and the overcome the limits of biomedical formation model, from the thought of John Dewey, inserted in the panorama of the reflective practitioner introduced by Donald Sch?n and dialoguing with the perspective of the transforming action of Paulo Freire. We used a qualitative approach to collect empirical data through focus groups conducted with nursing students from 3rd to 5th year in the Faculty of Health Sciences, Trairi / UFRN in the year 2012. Data analysis occurred through the technique of thematic content analysis constituted of three stages: pre-analysis, exploration of the material, treatment of results, inference and interpretation of the material. Thus, the categories formulated by organizing, classifying and aggregating the the content of the speeches to groups who shared opinions approximations of thought generating a set of categories of analysis designed from the contents. The results present the experiences of nursing students and their reflections, demonstrating that the process of reflection permeates the journey of life. It is inferred that the knowledge acquired in these experiences do not always participate in this dialogue in this formative process, reducing previous experiences in the field of exemplification of everyday situations. We conclude that it is necessary to consolidate innovative pedagogical proposals that allow the continuous dialogue with reality, breaking with the decontextualized teaching process from reality insertion of the university. Rethinking of the structures is recommended, reinforcing the break with the biomedical model and the integration of knowledge dynamically / O estudo prop?e a compreens?o da forma??o do enfermeiro na reflexividade e a supera??o dos limites do modelo de forma??o biom?dica, a partir do pensamento de John Dewey, inserido no panorama do profissional reflexivo apresentado por Donald Sch?n dialogando com a perspectiva da a??o transformadora de Paulo Freire. Utilizou-se a abordagem qualitativa na coleta do material emp?rico, atrav?s de grupos focais realizados com estudantes de enfermagem do 3? ao 5? ano na Faculdade de Ci?ncias da Sa?de do Trairi/UFRN no ano de 2012 no munic?pio de Santa Cruz/RN. A an?lise dos dados ocorreu atrav?s da t?cnica de an?lise tem?tica de conte?do constitu?da por tr?s etapas: pr?-an?lise; explora??o do material; tratamento dos resultados, infer?ncia e interpreta??o do material. Assim, formulou-se as categorias atrav?s da organiza??o, classifica??o e agrega??o do conte?do das falas com agrupamentos de opini?es que partilhavam aproxima??es de pensamento gerando um conjunto de categorias de an?lise projetadas a partir dos conte?dos. Os resultados apresentam a viv?ncia do estudante de enfermagem e suas reflex?es, demonstrando que o processo de reflex?o permeia o itiner?rio de vida. Infere-se que, os saberes adquiridos nestas viv?ncias nem sempre participam do di?logo presente neste processo formativo, reduzindo as experi?ncias pregressas no campo da exemplifica??o de situa??es cotidianas. Considera-se que, ? necess?rio consolidar propostas pedag?gicas inovadoras, que possibilitem o di?logo continuo com a realidade, rompendo com o processo de ensino descontextualizado da realidade de inser??o da universidade. Recomenda-se o repensar das estruturas, refor?ando o rompimento com o modelo biom?dico e a integra??o de saberes de forma din?mica