Global ETD Search

1	Utilizing Workkeys as a Measure of Community and Technical College Student Success Lindon, Jennifer 07 August 2010 (has links) WorkKeys assessments are gaining in popularity for use within public secondary and postsecondary institutions as well as business and industry. WorkKeys assessments utilize nine different assessments in nine different subject areas to determine if a person is prepared for the workplace and/or workforce training programs. The research study presented here examined the use of WorkKeys as a measure of success for community and technical college students. The purpose of the research study was to examine WorkKeys assessment score level scores and determine if relationships existed between WorkKeys scores and grades and WorkKeys scores and cumulative grade point averages. The researcher used a quantitative research design and utilized correlational statistics to determine if relationships existed. Data include WorkKeys scores, course grades, and cumulative grade point averages from the years of 2005 through 2008. Data were retrieved from an existing database and analyzed during spring 2009. Data from 7 different colleges were analyzed. General findings showed there were weak correlations between WorkKeys assessment scores and grades of C or better in college level reading and mathematics courses. Findings also indicated weak correlations between WorkKeys assessment scores in reading for information and applied mathematics and cumulative grade point averages. Recommendations include further quantitative research within other state community and technical colleges. Controlled studies by ACT, Inc., and/or others are also suggested whereby other variables that could affect test scores or class grades are evaluated. community and technical colleges locating information reading for information applied mathematics WorkKeys
2	Metacognitive strategies for learning disabled adolescents in specialised education Masureik-Berger, Arlene Roslyn 1 January 1994 (has links) Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced so much failure that they become passive towards their studies. Teaching these pupils metacognitive learning strategies covering these skills helps them to become more independent learners. Through executive training procedures they are assisted to become more involved in their studies, the promotion of better self-regulation and self-monitoring is fostered, and as their scores improve, so does their motivation and selfconcept / Educational Studies / M.Ed. (Orthopedagogics) Adolescence Answering and solving problems Cognition Concentration Immature learners Impulsivity Intervention programme Learned helplessness Memorisation Metacognition Parent involvement Reading for information Self-regulation Specialised education Specific learning disabilities Strategy instruction Writing assignments 371.9043 Special education -- Curricula
3	Metacognitive strategies for learning disabled adolescents in specialised education Masureik-Berger, Arlene Roslyn 1 January 1994 (has links) Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced so much failure that they become passive towards their studies. Teaching these pupils metacognitive learning strategies covering these skills helps them to become more independent learners. Through executive training procedures they are assisted to become more involved in their studies, the promotion of better self-regulation and self-monitoring is fostered, and as their scores improve, so does their motivation and selfconcept / Educational Studies / M.Ed. (Orthopedagogics) Adolescence Answering and solving problems Cognition Concentration Immature learners Impulsivity Intervention programme Learned helplessness Memorisation Metacognition Parent involvement Reading for information Self-regulation Specialised education Specific learning disabilities Strategy instruction Writing assignments 371.9043 Special education -- Curricula
4	Teaching street children in a school context: some psychological and educational implications Harper, Michael Leigh 30 September 2003 (has links) This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting. / Psychology / D. Litt. et Phil. (Psychology) Unconditional positive regard Triangulation Teacher/learner relationship Student Centred Approach Street children Self-concept Resilience Research cycles Reconnaissance Reading for information strategy Qualitative Research Psychological and emotional trauma 'Pack' behaviour Mutual trust Learner behaviour Language for understanding Empathetic Egocentric Disadvantage Deprivation Cooperative Learning Congruency Cognitive Questioning Cognitive Teaching Style Classroom environment and atmosphere Classroom methodology Action Research 374.826945 Street children -- Education Action research in education Classroom management Teaching Teacher-student relationships
5	Teaching street children in a school context: some psychological and educational implications Harper, Michael Leigh 30 September 2003 (has links) This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting. / Psychology / D. Litt. et Phil. (Psychology) Unconditional positive regard Triangulation Teacher/learner relationship Student Centred Approach Street children Self-concept Resilience Research cycles Reconnaissance Reading for information strategy Qualitative Research Psychological and emotional trauma 'Pack' behaviour Mutual trust Learner behaviour Language for understanding Empathetic Egocentric Disadvantage Deprivation Cooperative Learning Congruency Cognitive Questioning Cognitive Teaching Style Classroom environment and atmosphere Classroom methodology Action Research 374.826945 Street children -- Education Action research in education Classroom management Teaching Teacher-student relationships

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