Global ETD Search

1	Výchova ke globální odpovědnosti v primární škole / Global Responsibility Education at Primary School Zelinková, Lenka January 2013 (has links) In todays complicated world global Education brings a new approach towards a man. Theoretical part of thesis introduces its philosophical bases, characteristics, teaching principles, environmental aspect and main objectives. It emphasises close connnection to other education areas and areas in the Czech educational system where global Education should be practised. Theses describes teaching methods for global Education suitable for primary school children. Work describes connection between development of self-belief and global responsibility of a child. Empiric part uses methods of interview, observation and educational artefact analysis. Results approve importance of the artefact supporting self-belief in educational process.
2	The impact of a Go MAD training programme on students' self-regulation / Jané Prinsloo. Prinsloo, Jané January 2008 (has links) Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008. Go MAD Training programme Self-regulation Goals Self-belief Self-reflection Higher education students
3	The impact of a Go MAD training programme on students' self-regulation / Jané Prinsloo. Prinsloo, Jané January 2008 (has links) The aim of this study was to assess the impact of a Go Make a Difference (Go MAD) training programme on the self-regulation of a group of students at a higher education institution in South Africa. An availability sample of 20 university students took part in a simple pre-test, post-test experimental and control group design. Data were gathered with the Generalised Expectancy for Success Scale (GESS), the Personal Growth Initiative Scale (PGIS), the Problem Solving Inventory (PSI), and a self-compiled open-ended questionnaire to explore participants' subjective experience of the programme. It was found that Go MAD® shows potential as a valid tool to foster self-regulation in students and to help them ultimately to achieve their goals. However, students who chose unrealistic, non-feasible goals and who had to deal with unresolved emotional issues found it difficult to attain their goals. Findings support other impact studies regarding Go MAD. Further research on larger, random samples with presentation of Go MAD over a longer period of time, as well as longer-term follow-up assessments to determine the extent to which improved goal achievement is sustainable, is recommended. / Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008. Go MAD Training programme Self-regulation Goals Self-belief Self-reflection Higher education students
4	The impact of a Go MAD training programme on students' self-regulation / Jané Prinsloo. Prinsloo, Jané January 2008 (has links) The aim of this study was to assess the impact of a Go Make a Difference (Go MAD) training programme on the self-regulation of a group of students at a higher education institution in South Africa. An availability sample of 20 university students took part in a simple pre-test, post-test experimental and control group design. Data were gathered with the Generalised Expectancy for Success Scale (GESS), the Personal Growth Initiative Scale (PGIS), the Problem Solving Inventory (PSI), and a self-compiled open-ended questionnaire to explore participants' subjective experience of the programme. It was found that Go MAD® shows potential as a valid tool to foster self-regulation in students and to help them ultimately to achieve their goals. However, students who chose unrealistic, non-feasible goals and who had to deal with unresolved emotional issues found it difficult to attain their goals. Findings support other impact studies regarding Go MAD. Further research on larger, random samples with presentation of Go MAD over a longer period of time, as well as longer-term follow-up assessments to determine the extent to which improved goal achievement is sustainable, is recommended. / Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008. Go MAD Training programme Self-regulation Goals Self-belief Self-reflection Higher education students
5	Att visa vägen till övning : Tre intervjuer med instrumentallärare på Kulturskola Mendoza, Juan Patricio January 2023 (has links) Sammanfattning Det här arbetet syftar till med att bidra mer kunskap om hur instrumentallärare pratar med eleverna om övning. Här diskuteras övningsstrategier och hur läraren visar och pratar om dem med eleverna. Studien tillämpar semistrukturerad intervju som metod. Analysen genomfördes med hjälp av motivationsteorier och inlärningsteorier grundad i self-belief theories. Resultat visar att alla tre informanter använder övningsstrategier i sina lektioner men inte alltid pratar med eleverna om hur och varför används dem. Det finns ett samband mellan engagemanget som lärare visar för att välja lektionsmaterial och det engagemanget som läraren visar för att förklara övningsstrategier. Lärarnas kännedom av inlärningsteorier kan bidra till att läraren pratar mer effektivt med eleverna om övning. self-belief theories Motivation övning övninsstrategier semistrukturerade intervju kulturskolan. Pedagogy Pedagogik Music Musik
