"The problem with which this study is concerned is that of determining whether the implementation of a teacher-training curriculum providing the courses required for state certification of vocational-technical teachers employed in the North Texas public school systems is feasible and desirable at North Texas State University."--1.

The purpose of the study was to examine the perceptions of nurses regarding ethico-legal training in Ghana. The study further determined whether there were any discrepancies regarding ethico-legal training of nurses in Ghana, using six hospitals in the Upper West Region (Province). Data were collected through a quantitative, cross sectional research design. Out of 150 people constituting the study population, a sample size of 110 respondents was drawn. A self-developed questionnaire was used to collect data. Nurses who have been in practice for at least five years answered the questionnaires. The convenience sampling technique was found to be appropriate for this study. The Statistical Package for the Social Sciences (SPSS) was used to analyse data. The findings revealed that although ethico-legal topics were contained in the nursing training curriculum, majority of nurses did not receive teaching/training on them, making nurses vulnerable to litigation. / Health Studies / M. A. (Nursing Science)

The incidence of HIV and AIDS is rising rapidly and has become a serious concern in South Africa. In order to address the HIV and AIDS problem, Community Based Care was introduced to render an effective service to the HIV and AIDS patient. The volunteers receive training to equip them to render a holistic service to the HIV and AIDS patient. The researcher’s concern is that despite the training programme offered, there are still problems regarding the service delivery by the volunteers. Volunteers focus on the physical needs of the HIV and AIDS patient only and do not attend to their psychosocial needs, despite the fact that they are trained to take care of the needs of the HIV and AIDS patient from a holistic approach. Due to this problem, the researcher decided to explore the experiences of the volunteers regarding the implementation of the training programme on HIV and AIDS Community Based Care in order to find answers as to why they do not attend to the psychosocial needs of the HIV and AIDS patient, although they were holistically trained. The research question was formulated as follows: What is the experience of volunteers in the Potchefstroom Municipality regarding the implementation of the training programme on HIV and AIDS Community Based Care? The researcher used a quantitative approach to explore the research question. Twenty (20) volunteers from the two Community Based Care programmes, namely Baptist Children’s Centre and Bambanani Youth Project, were randomly selected for inclusion in the study. The data collection method used was a group questionnaire. Three themes were explored, namely, the content of the training programme, presentation of the training programme and empowerment of the volunteers to render an effective service to the HIV and AIDS patient. The findings showed that volunteers experienced limitations regarding the content and the presentation of the training programme, and much so in the area of attending to the psychosocial needs of the HIV and AIDS patient. They recommended changes to the training programme, based on their experiences in practice. / Dissertation (MSW)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

<p>This thesis examines the Elementary Educate Gain Grow (E.G.G.) program and its impact on student agricultural literacy and interest in relation to the program’s pilot classroom implementation. The overall shortage of graduates pursuing careers in the poultry industry was the motivation behind the program development. The gap between industry demand and the potential entering poultry workforce may be linked to low awareness and interest relating to poultry science. This is particularly true in the egg industry. As consumer and legislature demands continue to affect egg production practices and demand for eggs continues to grow, it is especially crucial for consumers to become more aware of industry practices. One way to increase awareness may be to include educational resources within the K-12 system that are designed to increase awareness and interest in the industry. By integrating poultry science into required academic standards, students are given a real-world context to apply STEM skills. This has the potential to improve the learning experience and stimulate student interest and awareness. Such resources have the potential to promote future student engagement in poultry science opportunities. Therefore, the Elementary E.G.G. program was developed as an integrated STEM and poultry science curriculum with five online modules, a supplemental interactive notebook, an embedded simulation game, and a final team project as a resource for upper elementary teachers and students. All content and materials were developed between fall 2018 and summer 2019 and were made available to 480 Indiana 4^th and 5^th graders (13 teachers, 19 classrooms) across 8 different school districts in the fall of 2019. The program was designed for a ten consecutive day STEM unit starting with online modules (days 1 to 5) and followed by a team project (days 6 to 10). There were three overall