Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3176992."

The increasing momentum behind the use of Content Language and Integrated learning (CLIL) within the Dutch educational system is a disputed one. Despite a considerable body of literature supporting the benefits of CLIL many stakeholders feel otherwise and are reluctant to employ CLIL despite the generally positive literature. Others are more enthusiastic and take (forms of) CLIL on board only to dismiss its principles after a number of years, leaving them disappointed; some educational institutes manage to implement a different approach to teaching successfully whereas others seem to fail. Hence there is a need for research to explore the issues that may cause disjunction between CLIL models of best practice as described in literature and everyday work situations. This thesis seeks to explore the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning. An interview study was conducted to identify the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning as well as an identification of disjunctures when experiences and expectations of the professionals were placed next to each other and compared in detail. This thesis presents the key findings of in depth semi- structured interviews with six teachers and two headmasters in secondary education at two different locations. The stakeholders were closely involved in the implementation of CLIL. The analysis I employed sought to interpret and pin down insiders' views on the consequences of the implementation of CLIL in their professional and social lives by means of inductive approaches and techniques. The data procured from the interviews were very rich and meaningful, which support the discussion on issues in the implementation of CLIL. The findings showed that the stakeholders at each setting approached CLIL differently and experienced different forms of disjuncture. The obstacles and possible frictions have been mentioned in this study which require attention, for when the frictions described in this study are addressed in a profound and resolute manner the CLIL case, or any new educational implementation, may well be furthered.

<p> The workplace has entered an international era where the need for proactive, globally-aware employees has become increasingly crucial. More than ever, employees are responsible for agentically investing in their own development and work outcomes&mdash;including job satisfaction. This study investigates the relationship between agentic career practices, organizational support, and job satisfaction. Better clarity is needed to understand the career management skills and practices that individuals can develop to navigate the modern workplace. This study compared 2,870 individuals across 73 nations. Five Career Development Practices (CDPs) (connecting with others, planning for development, branding, adapting, and stretching) were found to be meaningfully connected to job satisfaction (<i>R</i>² = .46) where connecting with others emerged as the most potent CDP. Furthermore, the order of the CDPs&rsquo; potency in explaining job satisfaction varied by global region to indicate practices vary by culture. </p><p>

<p> Using a sample of 251 college students, it was found that 1) when differentiation (D) of work values was calculated using three indices,&nbsp;high-low D, Iachan D, and variance D,&nbsp;only Iachan D positively related to indecision but&nbsp;high-low D and variance D did not,&nbsp;2) none of the three indices of D&nbsp;related to career maturity, 3) work values profile elevation (PE) positively related to extraversion, openness, and negatively related to depressive symptoms and career indecision but was unrelated to career certainty and&nbsp;neuroticism and 4) work values PE moderated the relationship between Iachan D and career indecision. The findings from this study benefit both vocational counselors and clients by improving the utility of individuals&rsquo; work values results so that they can provide additional information to understand a person&rsquo;s work values profile.</p><p>

Workers with developmental disabilities have recently entered the work force as a result of human service agency efforts to integrate these individuals with their non-disabled peers. Much of the integration efforts have occurred without the input of those individuals with developmental disabilities. Research completed regarding the work lives of the worker with developmental disabilities has focused mainly on wages and social integration. The majority of research data was collected from individuals other than the workers with developmental disabilities themselves. In order to effectively learn what is of importance to the worker with developmental disabilities, interviews with these individuals needed to be conducted. As suggested by others who have conducted research in the field of developmental disabilities, a qualitative research approach was used to obtain data. Quality of Work Life criteria established for non-disabled workers was used as a guide throughout the study. The data obtained through this study indicated that the Quality of Work Life improved for the participants once they left sheltered employment and were employed in integrated employment sites with non-disabled peers. Of importance to the participants was not only wages and having the opportunity to be with non-disabled peers, but also the opportunity to complete a variety of job tasks, keeping busy throughout their work day, and having some autonomy on the job. The participants also had an imbalance between their work and non-work time, most wanting the opportunity to work more hours per week. In addition, as a result of experiencing success in the work place, the participants began to identify with their non-disabled co-workers rather than their peers who still were employed at the sheltered workshops.

The purpose of this study was to determine if there is a relationship between positive self-esteem and self-awareness and successful job experience for mentally retarded students in the Occupational Skills And Development Center (OSDC) at Dorchester High School. Over the years, much has been written about programs for mentally retarded students and the programs they should be enrolled in. Little has been written about how the students feel about the programs they are in and what they feel the programs have or have not done for them. This study is an attempt to get responses from the students enrolled in a specific program at Dorchester High School relative to how they feel about the program, themselves, and what the program has done for their self-esteem, self-awareness and success at a job. The methodology was to ask the students a series of questions to determine how they felt about themselves, their personal relationships, and surroundings. Then a six-week self-esteem curriculum was delivered, each week with its own theme and focus. The questionnaires and curriculum were evaluated to suggest how the program might be enhanced, adapted or promoted to better serve this population. No reference is made to individuals by name and every effort has been made to insure that the students are not identified. The results of this study will be used to improve the curriculum of the OSDC at Dorchester High School to better insure the success of the students who complete the program. Students and their parents/guardians will be able to have input into the discussions and decisions that will be made regarding any changes to the current program.

