The purpose of this study was to determine the feasibility of implementing a vocationalized secondary school curriculum in Zimbabwe. The study measured constituent support necessary for successful implementation, from students, parents, educators, employers, and legislators. This was done by determining whether the initiative would meet, educational aspirations, occupational aspirations and expectations of students and of parents for their children; perceptions of the role of education of all stakeholders; manpower needs of employers; employment expectations; and national development needs. Attitudes towards vocational education of stakeholders were also measured. Characteristics of groups supportive of the initiative were identified. Constraints likely to impede implementation were also identified. / Data were collected from stratified random samples of parents, students, and teachers from one region. Data from stratified random samples from other educators, employers, and policymakers were collected nationwide. / Data were collected from 1,939 respondents using questionnaires and interviews. The overall return rate of the questionnaires was 80.6 percent. Data were analyzed by frequency counts, cross-tabulations, analysis of variance, correlation analysis, and multiple regression techniques. / The study found that parents and students had high educational and occupational aspirations and expectations. Respondents believed education promoted socio-economic mobility. All groups showed flexibility on employment sectors that the vocationalized curriculum would promote, but students preferred employment in the formal sector. / All groups had positive attitudes towards vocational education, and were generally supportive of the initiative, except for parents with high education. There was evidence that vocationalization could meet educational and occupational aspirations and expectations of students and of parents for their children; and employers' manpower needs at the craft level. Shortages of human and material resources were noted as constraints that could adversely affect implementation in spite of the constituent support. / Eleven suggestions that would facilitate implementation of the initiative were recommended as a result of the findings of this study. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0785. / Major Professor: Hollie Thomas. / Thesis (Ph.D.)--The Florida State University, 1992.

Thesis (M. Ed. (Educational Psychology))--University of Pretoria, 2002. / Includes bibliographical references.

Thesis--University of Toronto. / eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 122-123.

Thesis--Virginia Polytechnic Institute and State University. / Vita. Abstract. Includes bibliographical references (leaves 112-118). Also available via the Internet.

This research examined the effectiveness of using existing videoconferencing technology, originally designed to deliver distance learning, to support Video Remote Interpreting (VRI). The purpose of the study was to demonstrate that the technology could facilitate a two-way counseling exchange between a non-signing Vocational Rehabilitation (VR) counselor and a deaf ASL client, in situations when there are no local interpreters available. The study involved 37 deaf clients who participated in VR interviews in which American Sign Language (ASL) interpreting, by CI/CT certified interpreters, was delivered either locally [control condition] or on video from a remote location [experimental condition]. Comprehension of VR programmatic material and satisfaction with the interview process were measured using a questionnaire developed by the researcher. The data were analyzed using group means, Standard Deviations, and t-tests of Independent Means. Results supported acceptance of the null hypotheses that there were no observed differences in either comprehension or satisfaction among the participant groups, regardless of whether interpreting was delivered in a traditional way or through VRI. Analysis further demonstrated the frame rate speed and bandwidth of the existing videoconferencing network could support real-time signing and fingerspelling. Best practice recommendations are included for consideration by other professionals planning to implement Video Remote Interpreting.

<p> Much research has been done in regards to student programming errors, online education and studio-based learning (SBL) in computer science education. This study furthers this area by bringing together this knowledge and applying it to proactively help students overcome impasses caused by common student programming errors.</p><p> This project proposes a pedagogy for proactive online teaching. Studio-Based Learning Online (SBL-Online) consists of three components, the SBL pedagogy, the strategic timing and content of the SBL sessions and the online nature of the implementation environment. The implementation of SBL-Online aims to provide a better quality of online computer programming courses promoting student-student interaction focused on the discussion of problematic curriculum issues.</p><p> Data collected prior to the application of SBL-Online provided counts of common student programming errors. This information was used to create the assignments that were later used during the SBL-Online sessions. In regards to its implementation, this project is two-fold; on the one hand it compares online vs. SBL incarnations of the same course. On the other hand it observes and analyzes what goes on during the SBL-Online sessions.</p><p> The data collection includes an end-of-semester questionnaire, a modified version of the motivated strategies for learning questionnaire (MSLQ), as well as thick data collection extracted from the course management system, student emails and SBL-Online session video recordings. Recordings&rsquo; analyses of student interaction during SBL sessions play a very important role within this study.</p><p> The SBL-Online just as its face-to-face counterpart SBL, has shown the potential to help novice programmers overcome the limitations unique to introduction to programming courses. In most cases there is evidence on students&rsquo; optimistic state of mind before, during and after SBL sessions highlighting the effects of this treatment. On the other hand there is evidence of renouncing and defeatist thoughts from the control group.</p><p> This research provides a unique insight into the inner workings and effects of SBL, including the identification of &ldquo;learning moments,&rdquo; student-student interaction and the building of camaraderie. SBL-Online impacted student&rsquo;s behavior, in different areas of the course, such as, attitude towards peers and attitude towards the course.</p>

