Spelling suggestions: "subject:"1earning approach"" "subject:"_learning approach""
11 |
Assessing the value add of leadership development programmes, from the line manager’s perspectiveOmaruaye, Nomvula 29 July 2012 (has links)
The purpose of this research was to determine the value derived from leadership development programmes by line managers. This research was useful in that its findings would add value to organizations and learning institutions that offered leadership development programmes. A qualitative research methodology was used. Convenience sampling technique was used as data gathering was based on the researchers personal contacts and their referrals. This technique is known to be the least reliable. But this was taken into account in interpreting the results. Content analysis was used to analyze data. Themes were identified in the literature review upfront and analyzed in the findings as per the priori content analysis technique. Four main themes were identified from the data. The first theme looked at the maturity level of organizations. Feedback on organizations behaviour during a recession was on of the factors used to determine their maturity level. The second theme focused on factors identified as contributing to the failure of leadership development efforts. The third theme discussed factors that result in the success of leadership development programmes. The last theme looked at the value derived by managers from leadership development programmes. Also considering how managers measured this value. The outcomes of the research were largely aligned to the literature review, with few instances where findings did not reveal any evidence to support or dispute some points. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted
|
12 |
Improving the total school program by employing cooperative education practicesUnknown Date (has links)
"The approach of the paper is: to explore and identify several problems common to secondary school programs throughout our country, with particular attention to Florida; to present several practices that are common to the Cooperative Education Clubs of Florida; and to suggest their application in other areas of the total school program to meet needs of students enrolled in any curriculum in a better manner"--Introduction. / "August, 1962." / Typescript. / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 49-51).
|
13 |
Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geographyLai, Ling-yan, Edith. January 1991 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 62-68). Also available in print.
|
14 |
Headteachers' and teachers' perceptions of the role collegial teams in enhancing continuous instructional improvement: a case study of two high schools in SwazilandMamba, Noah M 21 May 2014 (has links)
This study set out to establish and record headteachers’ and teachers’ perceptions of the
role of collegial teams in enhancing continuous instructional improvement. The concept
collegial teams is based on the collegial model. The model advocates that for
instructional improvement, teachers ought to work together as colleagues. The study
began by investigating whether the participants had the basic understanding of collegial
teams in the first place. It then established whether the teams exist in the selected
schools. It proceeded to find out how these teams operate and whether they play any role
in enhancing continuous instructional improvement. Furthermore, the study solicited
respondents’ perceptions of the obstacles that hinder the operation of the teams. Lastly,
the study made effort to obtain respondents’ recommendations on how best to improve
the operation of the teams.
This study has found that headteachers and teachers perceive collegial teams as playing a
very significant role in enhancing continuous instructional improvement. The degree of
the role was found to hinge on the headteacher’s attitude and support of the teams. These
two elements in turn determined the degree of the teachers’ empowerment by the
headteacher. Empowerment in this study is synonymous with treating teachers as
professionals. Where empowerment prevailed, professional interaction arid collaboration
tended to prevail also. The latter seem to result in the deepening of subject content and
increasing diversification of teaching strategies as teachers work together zmd share ideas.
The ultimate result of teachers’ working as colleagues was noticeable improvement in
students’ performance. However, contextual factors tended to affect some teams
negatively more than others apparently depending on each team’s ‘mastery’ of group
dynamics.
Finally, among others, two key recommendations were made; in school A, working on
the master time- table in order to accommodate peer evaluation was recommended. In
school B, it was recommended that teamwork be built on the good elements of the
teacher assessment form over which teachers have no control.
|
15 |
The process of learning and teaching in supplemental instruction groups at Rhodes University /Vorster, Jo-Anne Elizabeth. January 1999 (has links)
Thesis (M.A. (Psychology) - Rhodes University, 2000.
|
16 |
Designing online environments to facilitate classroom management and student collaborative work /Chorost, Michael Murray, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 205-233). Available also in a digital version from Dissertation Abstracts.
|
17 |
Cooperative learning strategies for teaching undergraduate tonal theoryOllen, Joy Elaine 11 1900 (has links)
The purpose of this thesis was to show that cooperative learning strategies are suitable
teaching techniques for the instruction of undergraduate music theory. Literature in music
theory pedagogy has concentrated primarily on content-based teaching issues and offers little
information on the range of teaching techniques available for promoting student learning.
Many instructors may be relying on traditional teaching methods with which they are
familiar-lectures, lecture-demonstrations and teacher-led discussions-to instruct tonal theory
classes and may not be aware of cooperative learning or its potential usefulness as another
instructional strategy.
The body of this thesis is divided into three main sections. The opening section
demonstrates how traditional teaching methods alone fail to meet many learning needs of
students and points to cooperative learning strategies as one alternative method that addresses
these needs. In the next section, cooperative learning is further defined in order to differentiate
it from traditional group work. The third and largest section contains ten sample lesson plans
based on topics central to first- and second-year tonal harmony courses. Each lesson includes
at least one cooperative learning technique and a discussion of why the particular technique was
applied to the topic.
