Spelling suggestions: "subject:"locational teachers"" "subject:"ocational teachers""
121 |
Vocational technical teacher education in Guangdong Province: a case study of the Guangdong Institute ofNationalities蘇國生, So, Kwok-sang. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
|
122 |
The vocational English curriculum: a case study of the implementation of a new curriculumTse, Oi-yu, Eileen., 謝靄愉. January 2000 (has links)
published_or_final_version / Education / Master / Master of Education
|
123 |
Diploma disease and vocational education and training in Shanghai, China陳坤德, Chan, Kwan-tak. January 2001 (has links)
published_or_final_version / Education / Master / Master of Education
|
124 |
Perceived Attitudes of Vocational Administrators, Vocational Office Education Teachers and Marketing and Distributive Education Teachers Toward Using Microcomputers in Vocational Education ProgramsDjooya, Akbar 05 1900 (has links)
The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent.
Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services.
|
125 |
An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students ServedRagland, George B., 1953- 05 1900 (has links)
The purpose of the study was to determine if occupational investigation teachers and vocational administrators held similar or differing attitudes toward the occupational investigation courses in relation to the mainstreamed handicapped students they served. The following conclusions were warranted from the findings of the analyses of the data. Findings derived from multiple T tests indicate that occupational investigation teachers perceive all survey item statements concerning Admission, Review, and Dismissal (ARD) meetings and the content of Individual Education Programs (IEPs) as occurring to a significantly lesser degree than do vocational administrators. There is no significant discrepancy in their perceptions toward the current practices of occupational investigation teacher training, student assessment, classroom accessibility, course content, or special education assistance described in the survey items. The results of the multiple T tests indicate that there are no significant differences between the attitudes and perceptions of occupational investigation teachers and vocational administrators in Texas toward the future of any of the conditions reflected in the survey items. Teachers and administrators agree that all of the current conditions reflected by the items should be promoted to a higher degree in the future. The results of the multiple T tests indicate a high degree of significance in the disparity between teachers and administrators with regard to their attitudes toward the amount of change and the degree of improvement in the conditions in the survey item statements reflecting ARD committee meetings and the uses of IEPs. However, no significant disparity was found between their perceptions of the difference between the current practice and the optimum condition for items illustrating teacher training, classroom accessibility, course content, student assessment, or special education assistance.
|
126 |
Careers education in s skills opportunity school (SOS): a case studyLock, Suk-han., 駱淑嫻. January 2000 (has links)
published_or_final_version / Education / Master / Master of Education
|
127 |
Special education and career and technical education collaboration and communication : process, practice and perceptionSchmalzried, Joan E. 28 June 2011 (has links)
The purpose of this study was to explore the current practices used by secondary educators
(special education teachers and guidance counselors) and stand alone career and technical
education (CTE) center teachers when working with students with disabilities from home high
schools participating in secondary CTE programming. In addition, this study looked at the
perceptions that each educational system (high school and secondary CTE) had in regards to
need and responsibility when working with these shared students. Participants for this study
included CTE teachers and administrators from stand alone CTE centers in the state of Indiana
and secondary special education teachers and guidance counselors from high schools feeding
into those centers. Study participants were provided a paper/pencil survey and asked to respond
to survey questions using both Likert-type scale and forced choice questions. Demographic data
were gathered that included gender, age, position, years in position, years in education, and
current classroom/service delivery setting. Participants were asked to rate statements regarding
the level and types of communication and collaboration that were taking place between CTE
teachers and their respective high schools (special education teachers and guidance counselors).
The study found that there was inconsistency in the methods that were used to share information
about students with disabilities and who was responsible for providing that information. A
relatively high percentage of respondents did not have any knowledge about how information
was shared. The study also found that many respondents (CTE and secondary educators) did not
feel regular communication took place between the two systems in regards to students with
disabilities. Overall, this study found that the responses provided by CTE and secondary
education (special education teachers and guidance counselors) were varied based upon
respondents personal involvement or responsibility. Recommendations are made for both local
and state follow-up to investigate how CTE and special education are communicating and
collaborating on behalf of students with disabilities. Further research is needed in order to
establish and implement more consistent practice and process related to communication and
collaboration between CTE and high school personnel (special education). This study was
exploratory, designed with a targeted sample (n = 131) that provides important results and useful
insight that can be instructive for further conversation and research. / Department of Special Education
|
128 |
Use of Instructional Resources by Community Junior College Occupational InstructorsLolley, John L. 05 1900 (has links)
The purpose of this study was to develop information and understanding concerning the use of instructional resources, including library materials, by community junior college vocational-technical instructors. The study sought to determine whether the kinds and amounts of instructional resources used by vocational technical instructors in their courses were related to their: (a) level of formal education, (b) number of courses in Higher Education completed, (c) years of teaching experience, and (d) teaching status (full or part-time). Further, the study sought to determine whether the attitudes toward use or non-use of the library were related to such instructor characteristics. The analyses of the data revealed that vocational technical instructors at Tarrant County Junior College utilized a wide variety of instructional resources in their courses. Instructional resources used in at least 50 percent of vocational-technical courses were: audio-visual materials, 88 percent; departmental books, 73 percent; personally owned books, 72 percent; manufacturers' literature other than service manuals, 63 percent; information from notes of previously taken courses, 63 percent; departmentally prepared syllabi, 58 percent; personally owned journals, 56 percent; self-prepared syllabi, 53 percent; manufacturers' service manuals, 52 percent; and association publications, 50 percent.
