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A study of the uses of a blog-based Critical Incident Questionnaire in Further EducationSmith, Paul R. January 2018 (has links)
This study examines the use of a digital Critical Incident Questionnaire (CIQ), which was originally developed by Professor Stephen Brookfield, to extract perspectives of students on the lecture/lesson they had just conducted. Three FE colleges in the UK took part in the study and utilised a blog for students to post their comments. Students conducting media production courses at level three and four were the focus groups that submitted approaching two thousand CIQ responses over two academic years. The aim of utilising the CIQ was for a course tutor to receive additional perspectives on their practice and instant on-event feedback, resulting in identifying whether the learners mimicked the course tutor’s perspective. The findings indicate that the other perspectives gathered from the CIQ provided the course tutor with a greater understanding of their practice and assisted them in becoming more critically reflective. Additionally, some CIQ comments were different from the assumptions of the course tutor, which allowed them to adapt the delivery of the programme. Furthermore, utilising the data from the CIQ has identified that some of the comments students provide to the course tutor in-class do not mimic the comments of the CIQ. Moreover, comments received through the CIQ identify that there are also managerial implications, such as the usefulness and reliability of teaching observations, student induction and exit questionnaires. Utilising a blog format allowed students to submit their responses on a variety of digital devices, but some problems remained similar to Brookfield’s carbon paper-based system. There appears to be a definite place for using the CIQ in FE educational practice, and many best practice recommendations are constructed.
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Multilingualism in the FET band schools of Polokwane area, a myth or a realityNtsoane, Mogodi January 2008 (has links)
Thesis (M.ED.) --University of Limpopo, 2008 / Language prejudice is of two types: positive
and negative. Negative prejudice is image
effacing. It is characterized by negative
evaluation of one’s own language or speech
patterns and a preference for someone else’s.
An example of this kind of self-
-denigration is the case of David Christiaan,
the Nama Chief in Namibia, who, in
response to the Dutch missionaries’ attempt
to open schools that would conduct their
teaching using Nama as a medium of instruction,
is reported to have shouted, “Only Dutch, Dutch
only! I despise myself and I want to hide in the
bush when I am talking my Hottentot language”
(Vedder, 1981: 275 as quoted in Ohly, 1992:65.
In Ambrose, et al (eds.) undated: 15).
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Research into the quality of the teaching environment for adult learnersFreeman, Maureen, n/a January 1993 (has links)
In this decade, the drive to improve the quality of learning environments at all
levels has gathered pace, and accountability of providers has become a byword,
particularly in secondary and tertiary educational institutions. In this process of
meeting societal needs, the teacher's role is crucial to the provision of optimal
conditions for learning. Teachers' adaptation to the changing clientele and
technologies of the 1990's, also demands their flexibility and preparedness to
contemplate anew their role in the learning transaction.
Gage (1963) posed three topical questions about teaching: how do teachers
behave, why do they behave as they do and what are the effects of their
behaviour? The information gained by examining three types of variables, is
required to answer these questions, the most central to research on teaching, is
teaching behaviour, or the process of teaching. Secondly, there are the causes or
determinants of those behaviours or processes and finally, there are the effects or
consequences of the teaching behaviours or processes (Dunkin,1986).
This research into teaching behaviours, conducted in three institutes of Technical
and Further Education in the A.C.T., seeks to determine the quality of teaching
for adult learners and the nature of the learning environment in TAFE. The
design of the study incorporates comprehensive multi-variate instruments and a
triangulating approach to data collection. In particular, a factor analysis of
student questionnaires evaluates the main factors operant in the classrooms of the
selected tertiary environments. The nature of the teaching behaviours and the
contingent learning climate, enabled further conclusions to be drawn about the
implications of these behaviours for adult learners eg. teacher expectancies, not
found hitherto evaluated in a tertiary context.
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Program evaluation : a study of evaluation in an ACT TAFE CollegeBrownlee, Graham, n/a January 1985 (has links)
This field study discusses curriculum evaluation in
technical and further education in Australia and the
Australian Capital Territory. The study has been developed
to include a case study of evaluation undertaken at the
Bruce College of Technical and Further Education. The case
study forms an integra1 part of the field study and
provides the focus for discussion of evaluation standards
developed by Stufflebeam and others (joint Committee, 1981)
for evaluation and meta-evaluation.
