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Feeling the Burn: A Dissertation in Practice on Occupational BurnoutBaer, Michael 11 August 2022 (has links)
No description available.
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Teachers' and students' experiences and perceptions of formative assessmentEriksson, Maria January 2016 (has links)
This research paper looks at teachers’ views, and use, of formative assessment in the subject of English 6. It also highlights students understanding and processing of feedback and their opinions of eight assessment tools. The study was carried out using mixed methods research with individual teacher interviews, a student focus group interview, and a questionnaire. My finding shows the difficulties with identifying formative assessment and working with this in a way that helps students in their development of English 6, and the need for tools to make feedback and guidance clearer for students. Furthermore, this study identifies the need for guidance from the Swedish national agency of education regarding how teachers should incorporate formative assessment in their classroom.
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Exploring The Relationship Between Marital Expectations And Marital Satisfaction Between Married African Immigrant Couples And UNgazimbi, Evadne 01 January 2009 (has links)
Marriage is still considered a universal institution in many countries worldwide. Marriage provides benefits for wives, husbands, children, families, and communities. Why Marriage Matters (Wilcox et al., 2005), outlined the benefits of marriage, including improved physical and mental health, biological and social benefits for husbands, wives, children and families in America. In sub-Saharan Africa benefits emanating from marriage included increased survival rates for young children (Omariba & Boyle, 2007); reduced maternal morbidity and mortality rates for women due to reduced risks from self-inflicted abortions (Garenne, Tollman, Kahn, Collins, & Ngwenya, 2001); and improved economic management in homes due to exchanging gender-specific tasks within households (Gezon, 2002). Despite these benefits, approximately half the marriages in the United States end in divorce (Raley & Bumpass, 2003; Smith, 2007). Reduced marital satisfaction leads to dissolution of marriages in the U. S. Marital expectations were associated with marital satisfaction (Juvva & Bhatti, 2006). The purpose of this study was to investigate the relationship between marital expectations and marital satisfaction between African immigrant and United States born married couples. The independent variable was marital expectations, measured with the Marital Expectations Questionnaire (MEQ, Ngazimbi & Daire, 2008). The dependent variables were marital satisfaction, measured by the Relationship Assessment Scale (RAS, Hendrick, 1988), and the Relationship Pleasure Scale (RPS, PAIRS Foundation, 1993). The participants were recruited from nine sites in six states located in three geographical regions. The regions were the Midwest, the West and the Pacific Northwest. They were recruited through faith-based leaders. Participants consisted of 87 couples and 35 individuals who participated without their spouses. This was a mixed methods design. In the quantitative section, three instruments were used to collect data: the MEQ, the RAS, and the RPS. The first section of the MEQ contained four open-ended questions which were used to collect qualitative data. Significant differences were found in the relationships between marital expectations and marital satisfaction between African immigrants and non-immigrants. Qualitative differences and similarities were found between African immigrant and U. S. born married couples. Implications of the findings are discussed for research, counselor education and clinical practice.
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FACILITATING RADICAL INNOVATION IN CONSUMER ELECTRONICS AND INFORMATION TECHNOLOGY INDUSTRIESChuang, Shengfa J. 02 September 2014 (has links)
No description available.
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Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods StudyTunningley, Joan M. January 2017 (has links)
No description available.
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Learn 2.0 technologies and the continuing professional development of secondary school mathematics teachersVan Staden, C.J., Van Der Westhuizen, D. January 2013 (has links)
Published Article / The paper reports on a Learn 2.0 technology that was used to support the continuing professional development of mathematics teachers at a secondary school. Design Based Research methods were used within a Multiphase Mixed Methods research framework to create professional development opportunities that were subsequently monitored by Social Network Analysis techniques. We demonstrate that Learn 2.0 technologies can indeed support the continuing professional development of teachers and improve their performance, and also that Social Network Analysis is an effective method to describe, comprehend, clarify and transparently monitor teacher engagement during online professional development activities. We identify 'participation' as a key pre-determinant to success.