<p>The study set out to determine the effects of Career Technical Education Career Academy participation on student outcome measures in a high minority urban school district. Three research questions explored student participation in career academies and student outcomes in the area of grade point average, credit completion and/or attendance rates. The three research questions investigated in this study were: 1) What are the effects of CTE on student achievement, grade point average, credit completion, and attendance rates? 2) Does the amount of time in the CTE program affect the dependent variables of grade point average, credit completion, and attendance rate? 3) Does the CTE academy affect the dependent variables of grade point average, credit completion, and attendance rates? The quasi-experimental design, which matched Career Technical Education participants and non-participants according to various demographic variables, allowed the researcher to control for variables that usually impact grade point average, credit completion and attendance rates. The matching and labeling of CTE participants and non-participants occurred prior to students' participation in an academy. The results of this study adds to a relatively small body of research which examines the impact of Career Technical Education programs implemented in thousands of high schools across the country. Multiple regression was run and results concluded that participation in Career Technical Education significantly impacts grade point average and credit completion rates. However the amount of time in an academy only affected grade point average and the academy students participated in did not have an impact any of the student outcomes measured in this study. Further studies of similar design which measure student outcomes should be performed to confirm or deny the results of this study. </p>

<p> Over the last 100 years, there has been an ever-tightening correlation between education and employment. In the early 1900s, it was the attainment of a high school diploma that yielded lower unemployment. In the middle of the century, it was the bachelor's degree, and in the 21st century, it is advanced degrees, such as MBAs. While there is a preponderance of data supporting the relationship between higher levels of education and a diminishing likelihood of unemployment, the value of continuing education potentially assisting an educated (degree-holding) worker back into the workforce is an un-researched area. </p><p> This study examined the relationship between the pursuit of continuing education (either advanced academic degree or industry certification) and re-employment for experienced professionals. When the educational effort was introduced in interviewing, hiring or sourcing activities, did recruiters or hiring managers give preference to that job candidate? Moreover, since the worker already had an academic degree, would pursuit of an advanced degree be more beneficial than the pursuit of a professional certification? </p><p> Early discussions with several potential subjects indicated that they could not, due to privacy and legal issues, divulge hiring decisions for specific staff members. Therefore, two anonymous surveys were devised to solicit insights from both job seekers and recruiters/hiring managers. The recruiter/hiring manager responses supplied the most direct answers to the research questions while the job seeker responses provided insights on the current approach to education when a person is unemployed. </p><p> The findings identified that recruiters/hiring managers embraced continuing education. Depending on the situation, between 35% and 67% of the respondents valued the educational efforts in the hiring process. In most cases, since the worker already held a bachelor's degree, pursuit of an industry certification was deemed more valuable than the pursuit of an advanced degree, but neither pursuit could compete with job candidates who already held advanced degrees. </p><p> While further research is needed to refine the differences based on age, degree type, and industries, the general guidance for an out-of-work professional with a bachelor's degree is to pursue industry certification or pursue an advanced degree to improve the prospects of quicker re-employment. </p>

Thesis--University of Toronto. / Bibliography: p. 122-123.

Thesis (Ph. D.)--University of Pennsylvania, 1937.