As sustainability challenges increase in both frequency and magnitude, there is a growing need for leaders who can deal with such complexity. Education for Sustainable Development (ESD) develops knowledge,skills, and attitudes to enable the development of such leaders. This thesis focuses on the elusive “attitude” piece, more widely referred to as the affective domain. The research team interviewed experts on affective learning in either higher education or ESD contexts. Additionally, staff members from the case study organisation, Teach for Austria (TFA) were interviewed to determine how affective learning can be further developed within their fellow program. The five-level model (5LM) was employed to frame the findings of each interview set to provide recommendations for TFA. A feature of the Framework for Strategic Sustainable Development, the 5LM provides a strategic planning approach that allows for easier adaptation and implementation of the findings for other programs that wish to learn from this research. Therefore, this thesis serves to provide recommendations for developing affective learning in sustainability leadership programs. Making affective learning explicit and empowering one to reflect their own affective domain and their perspective on the world can have a positive impact on their life, as well as on their environment.

A substantial body of research points to the benefits of fitting hearing instruments that provides extended high frequency amplification. Most published research were done on adults or in controlled laboratory settings. It is therefore necessary for peadiatric audiologists to critically assess the effects that this extended high frequency amplification has on the individual child fitted with hearing instruments. A quantitative research method was selected to explore the possible correlations between extended high frequency amplification and the influence this extended high frequency amplification has on speech recognition and functional performance in children with mild to severe sensory neural hearing loss. A quasiexperimental design was selected. This design accommodated a one-group (single-system) pre-test versus post-test design. Baseline assessments were done and all participants were subjected to pre- and post-intervention assessments. Six participants were fitted with hearing instruments which provided extended high frequency amplification. A baseline assessment was done with current hearing instruments after which participants were assessed with the hearing instruments with extended high frequency amplification. Aided audiological assessments were done without the extended high frequencies after which participants were evaluated with the added high frequencies. Speech recognition testing and functional performance questionnaires were used to compare the outcomes obtained with and without the extended high frequency amplification. A t-test was used for hypothesis testing to determine if extended range amplification increased speech recognition abilities and functional performance, and if these increases were statistically significant. Results were varied where some participants performed better and some performed worse with the added extended range amplification during speech recognition testing and functional performances observed at home. These varied results were statistically insignificant. However, statistically significant evidence was obtained to indicate that extended high frequency amplification increased the functional performance observed at school. The study concluded that the paediatric audiologist should know the effect fitting hearing instruments capable of extended high frequency amplification have on speech recognition abilities and functional performances. Fitting hearing instruments with extended high frequency amplification should however be done with caution because not all children benefited from extended bandwidth amplification. This underlines the importance of following a strict evidence-based approach that incorporates objective and subjective assessment approaches. This will provide the paediatric audiologist with real world evidence of the success of the amplification strategy that is followed. / Dissertation (MCommunication Pathology)--University of Pretoria, 2012. / Speech-Language Pathology and Audiology / Unrestricted

The aim of the presented work is to map the issue of pedagogical practice regarding its importance in the decision-making of future teachers about entering or not entering the profession, evaluate its benefits for students and outline possible changes in undergraduate teacher training. The presented text contains two main parts, namely the theoretical part and the practical part. The theoretical part consists of chapters dealing with the training of future teachers. The first chapter defines the key concepts in the field. The second chapter follows the general characteristics of pedagogical practice as an integral part of the study of teaching. The core of the text then consists of a passage, the content of which is specifically focused on the description of the special importance of the training of future teachers. The design of the research survey in the practical part is based on a qualitative methodology, primarily the use of the method of explanatory case study. Data collection is realized through semi-structured interviews with individual students, where a large amount of data is collected from a few respondents. A thorough examination of a small sample of respondents will help to understand similar cases. Furthermore, the theoretical part defined key terms related to the topic. Terms such as...

The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.

