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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 11 to 19 of 19 (0.082 seconds)| 11 |
The development, implementation and evaluation of the Diploma of Special Education (UG 2) program at the Nepean College of Advanced EducationFee, Richard Walter, n/a January 1976 (has links)
This field study report is concerned with the development,
implementation and evaluation of a Diploma of Special Education
(UG2) teacher training program. In March, 1974, the Advanced
Education Beard of Mew South Wales requested that Nepean College
of Advanced Education, Westmead, implement a one year training
course for Generalist (Resource) Teachers in Special Education
to begin in February, 1975.
The lecturers in special education, Mr. Richard Fee and Mr.
George Comino, proceed to design a training program which
departed radically from the approach adopted by the other colleges
of advanced education in New South Wales (Mitchell, Newcastle,
Kuring-gai, Alexander Mackie). Instead of following the noncategorical/
commonality approach used at these colleges, Nepean
chose the categorical method. With this method, the education of
a number of different handicapped children is studied separately
(i.e. mentally retarded, orthopaedically handicapped, etc.)
rather than by studying the various disorders collectively (i.e.
Exceptional Children in Society, Exceptional Children in School,
etc.).
In order to evaluate the effectiveness of Nepean's approach
to training special education teachers, on-going and summative
evaluation in a variety of forms was carried out during the first
semester. This evaluation which included the administration of a
pilot Teacher Competency in Special Education Self-Rating Scale
clearly demonstrated that the first intake of 29 students made
significant increases in their ability to teach exceptional
children. The results of the evaluation also assisted the lecturers
in determining areas of course weakness which could be alleviated
during the second semester.
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The audio-tutorial method in biology teaching and an evaluation of its useKhan, Abdul Ghaffar, n/a January 1977 (has links)
The present study is an introduction to the Audio-Tutorial
approach to instruction for teaching Biology and associated
fields and an evaluation of its use.
The audio-tutorial system way introduced in the Biology class
at Goulburn College of Advanced Education in Spring 1975. The 16
students who enrolled in the Introductory Biology course had no
prior knowledge that a self-paced individualized method would be
used. The method of course presentation was based on the audio-tutorial
approach to learning introduced by Professor Postlethwait
at Purdue University. The course material was divided into 10
Study Units each accompanied by a unit quiz. The text was
'Biological Sciences' by Keeton (1972).
For each Study Unit a 'Student Study Guide' and an 'Exercise
Notebook' were prepared by the author in advance. The Study Guide
gives explicit objectives which the students have to achieve and
the activities designed to achieve them. When the student has achieved the objectives, he will take a unit quiz. The instructor
gives help when needed and administers and reviews each unit quiz
with the students as soon as the quiz is completed.
The Study Unit III entitled 'Molds, Yeasts and Mushrooms' was
taught to two groups of 8 students each, chosen at random from
the 16 students who enrolled in Biology course 904111, one
continued using the audio-tutorial system and the other was taught
by a conventional method. The instructional time was one week.
The cognitive achievements of these two groups of students was
compared through a pretest-post test approach. The audio-tutorial
system did substantially better. Data of this experiment are
discussed in the light of the present study and the findings of
other workers.
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Developing a media centre : a study of the development of the Instructional Media Centre, Canberra College of Advanced EducationMorgan, Frank, n/a January 1977 (has links)
The Instructional Media Centre at the Canberra College of Advanced
Education has been developed in the belief that teaching and
learning are performing arts - particularly when they take
place together - and that they are greatly enhanced by an understanding,
and appropriate use, of the media.
This Centre was established to provide media services to the
whole College, and to teach media courses in its School of
Teacher Education. Its development entailed the procurement
of equipment, the employment of staff, the organization of
administrative procedures, the devising of courses, the production
of materials, and later the design of a building to house the
operation.
In the absence of any comprehensive, coherent and cogent theory
this development was essentially pragmatic. Factors such as
the availability of money and material resources determined
its lower limits; the skills and beliefs of the people involved
its upper limits.
Designing, producing and delivering media materials, teaching,
and evaluating the outcomes of those activities are however
susceptible to theoretical examination, if not completely to
prediction and control. Media producers, managers, teachers
and students require an artistry that goes beyond theoretical
insight and technical competence. Traditional theoretical
frameworks have not adequately encompassed this quality.
