Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2010.

Introduction: The purpose of this study was to improve family members' transfer from Intensive Care. A structured pre-transfer educational method of patient transfer was introduced and evaluated. Background of the study: Many studies have documented the needs of family members whilst in intensive care units (ICU) but few have evaluated interventions to support meeting these needs. No studies have documented 'uncertainty in illness' levels of family members around transfer from ICU or the relationship between uncertainty and anxiety. Method: The study used a quasi-experimental pre-test, post-test non-equivalent control group design based on the General System Theory (von Bertalanffy, 1972). There were four phases to the study with the intervention grounded in Knowles' Adult Learning Theory (1980). Family members of patients in an ICU were purposively allocated to a control(n = 80) and intervention group (n = 82). A pre-test, post-test strategy was used with data from the control group collected first and once completed, the intervention was introduced into the ICU. The intervention group data were then collected using the same data collection tools. The intervention group experienced a transfer method designed to improve communication with the bedside nurse in ICU whereas the control group received existing ad hoc transfer methods. Participants were surveyed before and after transfer using Spielberger et al.'s state anxiety inventory and Mishel's 'uncertainty in illness' scale. Demographic data were collected for both patients and family members together with family members' satisfaction with the transfer process they experienced. At the completion of the study, intensive care nurses (n = 40) were surveyed to assess their perception of the efficacy of the intervention. Results: Three factors were found to significantly affect levels of 'uncertainty in illness' and these included state anxiety scores (F = 50.9, p < .000), the relationship of the family member to the patient (F = 2.9, p = .022), and the unexpected nature of the admission (F = 23.09, p < .000). These factors accounted for 33% of the variance of 'uncertainty in illness' scores. State anxiety levels were significantly affected by the degree of family social support (F = 10.0, p = .002) and uncertainty as previously mentioned. State anxiety reduced significantly following transfer for both groups and 'uncertainty in illness' reduced significantly for the intervention group (t = 2.21, p = .03).When controlled for pre-transfer levels, however, there was no significant reduction in the intervention group when compared with the control group.' Uncertainty in illness' for the intervention group reduced, however, whereas scores for the control group did not. The intervention group experienced significantly higher levels of satisfaction with transfer (Z = -2.43, p = .015) and felt significantly better prepared for transfer(Z = -3.26, p = .001) than did the control group. The vast majority of ICU nurses(90.6%) thought the intervention provided a useful framework for discussing the patient's condition with family members and 94% thought it should be introduced for all transfers from ICU. Conclusions: Uncertainty is significantly related to state anxiety in this sample. Previous research suggests that individual's coping ability is affected by both anxiety and' uncertainty in illness' which limit their adaptation to the new ward situation. This results in relationship disturbances and psychological distress (Mishel, 1981)at a time when patients rely on family support. The intervention reduced uncertainty and improved family members' satisfaction with the transfer process by improved communication between family members and ICU nurses. The intervention was fully endorsed and supported by ICU nurses who recommended its introduction for all future transfers.

This research was inspired by a pressing question which formed the main aim of the current study--What factors contribute to the differential academic performance of adult learners in the formal setting in Malaysia? It is hoped that by addressing this question, insights obtained may be useful for the Malaysian policy makers in attempting to implement the government's initiative--Malaysia Vision 2020. The current literature informs that in order to achieve the desired goals, Malaysian adult learners, must now more than ever be conscious of the effect of learning values and approaches to learning. Hence, there is a need to develop a more holistic understanding of the interrelated dynamics between learning values and approaches to learning. The current study adopts a transdisciplinary, etic/emic approach, using two culturally sensitive questionnaires, Revised Study Process Questionnaires-2 Factors Malaysia (RSPQ- 2FM) and Learning Values Survey (LVS) on 858 Malay and Chinese adult learners in Malaysia. The study found the significant others can have substantial