Uma proporção significativa dos alunos dos cursos de graduação em Geografia do IGDEMA/UFAL apresenta dificuldades na aprendizagem de Cartografia, particularmente de escala cartográfica linear. Pouquíssimos trabalhos apresentaram situações similares em outras universidades do Brasil e propuseram alternativas mitigadoras, embora com ênfase no curso de licenciatura. Nesse contexto, o presente trabalho tomou como objetivo desenvolver um procedimento de otimização da aprendizagem de escala cartográfica linear por meio da conscientização e motivação prévias discentes e contrapartidas bilaterais na aplicação de um processo de ensino-aprendizagem junto aos alunos do segundo período de graduação em Geografia do IGDEMA/UFAL em 2013/2. As bases teóricas adotadas para tal foram um conceito da psicologia pedagógica processo educativo trilateral , dois conceitos da teoria socioconstrutivista internalização das funções psicológicas superiores e zona de desenvolvimento proximal e a teoria da andragogia. Coerente com o objetivo e com respaldos das bases teóricas, foi aplicado o método de aula expositiva adaptado à implementação do processo pedagógico. Este processo envolveu a fase de avaliação prévia (exposição e prática preparatórias e posterior diálogo) e a fase de avaliação definitiva (exposições e práticas mais concentradas). Por ser preponderante, a avaliação definitiva precisou atender às exigências de planejamento e procedimentos administrativos, a fim de se minimizar a relativa falta de fidedignidade de seus escores para, em seguida, submeter-se a duas etapas obrigatórias do processo da sua validação. A primeira, que foi a verificação do requisito da validade, se deu por processo qualitativo em prol da representatividade de seu conteúdo mediante o universo Escala Cartográfica e dessa aprendizagem; e a segunda etapa, verificação do requisito da fidedignidade, processou-se pela análise estatística de consistência interna entre seus quesitos. Como a avaliação definitiva atendeu a esses requisitos de validação, as suas medidas de aprendizagem se tornaram confiáveis para os testes de diferenças aplicados conjuntamente com as medidas de aprendizagem similares da avaliação prévia. Assim, obteve-se o nível de êxito do processo pedagógico aplicado. Como resultado, a comparação dos dados das duas avaliações não indicou evolução esperada das notas de cada aluno. Então como causas desse resultado, em função da parte expressiva dos alunos, podem ser citadas: o processo aplicado se revelou ambicioso, a prática de variados exercícios mesmo com auxílio de demonstrações de cálculos revelou-se um desafio e modificações de escala cartográfica se revelaram problemática. Dessa forma, a conclusão é que esse processo de ensino-aprendizagem precisa ser revisto em parte, ou seja, revelam-se necessários procedimentos pedagógicos para esses estudantes ainda dependentes em virtude de fatores limitantes, particularmente a base matemática ineficiente. / A significant proportion of the undergraduates in the geography courses of the IGDEMA/UFAL present learning difficulties, particularly in relation to liner cartographic scale. Very few papers have identified similar situations in other universities in Brazil and have proposed mitigation alternatives, although with an emphasis on teaching degree courses. In this context, this work aimed at developing a learning procedure in order to optimize the learning of linear cartographic scale through awareness development and previous student motivation, as well as through bilateral counterparts in implementing a teaching/learning process focused on the se undergraduates of the second term in the first year of studies in Geography course of the IGDEMA/UFAL program, in 2013/2. The theoretical framework of the study included one concept of the pedagogical psychology trilateral educational process , two concepts of the social constructivist theory internalization of higher psychological functions, and proximal development zone as well as the andragogy theory. In order to be coherent with the study objective and the adopted theoretical framework, the expositive teaching method was used, although adapted to the target pedagogical process. This process involved a prior evaluation phase (presentation and preparatory practices and subsequent dialogue) and the phase of final assessment (presentations and more focused practices). Because it is preponderant, the definitive assessment had to meet planning requirements and administrative procedures, in order to minimize the relative unreliability of the scores, so that it could undergo the two mandatory steps of the process of validation. The first step verification of the validity requirement was implemented through a qualitative process, observing the representativeness of its content, based upon the Cartographic Scale universe and related learning; and the second step, verification of the reliability requirement, was developed through statistical analysis for the internal consistency of the adopted questions. As the final evaluation met these validation requirements, their learning measures were considered to be reliable for testing differences, applied within the similar learning measures of the prior assessment. As a result, the comparative data of both evaluations did not indicate the expected evolution in the students grades. Then, as those results reasons, considering the biggest amount of the students, we may cite: the applied process was too much ambitious, the practice of varied exercises though with calculation demonstrations, could be considered a challenge, and cartographic scale changes seemed to cause problems to them. Hence, the conclusion is that this teaching/learning process needs to be revised in part, which means, pedagogical proceeds might be necessary for those still dependent students, considering these limitation factors, particularly the insufficient mathematics basis.