The standards suggested by the Joint Committee (1981) were
applied to the case study to examine the value of the case
study itself as a form of a meta-evaluation, together with
the advantages and limitations of the standards themselves.
Following this analysis a modified list of standards has
been prepared for application in the TAFE sector.
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Policy formulation and decision making in the ACT technical and further education systemJolliffe, Ray, n/a January 1982 (has links)
This study attempts to trace the locus of responsibility for the
decision making associated with policy determination in the
Australian Capital Territory further education system. Generally
the study is restricted to the decade of the Seventies, during which
period the administrative organisation of the system moved from the
large, centralised New South Wales State technical education system
to a small, regional system with local control.
In chronological sequence this field study considers the content and
effect of a number of reports, files and papers generated during
this period under study, and shows the nature of influences on the
emergence and structure of the A.C.T. further education system. In
particular, the shift of responsibility for policy determination,
and executive management of the system, is followed through as a
function of the recommendations contained in the various documents
considered.
By tracing the movement of executive responsibility through the
early years of operation of the A.C.T. further education system it
is possible to detect the focus of power and influence within and
imposed upon the system, and to consider the decision-making
strategies adopted in the determination of policy. From these it is
possible to extrapolate and assess, to some extent, the stage of
evolution which has been reached and possible directions in which
"natural selection" factors may influence further developments.
This field study should provide a first step, at least, toward the
association and amalgamation of many documents which have (or should
have) significantly influenced the nature of the present A.C.T.
further education system. The study concludes with some discussion
of current issues and suggestions for further (related) research.
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Training and further education for catering, restaurant and liquor services personnelKratochvil, John, n/a January 1983 (has links)
The study proposes to clarify what are the general training and
further education needs of personnel who intend to enter a career in
the Catering, Restaurant and Liquor Sales sectors of the Tourism
and Hospitality Industry, and those who are already employed in one of
the sectors.
The study also proposes:
1. to identify the immediate training needs to meet the specific
current requirements of the Industry in the ACT and surrounding
districts;
2. to ascertain the perceived future requirements to allow for the
provision of relevant training and further education facilities
to meet the challenge of tomorrow.
It is also hoped that the results of the needs analysis will assist
curriculum planners in the formulation of accurate educational
objectives to assist the construction of valid programmes of study
leading to employment into the Industry.
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A descriptive analysis and evaluation of Australian Capital Territory Institute of Technical and Further Education's marketing strategyMontgomery, Thomas, n/a January 1993 (has links)
The research in this thesis attempts to study the ACT
Institute of Technical and Further Education's marketing
strategy, and it addresses a particular situation at a
specific time.
The research was undertaken in two studies. The first,through
the use of a marketing audit, was focused on three key
marketing areas within the Institute to indicate its overall
marketing strategy. The second study involved a questionnaire
to ascertain the effectiveness awareness of the Institute's
advertising.
The researcher first presents an historical review and an
ordering of the historical aspects to illuminate the past and
the current marketing posture of the ACT Institute of
Technical and Further Education (ACTITAFE). The data are
presented through four distinct historical periods from the
establishment of the organisation in 1921 to 1991.
Although technical and further education in the ACT has a
history in excess of sixty years, data revealed that there is
no clear evidence of a formal marketing strategy.
The marketing audit interviews collected information from a
broad but representative sample of eighteen staff members of
the institution who are involved with marketing, media,
career advice, publicity and similar marketing activities.
The results revealed ACTITAFE has no formal marketing
strategy. The attitude toward marketing and the marketplace
has been ad hoc, uncoordinated, disjointed and reactive in
its approach. Its principal approach is a reliance on
awareness advertising.
Because of the emphasis placed on advertising as the
Institute's major concept for marketing, a questionnaire was
distributed on advertising effectiveness and data were
obtained from 252 completed responses.
The results obtained from this study indicated that over the
years the Institute has successfully built advertising
awareness. Currently, it has no formal structured marketing
strategy. The approach appears to be ad hoc, disjointed and
uncoordinated.
There are positive attempts to rectify this posture. However,
the evidence available suggests that the journey will not be
easy and the transition will not be rapid.