influence on the 'face value' for both Malay and Chinese adult learners generally, but was more pronounced for the Malay adult learners. This in turn may encourage Malay adult learners to submit to pressure from others in influencing how they perceive the importance of learning and motivation in learning. Because Malay adult learners are constantly driven by external factors to compete with other cultural groups in education or economic achievement, they may tend to avoid challenging tasks such as deeper approaches to learning in order to rapidly achieve their immediate learning goals. Engaging with deep approaches and meaningful learning are effortful and the pressure to save face may result in the likelihood of adopting surface approaches. This coupled with the finding that they do not appreciate the middle way principles as much as the Chinese adult learners suggest that they may be less flexible and/or pragmatic learners. The findings suggest that practice of middle way principles (such as 'Willing to compromise one's own values to suit the situation/issues when I learn') can indeed enhance certain positive learning approaches which implies that Malay adult learners may be disadvantaged in the learning settings due to their lack of appreciation of the middle way principles. It is also interesting to find that Malay adult learners appreciate time factor more than their Chinese counterparts when engaging with Deep Approaches to learning. In contrast, the middle way principle practiced as a way of life by the Chinese culture has made Chinese adult learners more malleable, resulting in a relatively less face conscious cultural group. Being less externally driven and less restrictive, Chinese adult learners are more likely to adopt deep approaches to enhance meaningful learning. In addition, the Chinese culturally ingrained learning approach, Understand and Memorization was found to be more likely to produce positive learning outcome. Unlike their Malay counterparts, Chinese adult learners view work experiences more essential in helping them to engage with Deep Approaches to learning. The above findings are novel and add to previous studies on approaches to learning by introducing the effect of learning values. While previous research has referred to cultural variable in learning, they have not sufficiently explored the effect of culture. Learning values is one significant cultural variable that is considered in the study. The findings underpin the different emphasis placed by the two cultural groups as they engage with professional development activities. It is hoped that by identifying values pertinent to learning in this competitive globalized economy, the study has provided insights for Malaysian policy makers to develop holistic future education plans to assist in achieving Malaysian Vision 2020. Insights gained can also support plans where Malay can be encouraged to become competent global leaders and workers, capable of competing in this knowledge economy.

In 2002, the Queensland Schools Curriculum Council launched the Years 1-10 Arts Syllabus as one of the eight Key Learning Areas. This syllabus requires primary teachers to provide arts learning programs in the areas of Dance, Drama, Media, Music and Visual Arts. This syllabus was a landmark for arts education in Queensland as it became a mandate for primary teachers to teach each strand of the arts. This move is one of many recent changes in arts education evident across the globe reflecting a common move towards a broad arts education in schools. In alignment with the mandatory requirement of the Years 1-10 Arts Syllabus, primary teachers are now required to teach Dance, a subject which most have had little to no training or professional development in. This thesis will explore the research question, 'Which strategies used in professional development build competence and confidence in primary teachers to integrate dance in the primary classroom?' Through a series of school-based professional development workshops conducted at two Gold Coast primary schools, the research project utilized an action research approach (Kemmis, 1988) to investigate the effectiveness of this professional development approach. After collating and analyzing the data gathered from these two research sites, a number of key themes emerged around the initial resistance factors to dance professional development and the integration of dance learning in the classroom as well as the impact and influence of this professional development on teachers' competence and confidence. The research identified a range of professional development strategies including learning experiences, structures, resources and conditions that have impacted on the effectiveness of this professional development. Some of these strategies are dance specific while others are more generic and have broader implications for the development and facilitation of professional development of Queensland primary teachers.