research questions to assess the impact of the Elementary E.G.G. program: 1) what was student agricultural literacy before, during, and after program implementation; 2) did the program have an effect on student situational interest; and 3) what was the teacher perceived value and effectiveness of the program as an education resource. </p> <p>Chapter One provides a literature review outlining past research that provided background for the development of the Elementary E.G.G. program. </p> <p> Chapter Two describes the experimental methods and results of the piloted Elementary E.G.G. program and how it impacted student agricultural literacy through evaluating three content assessments and student notebook responses. Additionally, we discuss teacher feedback, collected at the completion of the program. Quantitative data was collected to assess student poultry knowledge prior (pre-program), during (post-modules), and after implementation (post-program) using 14 multiple choices questions focused on module content. The questions were administered online using Qualtrics (Qualtrics, Provo, UT). Only student data that was completed correctly across all assessments and notebook responses from student’s in corresponding classrooms to the other assessments were used for analysis. Student notebook responses from 10 corresponding classrooms (52.63% response rate), were deemed usable for analysis since these classrooms had students who correctly completed all assessments and qualitative data from notebook responses could only be matched to classrooms not individual students. Student content scores (n=111; 23.13% response rate) were analyzed using an ANOVA post hoc Tukey’s test with SPSS Version 26. Content knowledge scores increased from 7.99 (SD=1.85) during the pre-program assessment to 9.76 (SD=2.44) post-modules (<i>p</i> < 0.0001). Student notebook responses provided qualitative data of their agricultural literacy development throughout the modules. Student responses from the useable 10 classrooms (n=172; 35.83% response rate) were inductively coded to reveal patterns that supported increased student agricultural literacy related to each module’s predetermined learning objectives. The increase in content scores along with student identification of learning objectives support the program’s ability to increase student agricultural literacy. Teacher feedback (n=9; 69.2% response rate) indicated that teachers agreed that each of the components (modules, notebook and team project) supported the program objectives and the majority reported that the program encouraged student participation and interest. We concluded that the E.G.G. program increased student content knowledge of the poultry industry and was a viewed as an implementable curriculum by teachers. </p> <p> Chapter Three shares the program’s procedures and results in relation to student situational interest during the program’s implementation. A pre-program questionnaire assessed student individual interest scores while post-module and post-program assessments evaluated student situational interest (n=111; 23.1% response rate). Increased individual interest scores (3.57± 0.10) may indicate a higher likelihood of having situational interest stimulated (scale: 1 to 5 with 1 having no interest and 5 having the highest level of individual interest). Results support that the online modules and the team project stimulated student situational interest because total situational interest scores, in addition to each individual subscale (i.e. attention, challenge, exploration, enjoyment, and novelty), were above a two on a four point Likert scale (scale: 1 to 4 with 1 having no situational interest during the activity and 4 having situational interest fully induced). <a>Previous validation of this assessment interprets subscale or total scores above a two to represent that students are experiencing situational interest during the activity in question. </a>Attention, challenge, novelty, and overall situational interest scores were significantly higher during the team project compared to the online modules (<i>p </i>< 0.01) while exploration and enjoyment subscales were similar. Student interest themes, coded from their notebook responses, showed interest in the modules’ learning objective topics with students demonstrating repeated interest in egg and hen anatomy and animal welfare. Overall, student situational interest was stimulated by the Elementary E.G.G. program, with overall interest highest during the team project compared with the online modules. Furthermore, students self-reported having interest in topics aligned with the modules’ learning objectives and inductive coding of responses found reappearing themes of interest relating to hen anatomy and animal welfare. </p> In conclusion, the results from the pilot Elementary E.G.G. program support that an integrated STEM and poultry science elementary curriculum has the potential to increase student agricultural literacy and can successfully impact student situational interest by engaging in purposefully developed activities. Further research is needed to adopt a framework across other poultry science sectors at a national level and improve accessibility of materials to a wider target audience. Additionally, improvements in program compliance may aid in increasing response rates of such research and are needed to increase transferability of findings.