No description available.

In 2014, the Federal Aviation Administration (FAA) highlighted to the U.S. Senate the need to focus on air traffic control (ATC) training to meet job qualification and attrition rates within the career field. One U.S. Department of Defense military service assists the FAA in providing worldwide ATC services. This service is referred to as the agency throughout this paper to ensure confidentiality. The agency's ATC career field manager echoed the FAA's call for action in his 2014 Strategic/Action Plan. In August 2013, the agency's ATC trainer program was published. As of December 2015, the program had not been evaluated. The purpose of this study was to ascertain if the program facilitated the learning of critical ATC on-the-job training skills. An ad hoc expertise-oriented evaluation was conducted using the lenses of andragogy, experiential learning, and instructional system design (ISD). Purposeful sampling procedures were used to select 20 participants across the subgroups of supervisors, trainers, managers, and training developers from 7 focus sites. The semi-structured interviews queried 4 topical areas derived from Kirkpatrick's 4 levels of evaluation model. Data collected via documents and interviews were analyzed using descriptive, emotion, eclectic, and pattern coding. Key findings indicated that the program was not developed compliant with ISD principles and did not promote adult learning as endorsed by andragogy and experiential learning theory. The implications for positive social change include providing stakeholders with data needed to make evidence-based decisions regarding the current and future state of the program. The evaluation report project can be shared with the FAA, an agency partner, and has the potential to create a platform for improved training practices focusing on optimum and successful adult learning transactions.

With the advent of globalisation driving the People.s Republic of China to embrace its future, the local government has shown great enthusiasm promulgating one of the oldest industries. Foreign higher educational providers that operate in China through the mode of joint venture cooperatives between a Chinese and foreign institution of higher learning are becoming increasingly .knowledgeable-hungry. public or private universities and colleges. Such operations commonly known as Sino-foreign educational cooperatives (SFEC), are hotly spawned on the mainland, enrolling Chinese students through the division of responsibilities, roles and resources. The Chinese party is mostly responsible for the hardware support, supplying facilities and logistics as the part of the bargain, whereas the foreign party provides the intellectual software of academic programs. The locus of this qualitative study aims to present and investigate a distinct phenomenon of learning in SFEC through the theories of sociocultural perspective encumbered in a transitional context; Sino-foreign (SF) graduates to other workplace communities. Without common interests of social interaction, co-participation, and transformation, SFEC are often discredited due to various factors. The learning aims will feature participative and transformative themes that feature qualitative and interpretive methods. Thus, this research involves interviewing four relevant participants from the likes of two Chinese nationals and two non-Chinese, and how they view learning in SFEC applied to a transitional context, the workplace. My furtherance of analysis will generally stress learning, co-participation and transformative learning in activities that circumvents discriminatory elements of artifacts, identity profiling, relationships, commitment and workplace employment for the necessary transition. In the initial research phase, it did seem that putting learning into community practice in China was essential. In the closing stages, thoughts will flow to the legitimisation of participative and transformative learning, which forms the backdrop of this original theme of research gathered through previous works of similar purview. Prawatt and Floden (1994) remark that knowledge, and the belief that knowledge is the result of social interaction and language usage, and thus is a shared, rather than an individual, experience. Presumably, my chosen theories frame the interactive and shared communal nature of the Chinese society and learning systems. / na

