Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 222-227). Also available via the Internet.

<p> This mixed-methods study analyzed student perceptions regarding the impact of career and technical education (CTE) programs on student engagement, mind-set, support of teachers, and school climate. The Tripod 7C instrument was utilized to gather quantitative data, while focus groups were utilized for gathering qualitative data. Survey results showed statistically significant differences between CTE and non-CTE subjects in the areas of <i>care, captivate, </i> and <i>clarify.</i> These findings were used to develop the questions and structure for the focus group discussions. The focus groups revealed four student-perception themes: <i>teacher, environment, student engagement,</i> and <i>content.</i> In the settings studied, CTE programs were noted to have significantly higher levels of student engagement, environments that are welcoming and warm, and caring adults.</p><p>

<p> The employment rate for individuals with disabilities is low. Yet some individuals with disabilities are able to maintain employment for extended periods of time by using unspecified social competencies, which allowed them to react appropriately during co-worker and supervisor interactions at the work site. The purpose of this qualitative case study was to explore the social skills utilized by an individual with disabilities who maintained employment. Interviews and observations that followed appreciative inquiry principles and social role valorization perceptions were used to gain insight from the individual with disabilities, supervisors, co-workers, and the individual&rsquo;s employer. The results of this qualitative case study identified the social competencies needed for individuals with disabilities to maintain employment. Professionals who prepare individuals with disabilities for employment could include the identified social skills in their instruction.</p><p>

As a model program, this study utilized high school students who tutored elementary students in computer assisted drafting (CAD). The tutors (called interns) offered various aspects of Technology Education to fifth and sixth graders (called youngsters). All youngsters were classified as gifted. In addition to high intelligence, each had some learning disability. Consequently, they were both gifted and learning disabled, or G/LD. Using a case study method, this study compared five author formulated propositions to data from observations and interviews. Proposition I. Changing schools. By utilizing existing resources, teachers can bring about positive changes in school policies and procedures. The study examined a staff-initiated, adapted change in an existing classroom practice which gave school staff a sense of ownership and, therefore, encountered little of the resistance that frequently accompanies imposed changes. Proposition II. Cooperative education. College-bound students have fewer opportunities to participate in off-campus learning experiences than do non-college-bound students. Although scheduling and other difficulties work against easy implementation of cooperative education programs for college-bound students, the study demonstrated that such programs can be successful. Proposition III. Building relationships. The interns, as positive role models, provide a vital component in the affective development of the G/LD youngsters, many of whom tend to be isolates. Classroom observations indicated that the youngsters admired, respected, and confided in the interns regarding personal matters. Proposition IV. Technology and values. Fear of job loss, coupled with the fear that technology is beyond human control, causes people to distrust and/or fear technological change. The interns expressed concern regarding jobs, the environment, and, the threat of war. None expressed fear of technology or felt that it was beyond human control. Proposition V. Seeking new teachers. Because few capable students are interested in teaching careers, the study attempted to present a positive image of teaching, thereby cultivating an interest in the profession. Prior to their involvement in the study, all of the interns indicated having little or no interest in teaching. At the end of the year-long study, these views remained unchanged.

Thesis (Ph.D.)--Xianggang Zhong wen da xue, 2002. / Dao shi: Lu Naigui jiao shou. 880-03 Includes bibliographical references (p. 356-364).

Thesis (M.P.A.)--University of Hong Kong, 1997. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 89-94).

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 104-110).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 89-94). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 104-110). Also available in print.