<p>  </p> <p>This study used two instruments for data collection: The Intelligence Survey (IS) and Multiple Framed Teaching Strategy Index (MIFTSI). Permission was requested and given to use the two instruments from the developers Luo and Huang. Educators who teach entrepreneurship education courses in one higher institution in the south-south of Nigeria are the primary source of data collection for this study. The study participants were those who volunteered to participate in the survey through their email addresses. The data collection used a Qualtrics questionnaire consisting of the Intelligence Survey and Multiple Framed Teaching Strategy Index, including five demographic questions. </p>

The tourism industry is one of the biggest economic contributors in South Africa and it is predicted that the industry will grow significantly over the years to come. This growth pressures South Africa to stay competitive and adhere to the needs of the visitors. The latter being one of the core functions of any tourism establishment. Labour structures in the tourism industry are constantly changing and to deliver quality products, employees should be well skilled and prepared for the demands of the industry. The accommodation sector, one of the biggest sectors in the tourism industry, provides a variety of services to tourists when visiting this country. It was determined in the literature review that the skills needed by an accommodation manager, to provide the expected services include flexibility, people skills, the ability to train other employees and the ability to explore the ever changing needs of the tourist. Higher education organisations in South Africa educate potential tourism employees in a variety of skills and knowledge. However, some employees are still of the opinion that these students are not adequately prepared for the demands of the industry and therefore complain. Added to this, there is very little communication between the industry and higher education organisations. Therefore the tourism industry feels that students are not employable which creates challenges for students, higher education organisations and the tourism industry. Education and skills development should contribute directly to the economic growth of South Africa and the government, a very important role player in the tourism industry, encourages education opportunities in South Africa. Therefore, the aim of this study is to determine, through industry participitation, what the management skills required within graded establishments in South Africa are. To achieve this aim, the following objectives were set: To analyse the literature available regarding the managerial theories, managerial levels, managerial processes and universal skills needed by managers, to analyse the tourism industry and hospitality sector, identify the important role played by managerial skills within this sector and to identify higher education programmes available in South Africa that focus specifically on managerial skills development for the accommodation sector. Thirdly, to collect and analyse the perceptions of accommodation owners and managers regarding the managerial skills and knowledge required by graduate managerial employees and then to draw conclusions and make recommendations to higher education organisations to adapt tourism management qualification programmes. This was achieved by making use of a quantitative research method by means of self-administered questionnaires, distributed to 254 Tourism Grading Counsil of South Africa’s (TGCSA) graded establishment managers in the nine (9) provinces of South Africa. The data, gathered from the questionnaire, was captured electronically by an online programme, SurveyMonkey. The data was then processed by means of SPSS and analysed. The descriptive results revealed that most of the responding accommodation establishments do employ graduates, but these graduates have to display certain characteristics. The top three characteristics for an accommodation manager included trustworthiness, responsibility and motivation in that order. Being ambitious, intelligent and sensitive rated the lowest. A factor analysis revealed that there are 10 important factors that contributes to being an effective accommodation manager. These skills included: 1) Personal characteristics, 2) Forecasting skills, 3) Strategic management skills, 4) Human resource skills, 5) Problem solving and crisis management skills, 6) Communication skills, 7) Information technology skills, 8) Customer service skills, 9) Financial skills and 10) Marketing skills. The comparisons (by means of ANOVA’s, t-tests and spearman rank order correlations) between skills needed by an accommodation manager and selected business characteristics (the province in which the accommodation establishment is located, the grading status, the size, the number of employees and the years that the accommodation establishment has been in operation) are unique to this study and various significant differences were identified. Comparisons have also been done between skills needed by an accommodation manager and selected personal characteristics (age, current position, duration of employment, level of higher education and the necessity of practical skills before employment of the respondent) which also revealed significant differences. The highest number of significant differences was identified for larger establishments, age, position of the respondents and the duration of employment. The results of this study can be used by higher education organisations to adapt their current tourism management qualifications, and by accommodation establishments to understand the training needs of employees. It did however voice the concerns of industry role players when it comes to new graduates and their employability. / MA (Tourism Management), North-West University, Potchefstroom Campus, 2015