Instructors of tonal harmony who are looking for additional teaching strategies that actively
involve the learners should consider using cooperative learning. The sample lesson plans
offered in this thesis illustrate how these techniques may be used either briefly in conjunction
with more traditional methods or on their own in more extensive activities. Variety within
cooperative learning strategies has also been demonstrated by providing techniques ranging
from simple, user-friendly ideas for the inexperienced, to more complex and challenging
activities requiring higher levels of experience and collaborative skills. A selected bibliography
is included to assist readers in becoming familiar with some of the resources available to those
who use cooperative groups for instruction.
|
18 |
Expanding the understanding of self-directed learning : community action and innovative workplacesTaylor, Rosemary 11 1900 (has links)
Much confusion surrounds the term 'self-directed learning', which presently describes a process, a
goal, a teaching technique, and an outcome of that teaching. As a process, the literature
concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected
as individuals. The purposes of this study were: (a) to reduce conceptual confusion by
creating a typology distinguishing different processes of self-directed learning; (b) to explore the
phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on
learning, and the complex learning dynamics in group settings.
This project arose somewhat differently from typical doctoral research. Data from two unrelated
field studies conducted for other purposes, completed before this thesis work began, each
illustrated self-directed groups learning informally in the contexts of community action and
innovative small workplaces. A subsequent review of the literature indicated a lack of attention to
this form of group learning, and the field studies were then re-analyzed from this perspective.
As a result of the literature review and data re-analysis (1) a typology emerged from the literature
review that divides the process of self-directed learning into three forms, each of which is context
sensitive but between which learners can continually move back and forth; (2) it appears that the
term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in
their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually
confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed
by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to
accord non-credentialed learning the value it deserves, and the second is the difficulty often
encountered in transferring knowledge from the site of learning to the site of application. This
study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning
at all levels and in all contexts, may provide some of the tools necessary for living and learning in
the twenty-first century.
|
19 |
Introducing group work as a teaching method in Business Administration I at the Durban university of Technology : an action research case study.Zondi, Cynthia Khethiwe. January 2006 (has links)
In this thesis I explore the effect of introducing group work as one of the methods of
teaching and learning in Business Administration I at the Durban University of
Technology. Introducing group work was also an attempt to satisfy the needs of the
workplace and at the same time incorporate the critical cross-field outcomes in the
teaching of this particular subject. I explore the benefits and problems of using group
work in higher education.
The study was conducted at the Durban University of Technology Riverside Campus
with a sample of Business Administration I students, Business Administration III students
as well as three lecturers in the Department of Office Management and Technology who
lecture at the Durban Campus. The research involved the implementation and the
reflections of exposing students to group work over the two cycles. The study was
developed with the aim of using more innovative teaching methods than just lecturing.
Learners were engaged in the group work project which involved searching for
information as a group, doing group presentations, evaluating the presentations and
reflecting on the whole process. After analysis of data collected, the process was revised
and implemented again with another group of students in the second cycle followed by
analysis of long term implications of group work. An exploration of the lecturers'
perceptions of using group work as a teaching method was also done. Data was gathered
from observations, questionnaires, focus group interviews and analysis of students' test
results.
Results indicated that despite some problems associated with this method, there is scope
for considering a variety of approaches to teaching of the subject Business
Administration I, and group work can be one of the methods used. The findings showed
that staff and students held positive perceptions on group work, and there were
similarities in the benefits of using group work in education as identified by students,
lecturers and the literature. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
|
20 |
Developing a workbook for a cooperative learning project : a critical exploration of the extent to which an English I cooperative learning project based on communication language teaching principles is compatible with the pedagogy of access proposed by the Multiliteracies Project.Sanders, Nicole Joy. January 2000 (has links)
This research report encompasses the development and implementation of a cooperative learning project over four cycles of action research. The context for this research is eleven business communication classes, primarily comprised of Black South African adult learners using English as an additional language. The project was developed in response to national recurriculation for Outcomes Based Education and Curriculum 2005, integrating aspects of the old English syllabus in a meaningful series of business communication activities that gave
learners opportunities to interact with and visit local companies. Learners engaged in the project in groups and compiled various written responses, correspondence and reports in group portfolios. The project culminated in a group business presentation where the whole class learned about the company visited and peer groups joined the lecturer in the summative assessment process. The project aimed to empower students in a number of ways, using
techniques such as peer-mediation, code-switching, genre-teaching and textual scaffolding. A study guide was produced in the second cycle of action research. The study guide was revised for the third and fourth cycles in response to reflections on student feedback and using Technikon Natal and the South African Institute for Distance Education (SAIDE) criteria. Data was collected using student reports and assignments, questionnaires and journals.
Analysis of the data and the study guides was reflexive and guided further implementations. A fifth cycle is anticipated where the multiliteracies pedagogy will be applied to the activities of the project and the study guide will be transformed into an interactive learner workbook accordingly. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2000.
|
Page generated in 0.0733 seconds