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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Utilizing implementation data to explain outcomes within a theory-driven evaluation model

Edmonds, Meaghan Suzanne, 1972- 28 August 2008 (has links)
This study examined the moderating effects of teachers' implementation of a research-based comprehension intervention on a related student outcome. In addition to looking at the utility of including implementation data in a model of student outcomes, the stability of implementation ratings across occasions and the relationship between two implementation data sources (teacher logs and researcher ratings) were examined. The program featured in the study consisted of research-based comprehension strategy instruction implemented in 4th grade classrooms during social studies. Two measures of implementation -- fidelity and overall instructional quality -- did not predict student outcomes. In the tested model, a student's comprehension skills upon entering 4th grade did more to predict post-intervention comprehension achievement than did the teacher's instructional practices. Secondary analyses showed that an overall measure of teacher quality appears to be relatively reliable across only a few measurement occasions. Fidelity scores were less stable across occasions. The alternative method of collecting implementation data used in this study (audio recordings) appears to offer a viable and less costly means of obtaining implementation data. In addition, when measured at a macro level, implementation fidelity data from two sources (teacher logs and researcher ratings) were moderately correlated. Results inform future theory-driven evaluation activities by providing information on approaching the task of documenting implementation and using that information to understand program outcomes.

A psycho-educational programme aimed at teachers to assist learners in accelerating learning

31 March 2009 (has links)
D.Ed. / Teachers do not easily identify or use the thinking skills (support skills) present in themselves in their planning activities. The learners equally when they move from the Foundation phase to the Intermediate phase [from grade 3 to grade 4] do not reflect such support skills. Learners are thus unable to work quickly enough to acquire the new skills that are required in the next stage of their education. The problem of learning another language often encountered by learners when they come to formal school exacerbates the already challenging circumstances reflected in a country impacted by poverty. They have already acquired thinking skills in the process of learning their primary or home language. They often begin to learn this additional language during the foundation phase, and then in the intermediate phase they have to use the new language for the acquisition of knowledge and learning. In the schools in this study both the teachers and learners usually have to use the additional language as the language of learning and teaching (lolt). The main thrust of learning and teaching takes place in the intermediate phase where new subjects and learning areas are introduced and grounded. The research objectives of this study are to develop, implement and develop guideline for the evaluation of an educational programme that will assist Grade 4 teachers identify the schema or support skills that they use in planning for teaching and specifically language teaching. To enable the PDF created with pdfFactory Pro trial version www.pdffactory.com v teachers to act upon this information [data] in such a way that it will assist their learners with their learning needs during the first stage of the Intermediate Phase (grade 4) of their schooling, to promote faster learning. A long-term aspect of this intervention would be accelerated or assisted learning that will better equip the learner to more successfully move through all the phases of their education and eventually for life. The teachers would, as a result of the success of the programme, be further encouraged and motivated in their work. Further goals that arise out of the overall objectives of the study § Exploration and description of grade 4 teacher’s experience of scaffolding they use when planning their programmes with their learners. § Description of an approach to support the Grade 4 teacher and the teacher educator. § Description of guidelines to operationalise the support approach by the curriculum specialist. Qualitative strategies such as focus group interviews and naïve essays were engaged in and this resulted in the discovery that planning did not play an important part in the lives of the participant teachers nor for that matter were they using cognitive structures that led to planning. The lack of reflection on PDF created with pdfFactory Pro trial version www.pdffactory.com vi the meta-cognitive structures in their own lives led to the learners being undirected and thus impeding their learning. With this in mind a conceptual framework was developed out of which a programme was subsequently developed that looked at ways in which the problems experienced by teachers in using their cognitive support skills or scaffolding for planning could be obviated. A programme that assists teachers identify their own support skills and to use them appropriately, so the learners are enabled to learn faster was then developed. Once the programme had been developed, guidelines for its implementation and evaluation were then designed so that the programme could be assessed as to its effectiveness.

Qualitativ orientierte Evaluationsforschung im Kontext virtuellen Lehrens und Lernens

Hurst, Alfred. Unknown Date (has links) (PDF)
Ludwigsburg, Pädag. Hochsch., Diss. 2007.