The tourism industry is one of the biggest economic contributors in South Africa and it is predicted that the industry will grow significantly over the years to come. This growth pressures South Africa to stay competitive and adhere to the needs of the visitors. The latter being one of the core functions of any tourism establishment. Labour structures in the tourism industry are constantly changing and to deliver quality products, employees should be well skilled and prepared for the demands of the industry. The accommodation sector, one of the biggest sectors in the tourism industry, provides a variety of services to tourists when visiting this country. It was determined in the literature review that the skills needed by an accommodation manager, to provide the expected services include flexibility, people skills, the ability to train other employees and the ability to explore the ever changing needs of the tourist. Higher education organisations in South Africa educate potential tourism employees in a variety of skills and knowledge. However, some employees are still of the opinion that these students are not adequately prepared for the demands of the industry and therefore complain. Added to this, there is very little communication between the industry and higher education organisations. Therefore the tourism industry feels that students are not employable which creates challenges for students, higher education organisations and the tourism industry. Education and skills development should contribute directly to the economic growth of South Africa and the government, a very important role player in the tourism industry, encourages education opportunities in South Africa. Therefore, the aim of this study is to determine, through industry participitation, what the management skills required within graded establishments in South Africa are. To achieve this aim, the following objectives were set: To analyse the literature available regarding the managerial theories, managerial levels, managerial processes and universal skills needed by managers, to analyse the tourism industry and hospitality sector, identify the important role played by managerial skills within this sector and to identify higher education programmes available in South Africa that focus specifically on managerial skills development for the accommodation sector. Thirdly, to collect and analyse the perceptions of accommodation owners and managers regarding the managerial skills and knowledge required by graduate managerial employees and then to draw conclusions and make recommendations to higher education organisations to adapt tourism management qualification programmes. This was achieved by making use of a quantitative research method by means of self-administered questionnaires, distributed to 254 Tourism Grading Counsil of South Africa’s (TGCSA) graded establishment managers in the nine (9) provinces of South Africa. The data, gathered from the questionnaire, was captured electronically by an online programme, SurveyMonkey. The data was then processed by means of SPSS and analysed. The descriptive results revealed that most of the responding accommodation establishments do employ graduates, but these graduates have to display certain characteristics. The top three characteristics for an accommodation manager included trustworthiness, responsibility and motivation in that order. Being ambitious, intelligent and sensitive rated the lowest. A factor analysis revealed that there are 10 important factors that contributes to being an effective accommodation manager. These skills included: 1) Personal characteristics, 2) Forecasting skills, 3) Strategic management skills, 4) Human resource skills, 5) Problem solving and crisis management skills, 6) Communication skills, 7) Information technology skills, 8) Customer service skills, 9) Financial skills and 10) Marketing skills. The comparisons (by means of ANOVA’s, t-tests and spearman rank order correlations) between skills needed by an accommodation manager and selected business characteristics (the province in which the accommodation establishment is located, the grading status, the size, the number of employees and the years that the accommodation establishment has been in operation) are unique to this study and various significant differences were identified. Comparisons have also been done between skills needed by an accommodation manager and selected personal characteristics (age, current position, duration of employment, level of higher education and the necessity of practical skills before employment of the respondent) which also revealed significant differences. The highest number of significant differences was identified for larger establishments, age, position of the respondents and the duration of employment. The results of this study can be used by higher education organisations to adapt their current tourism management qualifications, and by accommodation establishments to understand the training needs of employees. It did however voice the concerns of industry role players when it comes to new graduates and their employability. / MA (Tourism Management), North-West University, Potchefstroom Campus, 2015

