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Psycho-educational intervention to improve the behaviour of children with attention-deficit/hyperactivity disorderClark, Mavis 11 1900 (has links)
Much has been said and written over recent years about Attention-Deficit/Hyperactivity
Disorder. There is a certain amount of confusion as to what exactly the condition
constitutes and controversy continues to rage regarding treatment.
A significant number of children appear to be affected. Previously, parents and teachers
·were blamed for failing to discipline effectively. Often, the difficulties remained
undiagnosed and untreated. Thanks to the wisdom of so many experts who have
generously shared their knowledge and considerable expertise, there is an increased
awareness of ADHD. Although there is no cure, there are ways to manage the difficulties.
However, early diagnosis and intervention is critical. Since many different symptoms are
associated with the disorder, a multi-modal treatment plan has been found to lead to a
better outcome.
For the purpose of this study, a multi-modal programme was planned to address the
needs of a small group of children with ADHD and their parents. The intention was to
empower the parents, within a supportive group environment, by providing them with
knowledge about the disorder and guidelines for managing the difficult behaviour. In
addition, an attempt was made to change the negative behaviour patterns of the children
through the medium of story-telling. It was hoped that by reducing the levels of parental
stress, parents would be more competent to cope with their educational demands, so that
their children could be guided more positively towards adulthood.
The results of the programme were positive. Teachers and parents reported better
behaviour by the children. The parents' stress levels were reduced. The parents
expressed greater understanding about the disorder and a hopefulness that they could
better manage their children. They felt they had benefitted from the advice given by other
parents who were facing similar challenges. However, they felt that a short-term
programme was insufficient to address all their needs and they expressed a need for ongoing
support. In view of the chronicity of the disorder and the constantly changing needs
of the child on his journey towards adulthood, cognisance was taken of the fact that longterm
intervention is essential. / Psychology of Education / D.Ed. (Psychology of Education)
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Psycho-educational intervention to improve the behaviour of children with attention-deficit/hyperactivity disorderClark, Mavis 11 1900 (has links)
Much has been said and written over recent years about Attention-Deficit/Hyperactivity
Disorder. There is a certain amount of confusion as to what exactly the condition
constitutes and controversy continues to rage regarding treatment.
A significant number of children appear to be affected. Previously, parents and teachers
·were blamed for failing to discipline effectively. Often, the difficulties remained
undiagnosed and untreated. Thanks to the wisdom of so many experts who have
generously shared their knowledge and considerable expertise, there is an increased
awareness of ADHD. Although there is no cure, there are ways to manage the difficulties.
However, early diagnosis and intervention is critical. Since many different symptoms are
associated with the disorder, a multi-modal treatment plan has been found to lead to a
better outcome.
For the purpose of this study, a multi-modal programme was planned to address the
needs of a small group of children with ADHD and their parents. The intention was to
empower the parents, within a supportive group environment, by providing them with
knowledge about the disorder and guidelines for managing the difficult behaviour. In
addition, an attempt was made to change the negative behaviour patterns of the children
through the medium of story-telling. It was hoped that by reducing the levels of parental
stress, parents would be more competent to cope with their educational demands, so that
their children could be guided more positively towards adulthood.
The results of the programme were positive. Teachers and parents reported better
behaviour by the children. The parents' stress levels were reduced. The parents
expressed greater understanding about the disorder and a hopefulness that they could
better manage their children. They felt they had benefitted from the advice given by other
parents who were facing similar challenges. However, they felt that a short-term
programme was insufficient to address all their needs and they expressed a need for ongoing
support. In view of the chronicity of the disorder and the constantly changing needs
of the child on his journey towards adulthood, cognisance was taken of the fact that longterm
intervention is essential. / Psychology of Education / D.Ed. (Psychology of Education)
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Mission statement and management of private tertiary religious institutions in Eastern and Southern AfricaKibuuka, Hudson Eddie 06 1900 (has links)
The region of Eastern and Southern Africa has recently experienced an unprecedented
development of private tertiary institutions. Most of these institutions are established by
religious organisations which, since the inception of education, have been involved in
operating educational institutions of lower levels. Although referred to as private
institutions, which by definition would imply funding other than the government sources,
these private institutions find themselves, at times requesting the government to fund
their development as well as their operations.