The study examines the development of this Centre and the complex
of factors which have influenced it, in the light of the available
theories. It pays particular attention to the ways in which
theory informs practice in each of the Centre's areas of
activity, and also to the personal preferences and attitudes
of the people involved. Educational media is seen as a field
governed more by convention than by formula. Its unpredictable
and uncontrollable aspects are seen as signs of its artistry.
And artists have ultimately to be left to their own devices
and their own genius.
Perhaps the most important outcome of the study is that it
translates some knowledge from someone's head to a more objective
and accessible form of record.
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An evaluation of the parent training evening seminar group program in the Language/Reading Centre at the Canberra College of Advanced EducationSeaton, Barbara Calre, n/a January 1984 (has links)
This field study is concerned with the development and
implementation of a formative evaluation of an innovative
aspect of program development in the Language/Reading Centre at the Canberra College of Advanced Education. In
1983 a parent training dimension was added as part of a
developing concern to assist school pupils who are
experiencing difficulties in language and reading. The
Language/Reading Centre programs are designed to provide
this assistance within an 'integrated systems' approach.
The group of people who participated in one of these
parent training programs within the Language/Reading Centre
in semester 2, 1983, were the focus for this evaluation.
The program is called the Parent Training Evening Group
Seminar Program in the evaluation. This study was set up
in response to a request from the Director of the
Language/Reading Centre for an external evaluation of this
parent training component.
The eva1uation developed within the framework of
naturalistic inquiry and the design has been based on the
work of Robert Stake. The evaluator undertook a responsive
evaluation plan with an adaption of the briefing panel
component, to gather and organise the perceptions and
judgments of the people concerned with the program. The
information collected in this process was focused on a
number of Issues for consideration. This case study format
was intended to gain some measure of program effectiveness
as formative information for the client to use in the ongoing
development of the program.
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The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practiceJames, Jennifer Ann, n/a January 1988 (has links)
The purpose of this research was to discover the extent
to which practising registered nurses in the ACT
undertake physical assessment. It was also organized to
discover the perceived reasons why, in appropriate
instances, it was not undertaken and the extent to which
certain variables may have influenced its practice or
non-practice. It was directed also at discovering the
extent to which the practising registered nurse would be
prepared to undertake workshops on the subject, so that,
if appropriate, a core of registered nurses could be
provided to act as the role-models and to create the
necessary learning environment in the ACT hospitals and
agencies where most of the Canberra College's graduates
would find employment.
Since the first undergraduate course in nursing was
introduced in the tertiary sector, nurse academics have
placed significant emphasis on the teaching of the
nursing process. It is within the first phase of this
process, the assessment phase, that the physical
assessment of the patient/client is conducted.
Discussions with practising registered nurses and
observations, led to some uncertainty as to the extent
to which physical assessment was actually being used. A
review of the literature showed that no investigation of
the matter had been reported in the Australian
literature. It was, therefore, proposed to make good
this deficiency and to resolve any uncertainty about the
extent of use of physical assessment in the ACT.
This study was restricted to registered nurses in the
ACT where all beginning nurses are educated at the CCAE
with a curriculum which includes a comprehensive study
of physical assessment. Even so, it is recognized that
such studies will only reach a beginning level of
competency. In order to ensure that the graduates of
these courses extend their competency in physical
assessment they need to be able to use these skills in
every day nursing practice.
This research, therefore, was conducted using a
questionnaire which incorporated questions about the use
of 36 physical assessment skills. The survey, on a onetime
participation basis, was conducted for all
registered nurses rostered on a fortnightly period in
April 1987. A 66.7% response rate was achieved.
The responses were analyzed and the findings, results
and recommendations are included in the appropriate
sections of this thesis.
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User involvement in academic library strategic planning: congruence amongst students, academic staff and libary staff at the Canberra College of Advanced EducationClayton, Peter, n/a January 1988 (has links)
The present study attempted to answer two questions: do academic library users have a distinctive and useful input
to make to library strategic planning? If they do, what mechanisms will permit them to participate effectively in this
planning process?
To address these questions research was carried out in two stages at a single institutional site, the Canberra College
of Advanced Education. The first of these utilised a structured group discussion process, Nominal Group Technique
(NGT). This was used both as an indicator of user planning priorities and as a pilot research technique contributing to
the design of a subsequent survey. This survey obtained a response rate of over 90 percent from a sample of 379.