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Guidelines for professional socialisation of student nursesDe Swardt, Hester Cathrina 11 1900 (has links)
An increase in reports of undesirable professional behaviour in the nursing profession
has prompted the question: How could the internalisation of skills, knowledge, values
and beliefs be guided in student nurses to help them become effectively socialised as
professional nurses? Using a sequential exploratory mixed-methods approach, the
study addressed the above question. The researcher used focus-group interviews and
field notes to explore and describe the perceptions of professional nurses and
experiences of student nurses regarding the professional socialisation of students. The
data generated from these findings were further used to determine and describe
educators’ (N=128) perceptions on their teaching and facilitation of professional
socialisation of students, using a self-administered questionnaire. The findings of both
the qualitative and quantitative data were integrated to develop and validate guidelines
to support educators and professional nurses in the professional socialisation of
students. To establish rigour, the researcher applied measures of trustworthiness and
performed validity and reliability tests.
The qualitative data were analysed by utilising Tesch’s method of data analysis. The
themes that emerged as influential in the professional socialisation of students were
related to the professional nurse as role model, clinical supervisor, the educator, clinical
learning environment, values and beliefs of the nursing profession and cultural and
gender orientations. The quantitative data were analysed using descriptive and
inferential statistics. Educators’ teaching and facilitation strategies revealed that the
educator as a role model, the clinical environment, teaching approaches and cultural
awareness were important social determinants in the professional socialisation of
students. The qualitative and quantitative data were integrated to develop guidelines
that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and
clinical supervisor, the creation of a positive clinical learning environment, the educator
as role model, the teaching and support of students, the work ethic of the professional
nurse and educator, the students’ behaviour and cultural awareness. These guidelines
propose recommendations for educators and professional nurses to support the
professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)
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Job satisfaction of secondary school teachers in EthiopiaGedefaw Kassie Mengistu 11 1900 (has links)
Much research has been done on the job satisfaction of secondary school teachers in Addis Ababa, Ethiopia. The aim of this research was to investigate factors that influence the job satisfaction of these teachers. A literature review of theories on job satisfaction was undertaken. In the empirical investigation, a mixed-methods sequential explanatory design was used. In the quantitative phase, the data collection was done by means of a self-constructed structured questionnaire that focused on four work factors that were identified during the literature review, namely salary and benefits, management, work characteristics, and interpersonal relationships. The stratified, random sample consisted of 300 secondary school teachers in Addis Ababa. The data were statistically analysed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 teachers who were purposefully selected from a larger sample. The data were analysed by using the constant comparative method. The results make a significant contribution to new knowledge and understanding of current issues relating to the job satisfaction of teachers in selected secondary schools in Addis Ababa. The results indicated that the teachers were significantly dissatisfied with most aspects of their work. Salary and benefits emerged as the primary dissatisfying aspect of all the work factors. Other areas of dissatisfaction related to poor fringe benefits and opportunities for promotion, the management style of the principals, the lack of decision-making opportunities for the teachers, as well as the opportunity to develop personally, and the poor relationships teachers have with the principals and the parents. The data also indicated that teachers who were 50 years and older, were significantly more satisfied with their work than the younger teachers. Accordingly, teachers with 21 years and more experience were also significantly more satisfied with their work than the less experienced teachers. In addition, all four of the identified factors were found to have statistically significant correlations with job satisfaction. Qualitative data confirmed the quantitative results. Finally, recommendations were made in order to enhance the job satisfaction of secondary school teachers in Addis Ababa, and for further research. / Psychology of Education / D. Ed. (Psychology of Education)
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The interpretation and use of mixed methods research within programme evaluation practiceKyeyune, Apolo Peter 12 1900 (has links)
Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2010. / The contemporary evaluation literature advocates for and recommends a pluralistic approach to
programme evaluation, with some writers contending that the use of multiple and/or mixed
methods for the practice is inevitable. The rationale for such an approach encompasses
aspects of both the ‘technical’ and the ‘political’ requirements of evaluation practice. A review of
evaluation research literature underscores the important role of mixed methods research
towards realizing richer evaluation findings, and addressing the pragmatic, democratic and
political facets of the evaluation practice. However, it is observed that there is a dearth of
literature that focuses on how the use of a mixed methods evaluation approach facilitates the
realization of richer conclusions or inferences about programme merit/worth. Thus, the
overarching aim of the thesis is to establish how the perception and implementation of mixed
methods research among evaluation practitioners influences the nature of inferences they
make.