This study sought to investigate if these private religious institutions have unique raison
d'etre expressed in the form of mission statements. The study also investigated the nature
of their management and the management structures in practice.
The literature reviewed indicated that private religious institutions have a unique mission
based on their basic concept of education and their world view. They seek to pursue and
inculcate specific values. Operating in a competitive environment, however, in which
their competitors do receive funding from the government makes the private institutions
vulnerable to hardships.
The study was conducted using qualitative research approach in three countries, namely
Kenya, Uganda and Zimbabwe; involving all degree granting recognised private
religious institutions in the sample and focussing on the management. The respondents
were chosen by elite purposive and snowball sampling. The main data collection method
was the interview. However, document analysis, observations, and a questionnaire were
also used.
The findings from the data indicate that private religious institutions have unique
missions although they are, at times, not expressed in the form of mission statements. As
a result some of the stakeholders, including those involved in management, don't get to
know what their institutions' missions are.
The study concludes by emphasising the development of clear mission statements
involving the stakeholders in the process and having the mission statements widely
disseminated. It is also recommended that training in management is important for the
managers of the institutions at the various levels. A model of management is proposed
for streamlining the management of the institutions considering the requirements of the
national governments as well as those of the religious proprietors. / Educational Studies / D. Ed. (Educational Management)
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Management of the migration process of a TVET college to the Department of Higher Education and TrainingLa Cock, Wium 05 1900 (has links)
The aim of this study was to investigate the management of the function shift of Technical and Vocational Education and Training Colleges at the Department of Higher Education and Training. When the function shift of TVET Colleges took place, it provided an opportunity to research a phenomenon and obtain data that were not previously researched, as this was the first ever function shift or migration of colleges from the Department of Basic Education to the Department of Higher Education and Training. As such, this research not only explores a new phenomenon but also contributes to the body of knowledge regarding TVET in South Africa. This research was conducted at a TVET College in Newcastle, Kwa-Zulu Natal, South Africa.
A qualitative, phenomenological study was conducted. The instruments for collecting data were individual and focus group interviews. Field notes were compiled during the various interviews, as deemed necessary by the researcher. All interviews were recorded digitally. The said digital recordings were transcribed and emanating themes were identified. Managers were selected as the interviewees. As this research was based on the management of the function shift, they were the most appropriate choice. A sample of staff was also interviewed, as two separate focus groups, to balance the scope and extent of the data, thus attempting to not only view the managerial paradigm as the sole reality.
Findings made from the data were that the function shift was preceded by a previous migration of staff. That migration, however, saw colleges remaining in the same educational stream or level namely that of basic education. The staff at colleges, or technical colleges as they were called at the time, were previously employed by the State. This changed when the State created governing bodies for colleges or college councils, as they are known. Technical Colleges were then renamed Further Education and Training Colleges. These colleges were reporting to the Department of Education which saw a name change to the Department of Basic Education, as explained above. Employees were given the opportunity to migrate from State employment to council employment, which most staff members did. These college councils were later found to be dysfunctional, and the State arranged for colleges to be returned to the auspices of the State, but this time round they were usurped in the newly formed Department of Higher Education and Training. From a management perspective, the function shift was successful with minor challenges. Thus the staff felt that they did not receive adequate communication, thereby adversely affecting their financial positions.
The researcher recommends further research among TVET Colleges regarding the management of this function shift. It is also recommended that all current channels of communication with staff be revisited, and improvement therein pursued, where possible. A final recommendation is that managers involved in a function shift be subject to a refresher course in change management before a function shift is implemented. / Educational Leadership and Management / M. Ed. (Education Management)
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Mission statement and management of private tertiary religious institutions in Eastern and Southern AfricaKibuuka, Hudson Eddie 06 1900 (has links)
The region of Eastern and Southern Africa has recently experienced an unprecedented
development of private tertiary institutions. Most of these institutions are established by
religious organisations which, since the inception of education, have been involved in
operating educational institutions of lower levels. Although referred to as private
institutions, which by definition would imply funding other than the government sources,
these private institutions find themselves, at times requesting the government to fund
their development as well as their operations.