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This project investigated the touchscreen text-based code editor in OmniCore FlexPendant to improve its usability and user experience. This is a powerful but complex application used to program industrial robots. The objective is to redesign the user interface and interactions to make them more userfriendly and intuitive, with the goal of improving efficiency. The principles for designing complex applications and touchscreen products are generated as an outcome. From an academic standpoint, the research aims to fill the gap in text-based code editors for robot controller design and inspire touchscreen code editor design in other fields. Design thinking served as the framework for the design process, which encompassed seven steps that ranged from exploration to conceptualization and user testing. Guidance for improvement is ideated by ’become a user,’ competitive analysis, and user studies. In the design phase, a high-fidelity prototype is built upon the original design with completely new interfaces, structures, and interactions. The user experience and usability are evaluated during user testing by counting task completion time, applying two standard user experience measurements, and conducting a brief interview. The results indicate that the new design achieved better completion efficiency in tasks, better user experience and usability scores, and received positive feedback from participants. The new solution meets the objectives and is considered a good reference for the design of industrial robot programming solutions. / Denna studie undersökte den pekskärm- och textbaserade kodeditorn i OmniCore FlexPendant, för att förbättra dess användbarhet och användarupplevelse. Det är en kraftfull men komplex applikation som används för att programmera industrirobotar. Målet är en omarbetning av användargränssnittet och interaktionerna för att göra dem mer användarvänliga och intuitiva, med målet att förbättra effektiviteten. Principerna för att utforma komplexa applikationer och pekskärmsprodukter genereras som ett resultat. Ur ett akademiskt perspektiv syftar forskningen till att fylla luckan gällande design av textbaserade kodeditor för robotkontroller, och inspirera vid designen av pekskärmsbaserade kodeditorer inom andra fält. ”Design thinking” tjänade som ramverk för designprocessen, vilken omfattade sju steg som sträckte sig från utforskning till konceptualisering och användartestning. Vägledning för förbättringar tas fram genom ”att vara en användare”, konkurrensanalys och användarstudier. I designfasen byggs en högupplöst prototyp baserat på den ursprungliga designen med helt nya gränssnitt, struktur och interaktioner. Användarupplevelsen och användbarheten utvärderas under användartestning genom att räkna tid, tillämpa två standardmått för användarupplevelse och genomföra en kort intervju. Resultaten visar att den nya designen uppnådde högre effektivitet i uppgifter, bättre användarupplevelse och högre användbarhetspoäng samt fick positiv feedback från deltagarna. Den nya lösningen uppfyller målen och anses vara en bra referens för design av lösningar för programmering av industrirobotar.