The study attempted to establish that academic staff and students do have a worthwhile input to make to planning by
testing for congruence between the rankings of library planning priorities of these user groups and the rankings of
planning priorities of Library staff. No strong positive correlations were established between the priorities of student
groups and Library staff, although in the survey the priorities of academic staff and Library staff were found to be
related. These results suggest users do have a worthwhile input to make to library strategic planning. Other tests for
congruence were also applied between and within respondent groups, because if a group was found to have different
priorities there would be a prima facie case for consulting members of that group as part of the planning process.
Both mechanisms used in the present study were considered successful. User surveys have been employed for
planning in previous studies with a future-oriented component. However, it appears that this may have been the first
formally reported application of NGT to library management. Experience in the present study suggests it is a highly
suitable technique for situations such as strategic planning, where generation of ideas or comment on priorities is
required.
However, an attempt to establish congruence between the results obtained using NGT and those obtained from the
survey yielded inconclusive results. It is believed that major changes in the institutional environment were principally
responsible for this, although a methodological limitation may also have contributed.
The study concludes with suggestions for further research.
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Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South AustraliaLedo, Wietske, n/a January 1993 (has links)
The main purpose of the study was to investigate the library needs
and library usage of external students in remote areas. The study emphasised
external students' perception of their own library needs. Four distinct areas
of research evolved from the purpose of the study: to identify the library
service needs of external students; to identify library use by external
students; to identify external students' perceptions of library needs; and to
identify student status in relation to library use.
Information was collected by an interview with former external
students, a questionnaire to the libraries involved in the study and by
Nominal Group Technique (NGT) sessions with external students. The
primary instrument was a questionnaire to the external students in the
population under investigation requesting information of their library
usage and needs.
The population under investigation were external students enrolledin the South Australian College of Advanced Education (SACAE) and
resident in Whyalla, South Australia. It was decided to survey the total
population rather than a sample because of the small numbers involved.
Thirty-five responses were received out of a population of 52, representing a
response rate of 69 percent.
The results of the survey were analysed using a Statview SE statistical
package and a spreadsheet and graphics package, Excel. Frequency
distributions were computed to determine the number of respondents who
selected each option.
The study found that the external students who used libraries tended
to use a variety of libraries. Students used not only their own institution's
library, but the a range of libraries accessible to them in Whyalla.
The study concludes by identifying issues, recommending possible
solutions, and identifying areas for further research.
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Trainee and beginning teacher attitude and value conflict in the socialisation processMorey, Bruce E, n/a January 1977 (has links)
The study is concerned with the process of socialisation
of teachers in the teaching profession. Drawing on
socialisation theory the study sees the process of
secondary socialisation in teacher preparation as
building skills and enabling personal development. It was
predicted that in the transition from the training
institution to the first years of teaching, the degree of
job satisfaction and commitment to teaching would be
related to the degree of conflict experienced and that
job satisfaction and commitment would be less for
beginning teachers compared with that anticipated by
trainees. Conflict was seen as appropriately measured
by the difference between personal professional attitudes
and occupational values one the one hand and the
professional attitudes and occupational values perceived
to be held by senior teachers on the other.
Seventy-three final year trainee teachers at the Canberra
College of Advanced Education and 47 beginning teachers
in their first two years of teaching in Canberra primary
and secondary schools, were selected as the sample.
Previously validated instruments were used in a questionnaire.
The findings clearly showed the existence of conflict
between personal professional attitudes and occupational
values and the perceived professional attitudes and
occupational values of senior teachers. The difference
in conflict between trainees and beginning teachers was
small and tended to decrease. However, there was a marked
increase in variance of conflict scores for women conpared
to men. For women also, conflict was highly related to
job satisfaction.
Thc findings suggested that men tend to be more
homogeneous in their adaptation to teaching and
are more inclined to be satisfied and committed despite
holding professional attitudes and occupational
values which conflict with those of senior teachers.
The study discusses some of the imlications of
the findings for the training institution and
the importance, particularly for women teachers,
of coping with conflict in the teaching situation.
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The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997Oakshott, Stephen Craig, School of Information, Library & Archives Studies, UNSW January 1998 (has links)
This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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