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-27T12:26:50Z No. of bitstreams: 1 Déberson Ferreira de Almeida.pdf: 801446 bytes, checksum: af6af645cfa529683057f39193a7825c (MD5) / Made available in DSpace on 2018-09-27T12:26:50Z (GMT). No. of bitstreams: 1 Déberson Ferreira de Almeida.pdf: 801446 bytes, checksum: af6af645cfa529683057f39193a7825c (MD5) Previous issue date: 2018-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study aimed at analysing the the National Common Curricular Base (BNCC) - in the versions available for public consultation - in reference to the concept of the Physical Education component in Primary Education, identifying its assumptions and interpretive repercussions. The interest in such study emerged from the relevance of the referred policy that has attracted the interest of millions of people, generating debates among different professional and social groups, about the resignification of Primary Education, such as schools, universities, media and social groups. The research was based on a qualitative approach and made use of bibliographical study and document analysis as methodological procedures. The main concepts of the theoretical basis are: “critical curriculum”, based on Paulo Freire’s and Michael Apple’s approach and “cultural curriculum”, based on Marcos Garcia Neira’s work. The basis for document analysis was the BNCC’s version approved in December 2017, by the Presidency of the Republic.In general, the research reveals that, as a public policy, the BNCC has been a source of polemic and controversy, regarding its interpretations and the acceptance of its concepts. The major focus of its propositions is on the essential learnings to be developed in Primary Education, through an integral humanitarian education, as a means to leverage a more democratic, inclusive and fair society. The Physical Education component in the BNCC was conceived and a set of content to be developed in the educative practice of this area. The analysis results highlight the understanding that Physical Education in the BNCC represents a historical retrocession. This is due to the fact that teachers' and researchers' achievements, debates and fights for a more democratic education, through the promotion of students' and teachers' autonomy, vis à vis the teaching-learning concept in Physical Education, in a critical-cultural perspective, have been majorly neglected / O presente estudo teve como objetivo analisar a Base Nacional Comum Curricular (BNCC) quanto à concepção referente ao componente Educação Física para o Ensino Fundamental, identificando seus pressupostos e repercussões interpretativas pertinentes às versões disponibilizadas para consulta pública. O interesse pelo estudo deveu-se à relevância do significado da referida política que mobilizou milhares de pessoas, gerando debates em diferentes ambientes como escolas, universidades, veículos de comunicação e grupos sociais distintos da sociedade política e civil, em busca de ressignificação do ensino na Educação Básica. A pesquisa caracteriza-se pela abordagem qualitativa e tem como procedimentos metodológicos o estudo bibliográfico e a análise documental. O referencial teórico tem como conceitos centrais: “currículo crítico”, considerando essencialmente as abordagens de Paulo Freire e Michael Apple e “currículo cultural da Educação Física”, fundamentado em obras de Marcos Garcia Neira. A BNCC, versão homologada pela presidência da República, em dezembro de 2017, é elemento básico da análise documental. A pesquisa revela, de modo geral, que a BNCC constitui-se em política pública geradora de polêmicas e posicionamentos, por vezes contraditórios, quanto às interpretações e aceitabilidade de suas concepções. Ressalta-se como foco central de suas proposições as aprendizagens essenciais a serem desenvolvidas na Educação Básica, por meio de uma educação humana integral, tendo em vista a efetivação de uma sociedade justa, democrática e inclusiva. O componente Educação Física na BNCC é concebido como um conjunto de conteúdos a serem desenvolvidos na prática educativa desta área de formação. Os resultados das análises colocam em destaque o entendimento de que a caracterização de Educação Física na BNCC corresponde a um retrocesso histórico. Isto se deve à desconsideração de conquistas do movimento contínuo de debates e lutas de professores e pesquisadores por uma educação mais democrática no sentido da promoção da autonomia de alunos e docentes em relação à concepção de ensino-aprendizagem na área de Educação Física, numa perspectiva crítico-cultural

Made available in DSpace on 2016-04-27T14:30:41Z (GMT). No. of bitstreams: 1 Cristina Ribeiro Silva.pdf: 1034249 bytes, checksum: de4f8a12dea7438290b6d8728d43669a (MD5) Previous issue date: 2011-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is based on the Programa Masters/PhD Scholarship Program, as a continuing education public policy for educators in the State of São Paulo, created in 2003, which grants semiannual scholarships to stricto sensu graduate programs in Education. The scholarships are awarded to public schools teachers and to students in state and private universities accredited by the Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior Capes (Coordination for the Improvement of Higher Education Personnel). The continuing education policy in which this study is grounded on aims at improving educators practices by developing their profiles and skills as teachers researchers. This qualitative research is based mainly on studies by Nóvoa (1995), Pimenta and Ghedin (2005) in regards to educators training, having employed André (2004) and Lüdke s (2001) propositions regarding Research Professors. Books, the legislation, official