This investigation on teacher induction documents case studies of three beginning teachers in one target Woreda in Amhara Regional State of Ethiopia. It is organized into six chapters. In Ethiopia, the implementation of the teacher induction programme began in 2005 as part of a larger teacher education reform that is designed to promote the quality and effectiveness of teachers. Five years into the implementation process, it became essential to investigate how well the induction practices are organized and implemented, how beginning teachers were being integrated into the system, and whether the whole process has given beginning teachers better opportunities to learn in practice than by trial and error. The research design for the present investigation was the case study method. As teacher induction is a new venture in the Ethiopian education system, it was important to establish an in-depth understanding of this new phenomenon through case study than making generalizations. My literature readings convinced me about the use of the case study method to do an in-depth study of the situation. Interviews, observations and document analyses were the main tools used to collect the data needed in this research. The data suggests that the three case study teachers, with the support from their respective mentors, completed the formal aspects of the first year induction course as prescribed by the two first-year induction modules. The induction approach followed and applied the course module materials as is. However, in spite of following the prescriptions by the education authorities, variations were noticed in the quantity and quality of professional development activities, action research projects, classroom observations and reflections offered to and completed by the three beginning teachers. Furthermore, the changes observed as a result of the induction programme also varied largely due to personal and situational factors. On the whole, even though the induction guidelines set by the Ethiopian Ministry of Education contain most of the fundamental components of what the literature would consider to be effective for the induction programmes, its implementation in this context was constrained by the lack of some key elements and resources viz. the limited capacity of the mentors, absence of allocated time for induction and mentoring activities in the school programme, lack of subject-specific support in the schools and ineffective monitoring and evaluation of the entire programme, both in school and at the district levels. The present investigation offers policy makers a window into the practices and possible consequences of the induction programme in Ethiopia and presents possibilities for making informed decisions about how to assist practitioners to establish a successful induction programme for beginning teachers. Furthermore, the study offers an empirical test of the theoretical models suggested for setting up effective induction programmes for beginning teachers. The major conclusion that arises is that it is not so much whether the formal aspects of an induction programme are in place or not but more how the on-going support for and interpretations by all the role players that determines the success or otherwise of the programme. It is suggested that more research be done on the conditions that are necessary for the success of beginning teacher induction programme in different contexts in the country. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Relata-se no texto uma situação de pesquisa-ação em Educação. Esta metodologia de pesquisa se caracteriza por uma sequência típica de ação-reflexão-ação, que envolve e implica a comunidade pesquisada. Trata-se da análise da intervenção pedagógica da autora em classes de 1ª série da Habilitação Magistério dentro do Projeto Centro Específico de Formação e Aperfeiçoamento do Magistério (CEFAM) do bairro Butantã, na cidade de São Paulo, lecionando a disciplina Física, de 1991 a 1997. Por fim, foi (re)contextualizada a situação investigada. Num primeiro momento, a ação da pesquisadora-professora dentro do processo ensino-aprendizagem, centrou-se na estruturação do conteúdo conceitual de Física, num esquema que começou a denominar o Laboratório do Cotidiano do estudante, caracterizado por promover a aprendizagem a partir de situações que lhe são familiares e é uma contribuição do presente estudo ao ensino de Física no Grau de Magistério. Os resultados das reflexões contínuas sobre as ações, engendrando novas ações em cadeia, mostraram, entretanto, que é impossível atingir uma receita para o Ensino de Física, provavelmente em qualquer grau de escolaridade, apenas estruturando o conteúdo, se se deseja que os estudantes criem uma visão epistemológica diferente para os conceitos físicos, se formem como sujeitos críticos, criativos, autônomos, porém cooperativos. Assim, é necessário atentar-se para a interação social dentro da sala de aula, envolvendo todos os seus componentes, promovendo as falas entre os alunos e entre o professor e os alunos, como também a escuta atenta das mesmas, sendo esta escuta a mais importante das posturas facilitadoras da aprendizagem. Num segundo momento, ficou, pois, claro que é necessário enfocar também o Laboratório do Cotidiano do professor, conceito cunhado nesta pesquisa, que é a própria sala de aula, nascendo da reflexão o planejamento dinâmico de aula, informado pela prática, continuamente modificado e dando origem a um planejamento anual, repensado e avaliado em um continuum, quanto aos objetivos a serem alcançados, quanto aos conteúdos conceituais e de postura. Por fim, também advoga-se a escuta atenta das instituições escolares, entre si e pelas estruturas hierarquicamente superiores, responsáveis pela Educação, em particular dentro do conjunto de Projetos CEFAM existentes, resgatando seu propósito inicial de formação rápida de docentes competentes para as primeiras séries do 1º Grau. / The present text refers to a action-research situation in Education. This research methodology is caracterized by a typical sequence of action-refletion-action, which involves and comprises the community being investigated. The object of analysis is the pedagogic intervention of the author within first grade physics classes of a Teacher Formation Project of intermediate level [Centro Específico de Formação e Aperfeiçoamento do Magistério (CEFAM)], in the district Butantã of the city of São Paulo, between 1991 and 1997. At a first moment, the action of de researcher-teacher, in the teaching-learning process, was centered on structuring the conceptual Physics content, within a scheme which the author started to call Everyday Laboratory. This Everyday Laboratory for the student is characterized by trying to promote student learning, taking as starting point situations which are familiar to them, and it is a contribution of the present study to Physics teaching at a intermediate level for future Elementary School Teachers. The results of reflecting continuously on the actions, generating new actions in a chain-like fashion, demonstrated, however, that it is impossible to attain a recipe for Physics teaching, probably at any schooling level, if the aim is for the students to create a different epistemological view of the Physics concepts, being then formed as critical, creative, autonomous, but cooperative subjects. Thus, it is necessary to pay attention to the social interaction within the class, involving all its components, promoting talks between students and between the teacher and the students, as well as an attentive hearing, of those, this being the most important facilitative attitude for learning. At a second moment, it became, therefore, clear that it is necessary to also focus on the Everyday Laboratory of the teacher, a concept born here, which is the proper class room, where a dynamic planning for classes emerges from reflection, informed by practice, it being continuously modified, giving origin to an annual planning, which also is continuously renewed and assessed, in view of the objectives to be attained, referring to conceptual and postural contents. Finally, an attentive hearing is also proposed for the schoolar institutions, among each other and by those which are hierarchically superior and responsible for Education, in particular within the set of existing CEFAM institutions, to rescue their primordial objective of rapid formation of competent teachers, for the very first grades of Elementary School.