This study sought to investigate if these private religious institutions have unique raison
d'etre expressed in the form of mission statements. The study also investigated the nature
of their management and the management structures in practice.
The literature reviewed indicated that private religious institutions have a unique mission
based on their basic concept of education and their world view. They seek to pursue and
inculcate specific values. Operating in a competitive environment, however, in which
their competitors do receive funding from the government makes the private institutions
vulnerable to hardships.
The study was conducted using qualitative research approach in three countries, namely
Kenya, Uganda and Zimbabwe; involving all degree granting recognised private
religious institutions in the sample and focussing on the management. The respondents
were chosen by elite purposive and snowball sampling. The main data collection method
was the interview. However, document analysis, observations, and a questionnaire were
also used.
The findings from the data indicate that private religious institutions have unique
missions although they are, at times, not expressed in the form of mission statements. As
a result some of the stakeholders, including those involved in management, don't get to
know what their institutions' missions are.
The study concludes by emphasising the development of clear mission statements
involving the stakeholders in the process and having the mission statements widely
disseminated. It is also recommended that training in management is important for the
managers of the institutions at the various levels. A model of management is proposed
for streamlining the management of the institutions considering the requirements of the
national governments as well as those of the religious proprietors. / Educational Studies / D. Ed. (Educational Management)
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216 |
Managing mobile learning in a higher education environment / Olivier V.Olivier, Vanessa January 2011 (has links)
The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning)
in order to achieve the primary objective of the study which is to develop a general
framework to implement and manage mobile technologies in a higher education
environment.
The focus of the literature study was to research the state of mobile technologies and their
relevance to teaching and learning. The literature study investigate the implications of mobile
technologies for students, lecturers and thus for the institution and provided an overview of
frameworks found in literature with the emphasis on the management of m–learning within
the higher education institution.
M–learning is part of a new mobile conception of society, with the mobility of the
technologies impacting on the mobility of the students, the lecturers and ultimately on the
mobility of higher education. Literature suggests that, while m–learning is proving to be
innovative, the factors that most strongly impact on the ultimate success or failure of mlearning
will depend on human factors, the balancing of technological ideals and
pedagogical imperatives, and the successful management of the interface between human
educational systems and technology systems. The proposed general framework focuses
on addressing key issues related to m–learning from the perspective of the student, the
lecturer and thus the institution. In order to remain competitive higher education needs to be
diligent in maintaining the complex technology infrastructure that supports a thriving
mobile culture that will meet and exceed the expectations of both lecturers and students.
The empirical research conducted had as objectives to investigate the mobile technology
assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile
technology that they own and to investigate the respondent's attitude towards mobile
technologies. A survey was designed and distributed to a sampling of the academic staff
and students of the North–West University (NWU) in South Africa, specifically the
Potchefstroom Campus.
There is ample proof from the empirical study that there is a gap with regard to the level of
accessibility, usage, and attitude with regards to the different interest groups in the higher
education environment. Higher education institutions should invest in investigating these
gaps further and in leveraging off the benefits of the effective management of these
technologies to improve teaching and learning.
The final chapter concludes with a summary of the secondary objectives researched in the
literature (Chapter two) and empirical research (Chapter three) chapters in order to support
recommendations towards the primary objective of this study. The rapid pace of adoption
and advancement of mobile technologies creates opportunities for new and innovative
services provided through such mobile devices. Higher education finds itself in the early
innings of the mobile Internet pulling both lecturers and students towards the same place:
smaller, faster, cheaper devices working together in a web of connectivity.