Listening for learning during lectures has been established to be a staged process. Listening's role during didactic andragogical events in the Bulawayo Polyte9hnic Business Studies Department's Business Communication lectures was investigated. Both the qualitative and the quantitative data gathered contributed to a statistical groundstructure and an ethnomethodological outline, which together combined into a balanced description of the listened learning .p rocess in that tertiary learning environment. Data sources included student and lecturer responses as well as observed learning during communicativeness skills development, and whilst learning in lectures and tutorials. The related literature was supported by the study's findings, confirming that individuals perceive, interpret and evaluate information directly in accordancewith their own lifeworld. This includes own learned technique which derives from inherent oral or literate culture base as well as from personal cameral preferences and endowments. The consequent individually different listened learning range constitutes a conventional normal dispersion. / Educational Studies / M. Ed. (Didactics)

abstract: To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner. The focus of this study was to investigate the extent to which an inquiry-based professional development experience, including a two-day summer workshop and 18 weeks of follow up Professional Learning Community (PLC) support, affected the attitudes and pedagogical skills regarding scientific inquiry among six high school biology teachers. A concurrent mixed methods, action research design was used to measure changes in teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy was measured throughout the 22 weeks of the study. A survey instrument, card sorting activity, classroom observations using the Reformed Teacher Observation Protocol (RTOP), individual interviews, and PLC observations were used to gather data. Results indicated the professional development was effective in transforming the participating teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Made available in DSpace on 2015-05-14T12:20:05Z (GMT). No. of bitstreams: 1 ArquivoTotalSidneia.pdf: 1609286 bytes, checksum: 4b55e6ed4760c49ba87ca04abd12947c (MD5) Previous issue date: 2013-03-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims to analyze the process of supervised stages of the course from administration the perspective of action learning, to serve this purpose were established as specific objectives: describe the process in Supervised stages Administration course in two Higher Education Institutions; identify the perceptions of the students during the learning experience Stages Supervised and set facilitating factors and limiting the Supervised learning. The research was conducted in two higher education institutions in the Northeast, one public and one private. Theories of adult learning and experiential learning formed the basis for investigations which were buoyed by the Learning in Action The research part of a qualitative conception, as a form of interpretive research, we opted for the multiple-case study, the subjects of research were selected according to availability to participate in the study, 20 people participated in the survey. Data were collected through semi-structured interviews with two course coordinators, four sessions were held focus groups with 9 students and 9 teachers in both Higher Education Institutions. The results revealed that the process of supervised training is institutionalized in Educational Projects Course, according to the legislation. The institutions have different ways of offering the internship, in common, is the association between stage and Work of Course Completion. In private institution stage occurs through two modes, the traditional format, the student performs supervised internship in an organization and presents the final monograph, another modality through simulated business, students makes interactions similar to the real world and report the experience. In public institution, the student enrolled in the disciplines of Stages supervised, is not linked to an organization, their contact is limited to data collection, the development stage is linked to the End of Course Work in monograph form or intervention project However, students and teachers, say the monograph prevails. The learning in supervised training was not perceived as a priority, the prevailing concern in performing the Work of Course Completion. Among the factors that facilitate the learning stage, is the motivation of the students who appear eager to experience practical experiences among the limiting factors, structure problems, few teachers in relation to student numbers and cultural problems, were more pointed in speeches. The voluntary internship emerged as an alternative for courses taking better learning experiences in these activities, look more priority, considering that all formal structure is already mobilized by the Institution of Higher Education, which designates a supervisor and internship requires the preparation of Final report to the Learning in Action can provide a favorable way for operationalization of this activity. / Este estudo se propõe a analisar o processo de estágio supervisionado no curso de Administração sob a perspectiva da aprendizagem em ação. Para atender esse propósito, foi desenvolvida uma pesquisa em duas Instituições de Ensino Superior no Nordeste brasileiro, as quais obtiveram conceito máximo na última edição publicada do Exame Nacional de Desempenho dos Estudantes em 2009. São duas instituições tradicionais no Estado e atuam há mais de três décadas no ensino superior, sendo uma pública e outra privada. As teorias da aprendizagem de adultos e aprendizagem experiencial serviram de base para as investigações que foram balizadas pela Aprendizagem em Ação. A pesquisa parte de uma concepção qualitativa, como uma forma de investigação interpretativa, onde se optou pelo estudo de casos múltiplos. Os sujeitos da pesquisa foram 20 no total, selecionados de acordo com a sua disponibilidade. Os dados foram coletados por meio de duas entrevistas semi-estruturadas, com os coordenadores dos cursos. Foram realizadas quatro sessões de focus groups, duas em cada instituição; uma com alunos e outra com professores. Os resultados revelam que o processo de estágio supervisionado encontra-se institucionalizado nos Projetos Pedagógicos dos Cursos, conforme previsto na legislação. As instituições apresentam formas diferentes de ofertar o estágio; em comum, está a associação entre Estágio Supervisionado e Trabalho de Conclusão de Curso. Na instituição privada o estágio ocorre por meio de duas modalidades: no formato tradicional o aluno realiza o estágio em uma organização e apresenta ao final a monografia; na modalidade de simulado empresarial o aluno faz as interações semelhantes ao mundo real e apresenta um relatório de vivência. Na instituição pública, o aluno matricula-se nas disciplinas de Estágio Supervisionado, mas não é vinculado a uma organização; seu contato limita-se a coleta de dados; o estágio resulta na elaboração do Trabalho de Conclusão de Curso, na modalidade monografia ou projeto de intervenção, entretanto, alunos e professores, afirmam que prevalece a monografia. A aprendizagem no estágio supervisionado, não foi percebida como prioridade, prevalecendo a preocupação em realizar o Trabalho de Conclusão de Curso. Entre os fatores facilitadores da aprendizagem do estágio está a motivação dos alunos que se mostram ansiosos por vivenciar experiências práticas. Entre os fatores limitantes, problemas de estrutura, poucos professores em relação ao número de alunos e problemas culturais, foram os mais apontados nos discursos. O estágio voluntário emergiu como alternativa para os cursos aproveitarem melhor as experiências de aprendizagem nessas atividades e os pressupostos da Aprendizagem em Ação possibilitam um caminho favorável para sua operacionalização, desde que seja criada uma estrutura de acompanhamento das atividades que priorize o aprendizado obtido por meio da experiência vivenciada pelo aluno, considerando que toda uma estrutura formal já é mobilizada pela Instituição de Ensino Superior que designa um supervisor de estágio e exige a elaboração de um relatório ao final.