This thesis aims at identifying patterns and relationships within and between conceptions and
practices of mixed methods evaluation through a descriptive process. The selection of cases is
therefore purposive and includes fourteen published evaluation articles on
projects/programmes. An analytical framework is developed on the basis of a literature review
on mixed methods research and background literature on evaluation research. This framework
guides the qualitative content analysis of each case study and the cross-case analysis across
the fourteen studies to identify common patterns.
The findings reveal two prominent perspectives of mixed methods evaluation prevailing among
evaluation practitioners. The first (labeled a ‘strong’ conception) has the intention of and places
emphasis on the integration of the qualitative and quantitative components, with the primary
objective of obtaining richer evaluation inferences. In this conception, the use of the methods
and the data/inferences thereof are synthesized to achieve this goal. This conception is
congruent with mixed methods purposes of: - ‘complementarity’ and ‘triangulation’ and is
responsive to the ‘technical’ needs of evaluation. The second perspective (labeled a ‘weak’
conception) is silent about the integration of the respective methods or data/findings/inferences,
qualifying the use of multiple methods and data in a single study as sufficing for a mixed
methods approach. It resonates with justifications of mixed methods research that address
issues of: - comprehensiveness, multiple view points, inclusiveness and democracy and seems
more tailored to the ‘political’ needs of evaluation. The findings also reveal that the resulting
multiple inferences from this ‘weak’ conception can weaken each other when contradicting or
inaccurate qualitative and quantitative findings result, especially when the complimentary
function of either method is not planned a priori.
Therefore within the context of realizing richer and more valid evaluation findings/inferences, it
is recommended that the purposes and qualification as mixed methods research of the second
perspective be re-considered. It is apparent that in embracing the ‘political’ needs of evaluation
practice, this conception seems to eschew the ‘technical’ requirements initially intended for a
mixed methods approach. This has implications particularly for the mixed methods purpose of
‘expansion’ and rationales of pluralism, inclusiveness and democracy, which are seemingly
popular within programme evaluation practice.
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Ethics in structural design and mechanical design for live entertainment sceneryVieira, David Vincent 21 October 2014 (has links)
Scenic construction requires a strong understanding of a range of principles related to construction including: materials strength properties, mechanical components, electrical motor systems, fluid power systems, and finishing techniques. A manager of scenic construction, or a Technical Director (TD), is required to take artistic designs and ideas and create magical elements on stage that are safe for performers, installers, operators, and audiences. In order to create these onstage spectacles, a great deal of planning, engineering, and careful fabrication must take place. There are several ways for a Technical Director to gain the knowledge required to effectively work at any level of entertainment production. This mixed-methods research study asks: what are the ethical standards that guide how a TD’s work is completed? The thesis begins with a review of the job of the Technical Director in Live Entertainment and data from a survey conducted of professionals in scenic technology. Results from the survey were analyzed to provide both quantitative data, in the form of statistics, and qualitative response data. Additional discussion addresses a sample of the resources for structural design support available currently to the field, as well as challenges that some professionals confront in their typical practice. The thesis concludes a review of literature around engineering ethics and liability in engineering practice and recommendations for the incorporation of new ethical standards in live entertainment scenic production. / text
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