|
129 |
教師對「可就業能力」培養的看法: 香港中學「旅遊與款待」與「美容學基礎」的研究. / 香港中學旅遊與款待與美容學基礎的研究 / 教師對可就業能力培養的看法 / Teachers' perception on nurturing students' employability skills: a study on vocational course offerings in secondary schools on the topic of "Tourism and hospitality" and "Fundamental cosmetology" in Hong Kong / Study on vocational course offerings in secondary schools on the topic of "Tourism and hospitality" and "Fundamental cosmetology" in Hong Kong / CUHK electronic theses & dissertations collection / Jiao shi dui "ke jiu ye neng li" pei yang de kan fa: Xianggang zhong xue "lü you yu kuan dai" yu "mei rong xue ji chu" de yan jiu. / Xianggang zhong xue lü you yu kuan dai yu mei rong xue ji chu de yan jiu / Jiao shi dui ke jiu ye neng li pei yang de kan faJanuary 2012 (has links)
一直以來,職業教育的使命,是為幫助青少年提升未來就業及社會所需的能力,同時讓他們由學校教育過度至就業階段作好準備。隨着全球經濟環境在迅速轉變,知識成為衡量勞工價值的工具。香港的高中職業教育提供的適切性受到質疑,認為職業教育應結合知識的學習與能力的培養。直至2003年,應用學習課程引入高中教育階段,課程兼備職業知識與能力的培養,為學生提供更多元化的學習機會,並為他們在學術及職業方面都提供了進階途徑。職業課教師透過其教師實踐與師生互動的過程,直接影響着學生的升學及就業抉擇。本研究試圖去理解如何培養學生的可就業能力時,不能不從教師的角度去理解他們對培養可就業能力的看法,與適用於職業教育的教學法。 / 本研究發現,縱使高中的職業教育得以發展,修讀的人數一直較預期的少,且多是由一些學業成績差及學習動機弱的學生選讀。就應用學習而言,第三組別學校基於成本效益的考慮,也不會向學生積極推廣應用學習課程。加上外判式教育提供的方式,使導師的教學質素良莠不齊,標誌着中學職業教育的發展正處於邊緣化的狀態。 / 對於能力的理解與培養的看法,「美容學基礎」及「旅遊與款待」的教師皆認為,溝通能力是相關行業內最重要的能力元素。畢竟旅遊與款待業及美容業均存在獨特的專業性,各科教師對其相關行業的可就業能力的理解也有異。要成為美容師就需具備自我推進的能力,而從事旅遊與款待業,就需具備學習能力以適應不斷轉變的工作環境。這些分析發現不但為建立香港的可就業能力架構提供了參考基礎,還顯示了基本知識與能力的學習對發展出自我推進及學習能力扮演着關鍵的角色。然而,教師對於能力為本及問題為本教學取向中,重視解難能力及自主學習能力的培養,關注比較不足。 / Historically, vocational education has borne the mission to improve the skills of young people for work and life and to remain relevant to the shifting needs of young people in school-to-work transitions. In alignment with the recent global economic changes, knowledge is now seen as a defining characteristic of valuable workers. The appropriateness of the vocational education in senior secondary schooling is questioned in the light of the changing work environment and the need in the future for knowledgeable and competent workers. In Hong Kong, curricula in vocational courses are also expected to incorporate an emphasis both on knowledge and on the development of competences in relation to that knowledge. In order to comply, Applied Learning with curricula providing a knowledge base and offering breadth for the development of various generic skills was then launched in 2003 to provide young people with diversified learning opportunities for further studies and work. Through teaching and social interaction with students, vocational teachers exercise the form of agency to influence students on the plans and decisions of school-to-work pathways. As this thesis intends to explore how employability skills are nurtured in the course of teaching, the study is focused on teachers’ perceptions about nurturing students’ employability skills and the appropriate teaching pedagogy to adopt for vocational education. / Although the development of vocational education in senior secondary schooling was noticeable, it was not popular and tended to attract fewer students than expected. The low academic achievers and students of less motivation comprised the majority of students. Even the low banding schools did not promote Applied Learning due to concerns about cost effectiveness. The practice of outsourcing the teaching responsibilities to external agencies caused the inconsistency of teaching standards across