Orientador: Jose Armando Valente / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-19T09:58:23Z (GMT). No. of bitstreams: 1 Maia_IvanFerrer_D.pdf: 8182395 bytes, checksum: 0e6f396eb390a4d4dd6c0687899badb5 (MD5) Previous issue date: 2011 / Resumo: A presente tese tem como objetivo mostrar como o uso das Tecnologias Digitais da Informação e Comunicação - TDIC favorece o processo de construção de letramentos, considerando as tomadas de consciências, os múltiplos contextos dos membros envolvidos e a diversidade de canais de comunicação convergidos nos recursos digitais. Para tanto, foi utilizado o método de pesquisa-ação integral e sistêmica, que utiliza a participação típica da pesquisa-ação, em uma perspectiva integral e sistêmica, na qual a interação dos atores e dos pesquisadores é analisada em diferentes formas e graus de intensidade, e destinada à democratização das práticas educativas e sociais, nos campos em que ocorre a pesquisa-ação. Participaram do projeto 16 idosos considerados excluídos digitalmente. Os participantes se reuniram durante três anos, em três encontros semanais, para desenvolverem práticas com as tecnologias digitais. Os dados foram compilados e registrados em diário de bordo, atas de reuniões, meios digitais (audiovisual e fotografia), entrevistas e questionários, e nas plataformas digitais. As TDIC foram utilizadas como ferramentas para buscar informações, divulgar produtos criados por eles próprios, produzir conteúdos, preservar a memória da família, trocar mensagens com familiares e amigos, para entretenimento com jogos digitais, telenovela e música, para auxiliar na aprendizagem e para outras práticas com os recursos digitais. Os dados foram copilados e inseridos no software CHIC - Classificação Hierárquica Implicativa e Coercitiva, para gerar árvores de similaridades entre as variáveis que emergiram. As ocorrências das variáveis permitiram organizar quatro categorias predominantes - Repetição, Adaptação, Consciente e Transformativo. A partir das categorias levantadas, foi possível identificar quatro níveis no processo de construção dos letramentos: pré-letramentos, letramentos primários, letramentos medianos e letramentos avançados. Esses níveis foram sendo construídos de acordo com a capacidade dos aprendizes em desenvolver novas habilidades em lidar com os canais de comunicação, em tomar consciência de si e da própria realidade, e em dar uso contextualizado às ações, a ponto de promover transformações na própria vida / Abstract: This dissertation aims at showing how the use of ICDT (Information and Communication Digital Technology) favors the process of construction of literacies, considering awareness raising, multiple contexts of the stakeholders and the diversity of communication channels that are converged in digital resources. Therefore, the integral and systemic action-research method was used, which involves the typical participation of action-research in an integral and systemic approach. The interaction between players and researchers is analyzed in different manners and at varying degrees with the purpose of fostering democratic educational and social practices in the fields where action-research is conducted. The project had the participation of 16 digitally-excluded elderly citizens, who gathered for three years, in three weekly meetings, to develop practices that used digital technology. Data were compiled and recorded in journals, meeting minutes, digital media (audiovisual and photography), interviews and questionnaires, and in digital platforms. ICDTs were used as tools to search for information, to announce products developed by the group members, to produce contents, to preserve family memories, to exchange messages with family members and friends, for entertainment with digital games, to support learning and in other practices that used digital resources. Data were compiled and input in the CHIC (Hierarchical Implicative and Coercitive Classification) software program to produce similarity graphs between the variables generated. The occurrences of variables allowed data to be organized in four predominant categories - Repetition, Adaptation, Conscious and Transformational. Based on the categories initially raised, it was possible to identify four levels in the process of construction of literacies: pre-literacies, primary literacies, average literacies and advanced literacies. These levels were built according to the learners' ability to develop new skills related to dealing with communication channels, to become aware of themselves and of reality itself, to contextualize actions and, ultimately, the ability to foster change in their own lives / Doutorado / Multimeios / Doutor em Multimeios

