科学研究費補助金 研究種目:基盤研究(C)(2) 課題番号:11610113 研究代表者:村上 隆 研究期間:1999-2000年度

The purpose of this study was to investigate the relationship between attitudes towards supervisory support after training and work performance of employees at the Department of Education’s Nkangala District in Mpumalanga during 2008. The sample comprised a complete sampling frame of HR and finance personnel. A five-point Likert scale was used to evaluate the attitudes of respondents towards supervisory support, and their work performance scores were correlated with the ratings of the attitudes towards supervisory support after training. Pearson’s product- moment correlation coefficient (PPM) was used to assess the relationship between the two variables. The results showed no significant relationship between attitudes towards supervisory support and work performance. The ANOVA test found that a significant (p= .016) difference only existed between attitudes towards supervisory support and educational level. The hypothesis stated in this study was therefore rejected. / Human Resource Management / M. Tech. (Human Resource Development)

Made available in DSpace on 2016-06-02T19:58:04Z (GMT). No. of bitstreams: 1 3674.pdf: 4771914 bytes, checksum: 5dd14583c2d833c9bb3c7f0ec784e9d4 (MD5) Previous issue date: 2011-02-21 / Universidade Federal de Minas Gerais / This research attempted to study the issue of assessing the level of service for bicycles in Brazilian cities, with the ultimate aim of developing a bicycle level of service model that can be used in medium-sized Brazilian cities. The methodology used for model development began with the identification of attributes that can be used to describe the level of service for bicycles, followed by assessing the perceptions of individuals about the importance of the attributes. Among the methods available to measure the perceptions of individuals about the roadway characteristics related to bicycle transportation, it was chosen to use simulations (video based evaluation). The video was produced through a system in which a portable video camera was attached to the bicycle stern. To compensate for the exclusion of some attributes that could not be assessed through video (such as the sensation of heat, the cost of the bicycle, the health benefits, etc) the simulation method was combined with another method of perception analysis: questionnaires formulated based on the Likert scale. Data collection was performed in a case study in the cities of São Carlos and Rio Claro (São Paulo state), in several educational facilities. In total, 451 questionnaires were administered, 60 in the city of Rio Claro and the rest of them in the city of São Carlos. The results of field study were analyzed through methods of descriptive statistics and correlations, producing the following studies: questionnaires results, classification of participants into types of cyclists, the definition of a scale of acceptability to bicycle use and classification of participants in groups, according to this scale. The Bicycle Level of Service Model was calibrated using the FLOW variable, defined as the volume of motor vehicles divided by the effective width of the road, and the level of service grades resulting from the participants evaluation. The model was validated through cross-validation methodology. The model development resulted in a graphic that can be used to determine the probability of perceived level of service for flow values found on roadways. It was considered that the study reached its primary goal, providing a Bicycle Level of Service Model that can be used in medium-sized Brazilian cities. / A presente pesquisa buscou estudar o tema da avaliação do nível de serviço para bicicletas em cidades brasileiras, com o objetivo principal de desenvolver um modelo de nível de serviço para bicicletas possível de ser utilizado em cidades brasileiras de porte médio. A metodologia utilizada para o desenvolvimento do modelo teve início com a identificação dos atributos que podem ser utilizados para descrever o nível de serviço para bicicletas, seguida pela avaliação da percepção de indivíduos sobre a importância dos atributos. Dentre os métodos disponíveis para medir a percepção dos indivíduos sobre as características viárias relacionadas ao transporte cicloviário, definiu-se pela realização de simulações, ou seja, avaliação com base em vídeo. O vídeo foi elaborado por meio de um sistema no qual uma câmera de vídeo portátil foi acoplada ao guidão da bicicleta. Para compensar a exclusão de alguns atributos que não podem ser avaliados através do vídeo (como a sensação de calor, o custo da bicicleta, os benefícios para a saúde, etc.), o método da simulação foi combinado com outro método de análise da percepção: questionários formulados com base na escala Likert. A coleta de dados foi realizada em um estudo de caso nas cidades paulistas de São Carlos e Rio Claro, em diversas instituições de ensino. No total, 451 questionários foram aplicados, sendo 60 na cidade de Rio Claro e o restante na cidade de São Carlos. Os resultados da pesquisa de campo foram analisados através de métodos de análise estatística descritiva e correlacional, produzindo os seguintes estudos: resultados dos questionários; classificação dos participantes em tipos de ciclistas; definição de uma escala de aceitabilidade ao uso da bicicleta e a classificação dos participantes em grupos, de acordo com esta escala. O Modelo de Nível de Serviço para Bicicletas foi calibrado utilizando-se a variável FLUXO, definida como o volume de veículos motorizados dividido pela largura efetiva da via, e as medidas de nível de serviço provenientes da avaliação realizada pelos participantes da pesquisa. O modelo foi validado através da metodologia da validação cruzada. O desenvolvimento do modelo resultou em um gráfico que pode ser utilizado para determinar a probabilidade da percepção de nível de serviço para valores de fluxo encontrados nas vias. Considera-se que a pesquisa atingiu o seu objetivo principal, fornecendo um Modelo de Nível de Serviço para Bicicletas que pode ser utilizado em cidades brasileiras de porte médio.