the course delivered. All these signified the marginalized status of vocational education in secondary schooling. / Regarding teachers’ perceptions about nurturing students’ employability skills, both instructors of “Fundamental Cosmetology and school teachers of “Tourism and Hospitality identified communication skills as the most important competence for the novice in the beauty industry, tourism and hospitality industries. There still was a demand for distinct competences for different workplaces. Cosmetologists were required to obtain a sense of responsibility with a shown desire to improve. Those who intended to work in tourism and hospitality were expected to learn how to help themselves better adapt to the changing needs of the workplace. These findings not only were construed as a basis to develop the employability skills framework in Hong Kong, but also revealed that learning basic knowledge and skills in schools played a key role in helping students to develop the above competences. Nevertheless, vocational teachers should raise their awareness of nurturing students’ problem-solving skill and self-regulated learning that is the pedagogical objective of the competency-based and problem-based instructional approaches to achieve. / For understanding the teaching pedagogy of vocational education, instructors of “Fundamental Cosmetology basically adopted the primitive apprenticeship approach to teaching and focused mainly on the practical skills of the related profession. They were experienced practitioners in the beauty industry and could frame the classroom activities and skills practices by its work culture; whereas school teachers of “Tourism and Hospitality emphasised preparing students for achieving high grades in the public examination. They even tried to foster learning through organizing various creative, authentic activities such as a virtual enterprise programme, tour guide training and a practice programme. Students were inspired to learn knowledge, knowledge application and pay more attention to obtain competences. These findings showed that school teachers could construct the authentic school learning environment in the sense sharing a similar work culture in workplace. However, school teachers were overloaded with administration work, and diverted by those trivial and unnecessary non-teaching tasks. They needed to spare time for a more productive and effective teaching approach and for nurturing students’ complex reasoning skills. / Our research indicated that teachers faced great problems in motivating the low-motivated students due to the marginalized status of vocational courses. Teachers organized the authentic activities that were used concrete problems as a context for students to learn. However, the essence of problem-based pedagogical approach emphasizes the ideals of deep, sustained and self-directed learning through exposure to authentic problems. This creates a more stimulating learning environment and cultivates in students problem solving skill and other high order thinking skills. The findings of this study show that vocational teachers need to underscore the positive results of incorporating problem-based learning into curriculum development. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 在教與學的理解上,美容導師採用傳統的學徒學習模式,以職業實用技能為主要的教學內容。由於導師具有豐富的美容工作經驗,她們能營造具有工作文化的真切活動。相反地,旅遊教師則是考試主導教學,主要協助學生爭取良好公開試成績。