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Access to and awareness of further education on Eyre PeninsulaMulvihill, Michael J., n/a January 1981 (has links)
By using an interview survey of 30 randomly selected
residents of Port Lincoln and the same number of persons from a
country section of the Eyre Peninsula Community College region,
an attempt has been made to ascertain profiles of participants
and non-participants in adult education along with reasons for
non-participation. It was assumed that lack of awareness of
educational provision would be a major barrier to access and
so a significant part of the study was addressed to this
aspect.
The town of Port Lincoln was considered separately from
the rest of the Region because of the assumption that access
and awareness were likely to be at a lower level amongst those
persons in the more remote areas of the region.
Assumptions that underpinned the proposal were: that
Technical and Further Education was important, that
community awareness of T.A.F.E. was therefore desirable and
that barriers existed that precluded a significant section
of the community participating in these activities.
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Internetbaserade distansutbildningar / Internet based distance educationAhlgren, Ann-Sofie, Björck, Charlotte January 2000 (has links)
<p>In the informational age of today, continuous learning is of greatest importance. The demand for this seems to be increasing, while at the same time people are under more pressure to carry out more tasks in shorter amounts of time. A way to solve the problem of finding time to learn could be to make use of the possibilities that Internet offers for learning at a distance. The purpose of this thesis is to, from a pedagogical perspective, contribute to the discussion concerning Internet based distance education for a target population consisting of professionals. We have found that some of the courses included in the two certification programs which we have investigated are suitable for Internet based distance education. Furthermore, we believe that such an educational format should be a complement, and not a substitute, for the target population.</p>
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Förskolepedagogers uppfattningar av sitt arbete kring energiomsättningen / Preschool teachers´ understanding of their work related to energy metabolismJelvez, Alina January 2010 (has links)
<p>The aim of this study is to examine the understanding, preschool teachers, have about their work related to energy conversion in the human body. Through individual interviews, answers have been sought to the following questions: What do the preschool teachers believe they need to know about the link between food and energy? What are the different methods preschool teachers use to workwith the area of energy conversion in the human body?</p><p>The results show that preschool teachers have knowledge in terms of food and its nutrients as an energy source for the body to cope with. However the more thorough and detailed questions become all the more uncertainty there is about the topic. Preschool teachers on their own initiative do bring up the topic with the children and begin conversations as well as ask questions, perform experiments and demonstrations. However, there is still a demand for further education in this topic among preschool teachers, as well as requests on advice and ideas on how to work with children around the body’s energy.</p><p>It is important that preschool teachers raise the subject with the children at an early age, in order to create awareness, understanding and interest in the children’s mind. With the children becoming older, also their understanding develops. This drives the importance of the preschool teachers’ performance and commitment in order to obtain meaningful work.</p><p>Keywords: knowledge, work methods, interest, further education.</p> / <p>Syftet med denna studie är att undersöka vilka uppfattningar pedagogerna i förskolan har kring sitt arbete med energiomsättningen i kroppen. Genom individuella intervjuer har svar sökts på följande frågor; Vad anser sig pedagogerna behöva kunna kring kopplingen mellan mat och energi? Vilka olika metoder använder pedagogerna sig utav för att arbeta med energiomsättningen i kroppen?</p><p>Resultatet visar på att pedagogerna har kunskap vad gäller maten och dess näringsämnen som energikälla för att kroppen ska orka med. Ju mer ingående och detaljerade frågorna blir desto mer osäkerhet finns det kring ämnet. På eget initiativ tar pedagogerna upp ämnet med barnen och inleder samtal, ställer frågor, utför experiment och demonstrationer. Dock finns önskemål kring fortbildning i ämnet hos pedagogerna, liksom önskemål kring tips och idéer på hur man kan arbeta med barnen kring kroppens energi.</p><p>Att pedagogerna tar upp ämnet med barnen redan i tidig ålder är betydelsefullt för att skapa medvetenhet och intresse. Med stigande ålder skapas även förståelse hos barnet. Pedagogernas insatser liksom engagemang och kunnande är betydelsefulla för ett givande arbete.</p><p>Nyckelord: kunskap, arbetsmetod, intresse, fortbildning.</p>
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