Der Bereich des Controllings betrieblicher Qualifikation und Bildung stellt die Controller vor erhebliche, z.T. unlösbare Probleme: Fast alles, was die Steuerung betrieblichen Lernens anbetrifft, bezieht sich auf nur schwer meßbare latente Größen. In diesem Beitrag soll die methodologische Problematik in einem zentralen Bereich der Steuerung von Maßnahmen betrieblichen Lernens angegangen werden: die Bedarfsanalyse. Zur rationalen Steuerung betrieblicher (Weiter-)Bildung ist die Ermittlung des tatsächlich vorhandenen Bildungsbedarfs unerläßlich. Nur so kann das Kriterium der Wirtschaftlichkeit von (Weiter-)Bildungsmaßnahmen erfüllt werden. Es wird dafür die Nutzung des Verfahrens der summierten Einschätzungen nach Rensis Likert (sogenannte Likert-Skalen) zur Lösung des zugrundeliegenden Meßproblems untersucht. Der Artikel liefert einen methodischen Beitrag zur Operationalisierung und Messung des Weiterbildungsbedarfs und skizziert Ansatzpunkte für weitere Forschung, um eine Anwendung in der betrieblichen Praxis zu ermöglichen.

The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them. The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level. This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them. The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level. This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

<p dir="ltr">This dissertation explores the intricate dynamics between the self-perceptions of undergraduate mathematics (UM) educators and their conceptions of excellent teaching practices conducive to student learning. Employing a sequential mixed methods approach, the study addresses two primary research questions. First, it investigates educators' self-perceptions within the realm of UM teaching, examining potential variances based on educators' Professional Status and Educational Institution (PSEI) affiliations and experience levels. Second, it delves into educators' perspectives on aspects of excellent UM teaching, scrutinizing potential disparities rooted in PSEI affiliations and experience levels, while also exploring the manifestations of Mathematics Teachers' Specialized Knowledge (MTSK) and teaching self-concept within these descriptors.</p><p dir="ltr">Drawing upon Shavelson's self-concept (1976) framework and Carrillo and colleagues' (2018) MTSK framework, data collection involved a Likert-style questionnaire augmented by open-ended inquiries, followed by qualitative case studies featuring eight participants from diverse Carnegie classifications. Findings demonstrate educators' overall confidence in their teaching abilities, with notable discrepancies observed among educators from associate's colleges and doctoral universities. Through thematic analysis, key dimensions of excellent teaching emerged, including active learning, student engagement, problem-solving, and positive learning environments.</p><p dir="ltr">This study yields implications for educational practice and institutional policy. Educators can leverage identified themes to inform professional development initiatives tailored to enhance UM teaching effectiveness. Furthermore, the validated instrument offers institutions a means to assess educators' confidence levels, facilitating targeted support within mathematics departments.</p><p dir="ltr">In conclusion, this dissertation contributes valuable insights into the multifaceted interplay between educators' self-perceptions, teaching practices, and student learning outcomes within the context of UM instruction.</p>