他們甚至安排一些具創意的真切活動如成立虛擬旅行社、領隊訓練與實習計劃,以引導學生學習知識、知識的應用與關注能力的培養。本研究發現學校的學習是可以透過安排真切活動而提供職場學習的工作文化體驗。不過,學校教師的行政與非教學工作繁重,確實需要釋放教學空間以發展新的教與學環境,讓學生達致有效的學習,同時培養不同的高階思維。 / 從受訪教師描述的教學狀況分析,發現教師基於職業課程收取學習動機較弱的學生,為了提升他們的學習興趣,費盡心思安排的真切活動,重視提供情境導向,但在形式以外,如何深化問題為本課程強調的學生的自主學習,自行界定討論問題,重視學習過程中培養學生解難能力等方面。本研究建議可進一步深化以上方面的思考。 / 陳家兒. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 301-316). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Jia'er. / 摘要 --- p.I / Abstract --- p.II / 目錄 --- p.IV / 圖表目錄 --- p.VIII / Chapter 第一章 --- 導論 --- p.1 / Chapter 第一節 --- 研究背景 / Chapter 一、 --- 工作改變與可就業能力的培養 --- p.1 / Chapter 二、 --- 應用學習 --- p.25 / Chapter 第二節 --- 研究目的 --- p.27 / Chapter 第三節 --- 研究問題 --- p.28 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 技能發展 / Chapter 一、 --- 技能概念的爭議 --- p.30 / Chapter 二、 --- 技能發展的趨勢 --- p.32 / Chapter 第二節 --- 職業教育的發展概況 / Chapter 一、 --- 國際上中學職業教育的發展概況 --- p.43 / Chapter 二、 --- 香港的中學職業教育發展概況 --- p.47 / Chapter 第三節 --- 中學職業教育的教與學 --- p.50 / Chapter 一、 --- 教與學的背景理論 --- p.51 / Chapter 二、 --- 教學法與教學內容的關係 --- p.63 / Chapter 三、 --- 職業教育的教與學 --- p.68 / Chapter 四、 --- 職業教育課程的最新發展 --- p.92 / Chapter 五、 --- 普通教育與職業教育的融合 --- p.93 / Chapter 第四節 --- 資歷架構的發展 / Chapter 一、 --- 資歷架構發展的背景 --- p.96 / Chapter 二、 --- 香港的資歷架構發展概況 --- p.100 / Chapter 三、 --- 總結 --- p.104 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究的概念架構 --- p.105 / Chapter 第二節 --- 具體研究問題的闡述 --- p.106 / Chapter 第三節 --- 研究法 / Chapter 一、 --- 質化研究的取向 --- p.107 / Chapter 二、 --- 研究法的確定 --- p.108 / Chapter 第四節 --- 研究對象及選取 / Chapter 一、 --- 職業課程的選取 --- p.109 / Chapter 二、 --- 訪談對象的選取 --- p.112 / Chapter 第五節 --- 資料收集的方法 --- p.114 / Chapter 第六節 --- 資料的整理與分析 --- p.115 / Chapter 一、 --- 閱讀原始資料 --- p.116 / Chapter 二、 --- 在資料中尋找意義 --- p.116 / Chapter 三、 --- 編碼 --- p.116 / Chapter 四、 --- 歸類 --- p.116 / Chapter 第七節 --- 研究意義 --- p.117 / Chapter 第八節 --- 研究限制 --- p.118 / Chapter 第四章 --- 「職業教育發展」、「美容學基礎」與「旅遊與款待」的概述 / Chapter 第一節 --- 香港中學職業教育的發展概況 --- p.120 / Chapter 第二節 --- 應用學習課程 --- p.128 / Chapter 一、 --- 發展概況 --- p.128 / Chapter 二、 --- 應用習的發展分析 --- p.130 / Chapter 第三節 --- 「美容學基礎」的概述 --- p.133 / Chapter 一、 --- 學習目標 --- p.134 / Chapter 二、 --- 課程大綱 --- p.136 / Chapter 三、 --- 教與學 --- p.139 / Chapter 四、 --- 施行模式 --- p.140 / Chapter 五、 --- 評估 --- p.141 / Chapter 六、 --- 學歷認證 --- p.142 / Chapter 第四節 --- 「旅遊與款待」的概述 --- p.143 / Chapter 一、 --- 宗旨與目標 --- p.143 / Chapter 二、 --- 課程大綱 --- p.144 / Chapter 三、 --- 教與學 --- p.145 / Chapter 四、 --- 評估 --- p.146 / Chapter 五、 --- 升學及就業的銜接 --- p.147 / Chapter 第五章 --- 教師對能力的理解及能力教授的意識 / Chapter 第一節 --- 教師對科目相關行業的能力的理解 --- p.149 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--能力是緊繫於科本與基本知識 --- p.149 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--尤其重視工作關能力與態度 --- p.153 / Chapter 三、 --- 教師對科目相關行業的能力的看法--旅遊業與款待業vs美容業 --- p.155 / Chapter 第二節 --- 能力與知識的微妙關係 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--培養能力是學習科本知識的副產品 --- p.156 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--能力與成績沒有必然關係 --- p.158 / Chapter 三、 --- 對能力的理解主哉能力的培養--「旅遊與款待」vs「美容學基礎」 --- p.160 / Chapter 第三節 --- 教師對教授能力的看法與實踐 / Chapter 一、 --- 「旅遊與款待」教師沒有刻意去培養能力 --- p.161 / Chapter 二、 --- 「美容學基礎」導師有計劃地從活動中培養能力 --- p.164 / Chapter 三、 --- 能力的教授--沒有刻意的培養vs有計劃的培養 --- p.167 / 本章結語 --- p.168 / Chapter 第六章 --- 主導教師教學的主要元素 / Chapter 第一節 --- 一切從教師對課程的理解開始 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--課程屬入門理論並需配合考試的評核要求 --- p.174 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--課程需配合文憑試及銜接資歷架構 --- p.178 / Chapter 三、 --- 