6	Cognitive and behavioural strategies for fostering creativity in graphic design education / Hanri Elisabet de la Harpe De la Harpe, Hanri Elisabet January 2006 (has links) This study developed a Methodology for the systematic and strategic fostering of creativity in graphic design education at university level. The thesis identified four social-psychological factors that have an effect on graphic design students' creative ability, namely their level of intrinsic motivation for creative activities; their ability to maintain autonomous, self-regulative behaviour that is conducive to creativity; a healthy self-belief in their creative ability and the minimization of negative stress in the educational milieu where creative tasks are undertaken. Each of these factors imply a range of strategies that may be used to maintain and stimulate creativity in graphic design education, such as the use of certain types of feedback, evaluation procedures that supports creativity, the creation of a safe, democratic, non-controlling classroom climate or the deliberate use of music and humoristic activities in the educational milieu. Additionally, a range of cognitive strategies that may be used for idea generation in graphic design are proposed. They include divergent thinking techniques, such as 'Random Association'; 'Morphological Synthesis'; 'Metaphors and Analogies'; 'Mind-mapping'; 'Idea Checklist'; 'Visual Thinking' and 'Sense Connections'. Each technique is described in terms of its unique methodology, advantages, creative potential and its applicability to graphic design. The study also proposes a tactical approach to the creative process, suggesting various cognitive strategies that may be used for each phase of the creative process. These strategies ensure that the whole spectrum of cognitive activities required for the successful production of a creative product is executed. The sum of these cognitive and social-psychological strategies provided the basis for the development -of two theoretical constructs that may be implemented as part of an undergraduate graphic design curriculum to cultivate creativity in students. They are: (1) a Learning Program in Creativity studies that consists of a number of study units and aims to provide tuition in the theoretical foundation that students need to enhance their creative ability (2) a range of General Guidelines that aim to provide educators with a range of didactic strategies and practices to support and stimulate creative ability in graphic design students. / Thesis (Ph.D. (History of Arts))--North-West University, Potchefstroom Campus, 2006. Creativity Graphic design Education Intrinsic motivation Self-regulation Stress Self-belief Divergent thinking Creative process Learning program Educational guidelines
7	Cognitive and behavioural strategies for fostering creativity in graphic design education / Hanri Elisabet de la Harpe De la Harpe, Hanri Elisabet January 2006 (has links) This study developed a Methodology for the systematic and strategic fostering of creativity in graphic design education at university level. The thesis identified four social-psychological factors that have an effect on graphic design students' creative ability, namely their level of intrinsic motivation for creative activities; their ability to maintain autonomous, self-regulative behaviour that is conducive to creativity; a healthy self-belief in their creative ability and the minimization of negative stress in the educational milieu where creative tasks are undertaken. Each of these factors imply a range of strategies that may be used to maintain and stimulate creativity in graphic design education, such as the use of certain types of feedback, evaluation procedures that supports creativity, the creation of a safe, democratic, non-controlling classroom climate or the deliberate use of music and humoristic activities in the educational milieu. Additionally, a range of cognitive strategies that may be used for idea generation in graphic design are proposed. They include divergent thinking techniques, such as 'Random Association'; 'Morphological Synthesis'; 'Metaphors and Analogies'; 'Mind-mapping'; 'Idea Checklist'; 'Visual Thinking' and 'Sense Connections'. Each technique is described in terms of its unique methodology, advantages, creative potential and its applicability to graphic design. The study also proposes a tactical approach to the creative process, suggesting various cognitive strategies that may be used for each phase of the creative process. These strategies ensure that the whole spectrum of cognitive activities required for the successful production of a creative product is executed. The sum of these cognitive and social-psychological strategies provided the basis for the development -of two theoretical constructs that may be implemented as part of an undergraduate graphic design curriculum to cultivate creativity in students. They are: (1) a Learning Program in Creativity studies that consists of a number of study units and aims to provide tuition in the theoretical foundation that students need to enhance their creative ability (2) a range of General Guidelines that aim to provide educators with a range of didactic strategies and practices to support and stimulate creative ability in graphic design students. / Thesis (Ph.D. (History of Arts))--North-West University, Potchefstroom Campus, 2006. Creativity Graphic design Education Intrinsic motivation Self-regulation Stress Self-belief Divergent thinking Creative process Learning program Educational guidelines
8	Life coaching for female high school learners : a case study in Gauteng province Preston, Candice 09 1900 (has links) This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners. / Educational Management and Leadership / M. Ed. (Educational Management) Life coaching Life coach Cognitive Behavioural Therapy Resilience Stress management Adolescence Action research Case study Female high school learners Strategies Challenge Problem-solving Mental wellbeing Emotion Confidence Goal setting Values Beliefs Time Management Self-esteem Self-belief Self-confidence Positive thinking Safe environment Professional relationship Ability Learning Balance Academic performance Achievements 373.18283520968225

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