Magister Educationis - MEd / Heterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing professional development programme. I relied upon a qualitative research approach to gather rich descriptive data from interviews conducted with nine school leaders who had graduated from the ACE School Leadership programme. The Literature Review is based on readings regarding critical constructivism, globalisation, conflict‐sensitivity and reconciliation.I found that the programme expanded the school leaders’ basic knowledge about conflict sensitivity and social reconciliation, but not sufficiently in terms of developing a critical consciousness to deal with conflict effectively. I concluded that conflict‐sensitive schools required school leaders that produced knowledge critically through a rigorous process of engagement and reflection. The ACE School Leadership programme had limitations in the extent to which it could prepare and equip school leaders in this regard. / South Africa

The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the increase of expertise in a rapidly and dramatically changing economic, political and social environment is regarded as being extremely important for the success and survival of organizations. The way an individual views the process of learning influences the learner's approach to a learning opportunity and the effectiveness of the learning process concerned. An individual's awareness of his/her own learning approach and opportunities for critical and realistic reflection on his/her own behaviour is important for the development of effective learning. Opportunities for critical and realistic reflection on his/her own learning behaviour promotes a learner's ability to handle new and complex situations. The need for a reliable and valid measure for learning approaches as a means to facilitate critical and realistic reflection by a learner must be emphasized in this regard. Related to this is the need for a systems model which promotes a holistic approach to the interpretation of learning approaches and the facilitation of effective learning within organizations. The primary aim of the study was to develop a questionnaire with acceptable psychometric properties which could be used to determine the learning approaches of adults. The secondary aim of the study was to develop a systems model which indicates the relationship between learning approaches, macro- and micro-learning environment factors, personal factors and learning outcomes for organizations. A literature analysis was undertaken to develop a systems model (secondary aim) which could serve as a theoretical framework for the development of a learning approaches questionnaire. Different approaches as described in existing literature were identified, delimited and defined. The factors which influence individuals' learning approaches were investigated. A systems model of learning was developed on the basis of the literature study. This model is used to indicate the relations between learning approaches, learning environment factors, personal factors and learning outcomes. A clear and identifiable input component, a process component and an outcomes component which are interdependent and interact with one another, were identified on the basis of the literature. The study concluded that a systems model of learning provides a useful holistic framework to assist the understanding, interpretation and influencing of learning approaches and the factors which influence learning approaches. The empirical part of the study focuses on the development of a learning approaches questionnaire for adults. The learning approaches questionnaire (LAQ) which was developed consists of two sections, a learning approaches in terms of the learning content section (LAQc) and a learning approaches in terms of social orientation section (LAQs). The LAQc section consists of a deep, surface and achievement learning motive dimension and a related deep, surface and achievement strategy dimension, as well as a self-efficacy and fear-of-failure dimension. The LAQs consists of a dependent, independent, co-operative and competitive learning approach dimension. The research results demonstrated that the LAQ displays content, factor and construct validity. The factor structures of the LAQ are stable for business and tertiary learning contexts. The research results also showed that the LAQ is a reliable and unbiased measure for various language groups. The results of the empirical investigation strongly supported the systems model of learning. The grouping of learning approaches according to particular views of what learning encompasses, the mutual relations between learning approaches, as well as the situational nature of learning approaches as depicted in the systems model, were confirmed. By using the systems model of learning, the LAQ can make an important contribution to the facilitation of effective learning in organizations. / Thesis (D Com (Human Resources Management))--University of Pretoria, 2007. / Human Resource Management / unrestricted