The study was designed to explore with selected nurses in the employment setting their perspective of the clinical competence of newly graduated nurses as they entered practice. The study had three elements. The initial focus of the study was to examine the readiness of graduates from all preparatory programs to enter hospital practice, addressing, in particular, the clinical competence of the nurse and, therefore, the ability of that nurse to meet the nursing needs of the patient. The second element was to explore the differences, if any, between graduates of Baccalaureate, Associate Degree and Diploma Programs as those differences relate to clinical competence. The third area dealt with the nurturing and socialization of the new graduate in the practice setting and examined the methods employed by the hospital to orient the nurse to the practice setting and provide support and additional education and experience to bring the nurse to the practice level expected. Major findings identified differences in graduates from the three types of nursing programs. Graduates of Baccalaureate programs were described as having a stronger theoretical knowledge base and better critical thinking skills. It was expected the Baccalaureate graduate would become the more competent nurse over time. Graduates of Diploma Programs were reported to have better clinical skills. Associate Degree Program graduates were said to be lacking in both clinical skills and theoretical knowledge. Two factors were mentioned as important in shaping clinical competence. Individual differences which the nurse brings with her are thought to be a significant factor, even more than the program from which the nurse was graduated. Programs, which prepare the same type of graduate, do not always graduate nurses of the same quality. Graduates of all programs were noted as needing extensive support as they began their new role. Concern was expressed by the majority of respondents about the readiness of new graduates to enter the practice setting. Most respondents would like to see the clinical practice component strengthened in the curriculum of all nursing programs. Recommendations for Nursing Education and Nursing Practice and for further study are included.

Submitted in Fulfilment or Partial Fulfilment Of the requirements for the DEGREE OF MASTER OF EDUCATION in the Department of Educational Psychology at the UNIVERSITY OF ZULULAND, 1986. / The object of this study was to determine the extent to which a Black female adolescent in KwaZulu and Natal is orientated with respect to the vocational world. The study was approached from a psychopedagogic perspective. Existing literature was studied. When the problem was stated it became apparent that several factors interact to bring about a situation in which the Black female adolescent school leaver with no experience as a worker and no particular skills to sell in the labour market faces problems. Exploratory media were used on individual basis to determine the adolescent's present pedagogic situation which has a direct bearing on her vocational orientation. Exploratory media were also used to determine the adolescent's actualized potentials and also to determine her present orientation. After the insertion of exploratory media the reports of the vocational orientation investigations were written. Twenty case studies were conducted with standard ten pupils from eight schools. One case study is written in detail. Three other reports appear in a summarized form. The other remaining reports are given in a tabular form. Vocational orientation of the Black female adolescents in KwaZulu and Natal was found to be affected by socio-economic, political and cultural factors. Recommendations for the establishment of properly organized vocational guidances services in Black schools, introduction of career education at all levels and informing the general public about career education were made. / Human Sciences Research Council

Thesis (Ed.D.)--Boston University.

Purpose of the study. The purpose of this study was to determine the educational and experiential status of today's safety educators, teaching at the college level. Areas studied included the perceptions of the safety educators as to the value of their education and work experience in relation to their suitability to teach safety at the college level; the perception of the safety educators of the need for mandatory professional certification; and the professional development requirements to maintain certification. Methodology. A descriptive research methodology was employed to gather and report the data for the study. A survey questionnaire was sent to all members of the American Society of Safety Engineers (ASSE) who live in the United States and list their occupations as educators. The ASSE is the dominant professional safety organization in the United States and the society's members provided an excellent survey sample. Results. The results of the study were based on the data collected from the questionnaires returned by the respondents. The survey provided useful data on the demographics of the nation's safety educators. The survey provided information about the importance of education, experience, and professional certification for safety educators as perceived by the respondents. Conclusions. Relatively few safety programs exist at colleges and universities in the United States. Indications are that the opportunities for safety graduates will continue to grow. The American Society of Safety Engineers has developed a recommended core curriculum and established program standards for college safety programs. At this time only seven institutions have met the requirements for accreditation under these ASSE guidelines. While the ASSE recommendations do not include standards for safety educators, a well-defined safety curriculum will serve to disclose the goals and aspirations of the safety program. In turn, these goals and aspirations will serve to establish the prerequisite skills and talents necessary to become an educator in that safety program.