documents and field research, held by data collection of the Caieiras Board of Education (SP) scholarship grantees and their Lattes Curriculums, were used as research sources. The dissertation also includes data and information collected from a community in a social network, Orkut ( Masters Scholarship Community), polls and interviews. Statements from Masters and PhDs scholarship grantees and the principal of the school with the largest number os scholarship grantees in the researched Board of Education are the main empirical source of this study / Esta pesquisa tem por objeto de estudo o Programa Bolsa Mestrado/Doutorado . Trata-se de uma política pública de formação continuada de educadores do Estado de São Paulo, criada em 2003, que disponibiliza, semestralmente, bolsas de estudos para cursos de Pós-Graduação stricto sensu na área da Educação. Os contemplados são educadores da rede de ensino estadual, discentes de universidades públicas ou privadas reconhecidas pela Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (Capes). A política de formação continuada em foco tem por finalidade promover a melhoria da atuação profissional desses educadores mediante seu desenvolvimento como professores pesquisadores. Esta pesquisa, de caráter qualitativo, apoia-se, sobretudo, nos estudos de Nóvoa (1995), Pimenta e Guedin (2005) no tocante à formação de professores, tendo sido empregadas as proposições de André (2004) e Lüdke (2001), referentes ao professor pesquisador. Como fontes de pesquisa, foram utilizados livros, legislação, documentos oficiais e pesquisa de campo, feita mediante a coleta de dados sobre os bolsistas da Diretoria de Ensino de Caieiras (SP), e em seus currículos lattes. O trabalho contou também com o levantamento de informações na rede social Orkut por meio da comunidade Bolsa Mestrado e com a aplicação de questionários e entrevistas. Os depoimentos dos mestres e doutores bolsistas, e do diretor de escola com maior número de bolsistas da Diretoria de Ensino pesquisada, constituem-se na principal fonte empírica deste trabalho

<p>The need for STEM employees is on the rise in direct relation with the changing needs of our globe (Jang, 2015). There are gaps to be filled not only in the workforce and industry, but also by academia and government (Jang, 2015). K-12 STEM education has the ability to address 21^st century problems, in particular, the need for more highly skilled workers in STEM fields by focusing on developing students’ 21^st century skills. A critical skill for students to develop to be able to properly collaborate on teams and engage in the STEM workforce is problem solving. Problem solving is thought of as being the most important cognitive goal of education in every educational context: formal, informal, public schools, universities, and everything in between (Jonassen, 2010). In order to properly assess students, and know where improvements could be made, it is vital that we examine teachers first. By exploring how teachers approach problem-solving, and how self-efficacious they feel teaching problem-solving, then we can determine how to better assist both teachers and students. The current study sought to address this gap in the literature through surveying three states agriculture and science teachers using two established instruments. The survey was distributed online via Qualtrics and was available to participants for three weeks during the month of January 2020. The survey is divided into three major sections with the first two sections being the instruments used: (1) Problem Solving Inventory, (2) Teaching Science as Inquiry, and (3) Demographics. Demographics was placed at the end of the survey following recommendations from Dillman et al. (2014).</p><p> The final response rate for the survey was 9.04% for agriculture teachers and 13.4% for science teachers, a total of 22.44% (n = 504). After data cleaning there is a total of 4.3% of useable responses from agriculture and 5.58% for science resulting in a usable response rate of 9.88% (n = 205). A little more than half of the participants were female (59%) with the remainder being male (39.5%) and a small percentage (1.5%) elected not to respond or selected “prefer not to say”. The largest population that responded to the survey were between the ages of 44 and 54 (43.1%) and teaching for 21-25 years (19%). The survey found that teachers thought of themselves as being confident problem-solvers but used a more avoidance-style. Teachers also felt they had less control or had more negative feelings in regard to problem-solving. Overall, teachers from both agriculture and science viewed themselves as being moderate to high problem-solvers in general. The instrument was not intended to measure problem-solving relating to the classroom. The second instrument, the Teaching Science as Inquiry, measured how efficacious they felt teaching problem-solving. Teachers from both science and agriculture perceived themselves as being very self-efficacious and had high expectancy outcomes. ANOVA tests were conducted between the two groups to determine if there were differences in their responses and no statistically significant differences were found. A correlation was conducted in order to determine which variables from the two instruments held relationships. The correlation suggests that the two instruments have several strong relationships between the variables like personal self-efficacy and expectation outcomes. research should focus on refining the instruments to reduce the number of questions and survey more individuals to capture more generalizable results. </p>