Zur Evaluierbarkeit der Effektivität von E-Learning-Komponenten in der Wissensvermittlung

Faber, Nicole January 2007 (has links)
Zugl.: Aachen, Techn. Hochsch., Diss., 2007

Die Sicherung der Nachhaltigkeit von E-Learning-Angeboten in Hochschulen

Nikolopoulos, Alexander Stergios January 2009 (has links)
Zugl.: Frankfurt (Main), Univ., Diss., 2009

Assessment of learning in accounting at first-year level in higher education : promoting a deep approach-to-learning

Du Plessis, Adel 30 November 2011 (has links)
M.Ed. / Professional Accounting programmes in higher education provides a career path for many Accounting graduates. Future members of the Accounting Profession are expected to demonstrate knowledge and competencies associated with high quality learning outcomes, associated with a deep approach-to-learning (IFAC, 2004:1). However, various critiques of current Accounting in higher education have identified deficiencies with respect to such knowledge and competencies in Accounting graduates. Calls have been made for changes in the teaching and learning context of Accounting to address the perceived deficiencies in Accounting graduates and promote a deep approach-to-learning. From my own practice, as a first-year Accounting lecturer at an higher education institution, it became clear that a teaching-centered approach and assessment could promote surface learning, while a more student-centered approach and assessment could promote a deep approach-to-learning. Furthermore, it is evident from literature that assessment is the most powerful lever university lecturers have to influence students' approachesto- learning. It is therefore unlikely that students will adopt a deep approach-tolearning if assessment tasks implicitly promote surface learning. The research question that guided this study was: How can assessment tasks in Accounting 1 at an higher education institution be formulated and implemented with a view to promoting a deep approach-to-learning? In view of this question, the purpose of the study was to formulate and implement assessment tasks (the intervention) as part of an action research project to promote a deep approach-to-learning. The aim of this intervention was to formulate and implement assessment tasks in Accounting 1 that could promote a deep approachto- learning. Practitioner action research served as the design type for conducting this research. Action research operates in cycles and distinct phases, with reflection playing an integral role. This study's main cycle comprised five phases, with inner and outer spirals of reflection and systematic learning within each phase. Phase one involved the identification of the problem. Phases two and three involved the planning and implementation of the intervention. During the planning of the intervention the data collected in phase two informed the formulation and implementation of the assessment tasks. In phase four of the action research cycle, the data collected from the intervention in phase three as well as the data collected after the intervention, were analysed and evaluated.

E-Learning in der zertifizierten ärztlichen Fortbildung : eine Evaluationsstudie über die Methodenwirkung medienbasierter Wissensvermittlungsprozesse /

Geiger, Michael. January 2007 (has links)
Zugl.: Oldenburg, Universiẗat, Diss.

Die didaktiese grondvorm as sintese tussen onderrig en leer

Dresselhaus, Fritz Heinrich Wilhelm 12 June 2014 (has links)
M.Ed. / In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.

Development of a recognition of prior learning assessment model for the hospitality industry to be used by tertiary education institutions

Dixon, Sharmaine January 2003 (has links)
Dissertation submitted in compliance with the requirements for the Master's Degree in Technology: Food and Beverage Management at the Durban Institute of Technology, 2003. / Historically, any large hotel of standing/rating in South Africa would staff the top levels of their kitchen brigade with educated, professional cooks imported from all over the world from such places as Germany, Switzerland, England or France, to name but a few / M

An evaluative measure for outputs in student-run public relations firms and applied courses

Deemer, Rebecca A. 22 May 2012 (has links)
A valid, reliable survey instrument was created to be used by public relations student-run firms and other applied public relations courses to gauge client satisfaction. A series of focus groups and pilot tests were conducted to ascertain themes, refine questions, and then to refine the entire instrument. Six constructs to be measured, including strategies used by the students, project management, communication tools, professional demeanor, communication skills, and overall effectiveness, emerged as themes needing to be assessed. The final instrument included 40 scale questions, six follow-up questions (one for each set of scale questions), and four open-ended questions. As an outputs evaluation within General Systems Theory, this evaluative tool provides a feedback loop that did not exist prior for public relations applied courses and student-run firms. This survey, when used by public relations educators, will provide a standardized tool from which discussions can ensue and pedagogy may advance. / Department of Educational Studies

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