Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Restricted until June 1999. Bibliography: leaves 110-115.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 22, 2006. Dissertation Committee: Lanny Morreau (chair), Mack Bowen, Jeffrey Hecht, Toni McCarty, Robert Wazienski. Includes bibliographical references (leaves 145-177) and abstract. Also available in print.

Thesis (Ph.D.)--University of Idaho, May 2006. / Major professor: Jerome M. Fischer. Includes bibliographical references (leaves 126-143). Also available online in PDF format.

<p> The purpose of this sequential, explanatory, mixed methods study was (a) to investigate the degree to which Career Technical Education (CTE) students in selected California Community College (CCC) believe that the core components of learning communities (LCs) designed for traditional, academic track students exist in LCs designed for CTE students; (b) to determine which of the core components, if any, are perceived by students as most beneficial, for CTE LCs; and (c) to explore any additional components that students might believe to be essential for LCs designed for CTE students. </p><p> In the first phase of this study, the <i>Online Survey of Students&rsquo; Experiences of Learning in a LC</i>, developed and implemented by the National Resource Center for Learning Communities, was administered to a cross section of 75 current CTE LC students from three California Community Colleges to determine the perception of implementation of the core components of a LC. In phase two, survey respondents were able to opt-in to a focus group or interview designed to determine which of the core components, if any, were most beneficial and to explore their experience in the LC to emerge any critical components not included in the survey instrument. Thirty-five survey respondents participated in six focus groups on campus. </p><p> The findings of this study support the following conclusions. Study participants in this study found all four components of a successful learning community integrated curriculum, innovative instruction, engagement and supportive services, present in their learning community designed for Career and Technical Education. Students found supportive services to be the most important component in their learning community, followed by engagement. Supportive services are perceived by students to be key to successful participation, retention and success of survey participants. Specific personnel, peer mentors, teaching assistants, coordinators, counselors and instructors, represent the greatest source of support and means for engagement connecting students to the larger campus community as well as to supportive services. A career focus in the learning community helps students persist and succeed in their learning community and serves as a point of engagement.</p><p>

<p> The purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs Assessment Model was used to identify the perceived importance and perceived competency of 20 competencies prescribed by the Georgia Teacher Assessment of Performance Standards (TAPS). Once analyzed, the researcher identified and described professional development needs relative to demographic variables.</p><p>

Abstract not available.

The purpose of this study is to learn about the ways in which female Technology Education Teachers understand sources of influence on their career choice. The findings from this study are intended to provide key insights in the participants' perspectives that might shed light on how to encourage females to aspire to and enter Technology Education as a profession. The objective of this study is to create a deeper understanding of how some women moved beyond cultural barriers and make "unexpected transitions" to become female technology education teachers. This qualitative study is based on a purposive sampling of ten female technology education teachers.

The administration of basic education and training in South African mines lacks democratic participation, among other problems. This is because stakeholders like worker-learners, educators, and trade unions are mostly not involved when employers plan, implement, and evaluate programs. Currently, the Congress of South African Trade Unions (COSATU) is exploring ways in which the Adult Basic Education and Training (ABET) system can be transformed. This case study explains strategies and proposals of the National Union of Mineworkers (NUM). Qualitative research methods were used in data gathering. From 1993 to 1994, on-site, I observed and participated in NUM and national ABET activities; interviewed labor and liberation leaders and educators, managers, worker-learners, and NGO adult educators; and analyzed union resolutions, an agreement between NUM and the Chamber of Mines, and national ABET policy proposals. Through workshops, NUM is in the process of building the capacity of mineworkers to participate in the running of programs. Through negotiations with management, an ABET framework has been agreed. Through COSATU and the African National Congress (ANC), NUM contributes in national efforts for reconstruction and development. The defining characteristics/principles of the new industry and national ABET framework are: ABET qualifications will be equivalent to ten years of free and compulsory schooling, leading to a General Education Certificate; both general education and technical training will be certified in a common integrated framework; a national core curriculum, in a competency-based modular format, will allow for assessment and recognition of prior learning and experience. Negotiations are continuing between unions and employers about paid education and training leave, and how education and training can relate to job grading systems. ABET provision, within a national qualifications framework, is intended to: redress the apartheid legacy, and respond to economic and social needs by offering both technical and social skills. Consequently, the ABET framework more than combines the formal, functional, and Freirean adult literacy models. In conclusion, the study highlights some major labor accomplishments, challenges, and questions of this transitional period. It is recommended that, in implementing the ABET vision, joint workplace partnerships/forums be pursued as viable vehicles for learner empowerment.

No description available.