教師對課程的理解--「旅遊與款待」vs「美容學基礎」 --- p.181 / Chapter 第二節 --- 個人的知識及經驗影響對教學的理解 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--沒有相關學歷與工作經驗,勝在有興趣與教學熱誠 --- p.182 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--有相關學歷及工作經驗,享有高度的課程與度 --- p.185 / Chapter 三、 --- 個人的知識及經驗影響對教學的理解--「旅遊與款待」vs「美容學基礎」 --- p.187 / Chapter 第三節 --- 學生的學習期望對教師教學的影響 / Chapter 一、 --- 「旅遊與款待」的學生--少談心,多談不用讀與成績 --- p.188 / Chapter 二、 --- 「美容學基礎」的學生--想學一技之長有助就業,滿足個人需要 --- p.197 / Chapter 三、 --- 學生的學習期望與對教師教學的影響--「旅遊與款待」vs「美容學基礎」 --- p.204 / Chapter 第四節 --- 學校政策的兩面刃 / Chapter 一、 --- 「旅遊與款待」--選修、必修、退修 --- p.205 / Chapter 二、 --- 「美容學基礎」--沒有一刻不被邊緣化 --- p.208 / Chapter 第五節 --- 主導教師教學的元素 / Chapter 一、 --- 「旅遊與款待」--一切以考試主導 --- p.211 / Chapter 二、 --- 「美容學基礎」--大多以職業技能為主導 --- p.212 / 本章結語 --- p.214 / Chapter 第七章 --- 職業相關課程的教與學 / Chapter 第一節 --- 教學內容重心 / Chapter 一、 --- 「旅遊與款待」教師:考試主導、成績為先--教授學科理論知識與應試技巧是最重要 --- p.223 / Chapter 二、 --- 「美容學基礎」教師:大多以職業技能為主導--職業技能訓練是教學的重心 --- p.227 / Chapter 三、 --- 教學內容重心:總離不開基礎知識與能力的元素 --- p.233 / Chapter 第二節 --- 教學取向 / Chapter 一、 --- 「旅遊與款待」教師:考試主導、成績為先--所教知識是切身的、重複鍛鍊語文表達力 --- p.234 / Chapter 二、 --- 「美容學基礎」教師:職業技能為主導--保留傳統師徒式的職業技能傳授 --- p.250 / Chapter 三、 --- 「旅遊與款待」與「美容學基礎」--情境學習與營造工作文化的啟示 --- p.263 / 本章結語 --- p.265 / Chapter 第八章 --- 結論 / Chapter 第一節 --- 本研究的主題 / Chapter 一、 --- 中學職業教育的發展困局 --- p.272 / Chapter 二、 --- 中學職業教育的教學問題 --- p.275 / Chapter 三、 --- 可就業能力培養的問題 --- p.279 / Chapter 第二節 --- 本研究的理論貢獻 / Chapter 一、 --- 回應可就業能力的討論 --- p.283 / Chapter 二、 --- 中學職業教育的教學法 --- p.285 / Chapter 第三節 --- 本研究的實踐意義 / Chapter 一、 --- 香港中學推行職業教育的政策建議 --- p.294 / Chapter 二、 --- 中學職業教育的教學實踐建議 --- p.297 / Chapter 第四節 --- 研究限制 --- p.299 / Chapter 第五節 --- 未來研究方向 --- p.300 / 參考書目 --- p.301 / Chapter 附錄一: --- 訪談提綱 --- p.317 / Chapter 附錄二: --- 1863年至2010年12月香港職業教育/中學職業教師發展大事紀錄 --- p.318
|
130 |
Enhancing lecturing staff morale at a technical and vocational education and training college in Newcastle, KwaZulu- NatalRampersadh, Satish Harilal 06 1900 (has links)
The study was conducted to determine strategies that could be used by relevant managers and authorities in promoting the morale of lecturers at a TVET College, in Newcastle, KwaZulu-Natal. A qualitative research design and methodology was used to gather data from semi-structured interviews with the participants by means of two focus groups of six lecturers each and face to face interviews with the three programme managers. Purposive sampling was used to select the lecturers from the two engineering campuses of the sampled college. Data were constantly compared and analysed using the constant comparative analysis of data.
The study found that aspects that contribute to low morale exceed those for high morale in the sampled college. Therefore, by studying the results obtained from the data, it can be deduced that lecturers at the College are not content with the current working conditions and the senior management style of the college.
It is the duty of managers to consider the holistic welfare of employees. This is necessary for the creation of a suitable workplace for all staff of the college. To achieve this, supervisors and lecturers need to know what aspects influence staff morale. Henceforth, this study focused on effective strategies and recommendations that could be implemented to promote the morale of lecturers at the college. / Educational Management and Leadership / M. Ed. (Education Management)
|
Page generated in 0.1333 seconds