Made available in DSpace on 2016-04-27T14:31:52Z (GMT). No. of bitstreams: 1 Alfiado Victorino.pdf: 4889016 bytes, checksum: 2bef44f6fed9ef10d220346f2ca32313 (MD5) Previous issue date: 2006-08-04 / Several times, in conversation with students, I felt certain disenchantment between them and lhe curricular Physics subject When lhe present essay gol into lhe student's role in lhe teaching and learning process of Physics subject in lhe Mozambican schools taking as reference two public ones of lhe Beira city namely, "Samora Moisés Machel" Secondary School and "Mateus Sansão Mutemba" Secondary School, intends to understand lhe reasons of "disagreement" between students and Physics subject, on lhe one hand, and suggest some actions to be taken in arder to make lhe Phisics teaching become more relevant and more and more interesting and attractive for lhe students, on lhe olhar hand. Starting trom lhe point that students work less in Physics classes, and afiar they've read some authors concerned with lhe students role in lhe teaching and learning process, such as FREIRE (1987), HERNÁNDEZ (1998), ALMEIDA & JÚNIOR (2004), BORDENAVE & PEREIRA (1997), COLL etal (2001) among others, I led a research in arder to observe, record and analyze lhe students activities in lhe Physics lessons in lhe schools above mentioned. Afterwards, I carried out some lessons trough learning method by project in arder to check lhe contribution of this method in lhe performance growth of lhe students in lhe lessons. The conclusions taken trom this research indicate lhe predominance of verb, rhetoric in lhe Physics lessons beside lhe olhar recommended ways for lhe natural sciences teaching. The work projects carried out at school nevertheless its low quantity and quality mirrar a sign of a way to follow in arder to increase lhe performance levei of lhe students in lhe Physics lessons. Therefore, in lhe context of this research, performance of alllevels teachers and education managers is recommended, in lhe research, identification and implementation of all-embracing teaching methodologies which give privilege to lhe activity of lhe learning person in ali processo / Muitas vezes conversando com alunos senti algum desencanto destes em relação à disciplina curricular de Física. A presente dissertação, ao debruçar-se sobre o papel do aluno no processo de ensino-aprendizagem de Física na escola moçambicana tomando como referência duas escolas públicas da cidade da Beira, a saber, Escola Secundária "Samora Moisés Machel" e Escola Secundária "Mateus Sansão Mutemba", pretende compreender as causas do "desencontro" entre os alunos e a Física por um lado, e propor algumas acções a serem realizadas no sentido de tornar o ensino de Física mais relevante e cada vez mais interessante e atractivo para os alunos, por outro. Partindo da hipótese de que os alunos trabalham pouco nas aulas de Física e depois de ler alguns autores preocupados com a questão do papel do aluno no processo de ensino e aprendizagem, tais como FREIRE (1987), HERNÁNDEZ(1998), ALMEIDA & JÚNIOR (2004), BORDENAVE & PEREIRA (1997), COLL et. aI. (2001) entre outros, orientei a pesquisa no sentido de observar, registar e analisar as actividades dos alunos nas aulas de Física naquelas escolas. Em seguida realizei algumas aulas nestas escolas através do método de aprendizagem por projectos com o objectivo de aferir a contribuição deste método no incremento do desempenho dos alunos nas aulas. As conclusões tiradas nesta pesquisa apontam para a predominância do verbo, da retórica nas aulas de Física em detrimento das outras formas recomendadas para o ensino de Ciências Naturais. Os projectos de trabalho realizados na escola, pese embora a sua baixa quantidade e qualidade, representam um indicativo do caminho a seguir no sentido de aumentar o nível do desempenho dos alunos nas aulas de Física Por isso, no contexto da presente pesquisa, recomenda-se o empenho de todos, professores e gestores da Educação em todos os níveis, na pesquisa, identificação e implementação de metodologias de ensino participativos que privilegiem a actividade do sujeito aprendente em todo o processo.

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.