Recommendations were made in this final chapter on how higher education institutions can
leverage the benefits of the effective management of mobile technologies to improve
teaching and learning. M–learning has the potential to increase the capacity of higher
education through improving efficiency and productivity of teaching and learning. Mlearning
could address challenges related to quality of teaching such as continuous
professional training, lifelong upgrading, connecting with academics worldwide and
communicating effectively with students. Higher education is discovering the potential of mlearning
to promote student engagement and improving the quality of learning.
Management of higher education institutions and systems, management of policymaking
including storage and analysis of data, construction and assessment of policy scenarios, and
tracer studies or academic tracking systems can be improved through the use of m–learning.
Mobile technologies will continue to increasingly become an integral part of students' and
lecturers' private and day to day lives and m–learning will be integral in educational content
delivery. Additional research is required to study the effective and optimal implementation of
m–learning. A better understanding of the benefits and leverage thereof is required and
additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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217 |
Managing mobile learning in a higher education environment / Olivier V.Olivier, Vanessa January 2011 (has links)
The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning)
in order to achieve the primary objective of the study which is to develop a general
framework to implement and manage mobile technologies in a higher education
environment.
The focus of the literature study was to research the state of mobile technologies and their
relevance to teaching and learning. The literature study investigate the implications of mobile
technologies for students, lecturers and thus for the institution and provided an overview of
frameworks found in literature with the emphasis on the management of m–learning within
the higher education institution.
M–learning is part of a new mobile conception of society, with the mobility of the
technologies impacting on the mobility of the students, the lecturers and ultimately on the
mobility of higher education. Literature suggests that, while m–learning is proving to be
innovative, the factors that most strongly impact on the ultimate success or failure of mlearning
will depend on human factors, the balancing of technological ideals and
pedagogical imperatives, and the successful management of the interface between human
educational systems and technology systems. The proposed general framework focuses
on addressing key issues related to m–learning from the perspective of the student, the
lecturer and thus the institution. In order to remain competitive higher education needs to be
diligent in maintaining the complex technology infrastructure that supports a thriving
mobile culture that will meet and exceed the expectations of both lecturers and students.
The empirical research conducted had as objectives to investigate the mobile technology
assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile
technology that they own and to investigate the respondent's attitude towards mobile
technologies. A survey was designed and distributed to a sampling of the academic staff
and students of the North–West University (NWU) in South Africa, specifically the
Potchefstroom Campus.
There is ample proof from the empirical study that there is a gap with regard to the level of
accessibility, usage, and attitude with regards to the different interest groups in the higher
education environment. Higher education institutions should invest in investigating these
gaps further and in leveraging off the benefits of the effective management of these
technologies to improve teaching and learning.
The final chapter concludes with a summary of the secondary objectives researched in the
literature (Chapter two) and empirical research (Chapter three) chapters in order to support
recommendations towards the primary objective of this study. The rapid pace of adoption
and advancement of mobile technologies creates opportunities for new and innovative
services provided through such mobile devices. Higher education finds itself in the early
innings of the mobile Internet pulling both lecturers and students towards the same place:
smaller, faster, cheaper devices working together in a web of connectivity.
Recommendations were made in this final chapter on how higher education institutions can
leverage the benefits of the effective management of mobile technologies to improve
teaching and learning. M–learning has the potential to increase the capacity of higher
education through improving efficiency and productivity of teaching and learning. Mlearning
could address challenges related to quality of teaching such as continuous
professional training, lifelong upgrading, connecting with academics worldwide and
communicating effectively with students. Higher education is discovering the potential of mlearning
to promote student engagement and improving the quality of learning.
Management of higher education institutions and systems, management of policymaking
including storage and analysis of data, construction and assessment of policy scenarios, and
tracer studies or academic tracking systems can be improved through the use of m–learning.
Mobile technologies will continue to increasingly become an integral part of students' and
lecturers' private and day to day lives and m–learning will be integral in educational content
delivery. Additional research is required to study the effective and optimal implementation of
m–learning. A better understanding of the benefits and leverage thereof is required and
additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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