<p>^{With the advent of globalisation driving the People.s Republic of China to embrace its future,}^{the local government has shown great enthusiasm promulgating one of the oldest industries.}^{Foreign higher educational providers that operate in China through the mode of joint venture}^{cooperatives between a Chinese and foreign institution of higher learning are becoming}^{increasingly .knowledgeable-hungry. public or private universities and colleges. Such}^{operations commonly known as Sino-foreign educational cooperatives}</p><p>^(SFEC)^{, are hotly}^{spawned on the mainland, enrolling Chinese students through the division of responsibilities,}^{roles and resources. The Chinese party is mostly responsible for the hardware support,}^{supplying facilities and logistics as the part of the bargain, whereas the foreign party provides}^{the intellectual software of academic programs.}^{The locus of this qualitative study aims to present and investigate a distinct phenomenon of}^{learning in SFEC through the theories of sociocultural perspective encumbered in a transitional}^{context; Sino-foreign}^(SF)^{graduates to other workplace communities. Without common}^{interests of social interaction, co-participation, and transformation, SFEC are often discredited}^{due to various factors. The learning aims will feature participative and transformative themes}^{that feature qualitative and interpretive methods. Thus, this research involves interviewing four}^{relevant participants from the likes of two Chinese nationals and two non-Chinese, and how}^{they view learning in SFEC applied to a transitional context, the workplace.}^{My furtherance of analysis will generally stress learning, co-participation and transformative}^{learning in activities that circumvents discriminatory elements of artifacts, identity profiling,}^{relationships, commitment and workplace employment for the necessary transition. In the}^{initial research phase, it did seem that putting learning into community practice in China was}^{essential. In the closing stages, thoughts will flow to the legitimisation of participative and}^{transformative learning, which forms the backdrop of this original theme of research gathered}^{through previous works of similar purview. Prawatt and Floden (1994) remark that knowledge,}^{and the belief that knowledge is the result of social interaction and language usage, and thus is}^{a shared, rather than an individual, experience. Presumably, my chosen theories frame the}^{interactive and shared communal nature of the Chinese society and learning systems.}</p> / na

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The study aimed at investigating the role played by ABET programmes in the development of rural black women in the Omusati Region. The study was to determine whether the ABET programmes that are provided in the area are offering relevant education that helps the women of the area in their development. The research findings indicated that the ABET programmes offered are not providing the relevant skills needed to develop the women participants. The programmes that are offered concentrate on literacy and numeracy, and it seem not to be very effective in making a difference to the women's lives. Women needs skills that can help them generate income to improve their living conditions. The study, in summary, established that the programmes offered by the ABET centres would be more effective if skills training is included to uplift and improve the lives of the participants on a social, economical as well as educational level. / Agriculture, Animal Health and Human Ecology / M. Tech. (Human Resource Development)

This research investigated the educational orientation of teacher educators in colleges of education in Botswana whether pedagogic or andragogic, and how they influence their educational practice. The methods of investigation were, a literature study of belief systems, andragogy and pedagogy as well as the nature of educational orientation, a survey of the educational orientation of teacher educators in Botswana using a structured Educational Orientation Questionnaire (EOQ) adopted from Hadley (Quam, 1998) and a semi-structured group interview to a stratified random sample of student teachers at two of the colleges of education. The results showed that most teacher educators in colleges of education in Botswana had a pedagogical rather than an andragogical orientation. They predominantly use educator-centred rather student-centred teaching methods. / Educational Studies / M Ed. (Didactics)

Text in Afrikaans / Die volwassene wat 'n professionele beroep beoefen, vervul nie net die rol van professionele beroepsbeoefenaar nie, maar is ook 'n voltydse leerder (student), tuisteskepper en landsburger. Hierdie verskillende rolle kan s6 veeleisend raak dat die volwassene oorweldig voel en in spanningsituasies of te midde van 'n vol program, onvanpaste. besluitnemingstrategiee aanwend. Die openbaring van onvanpaste besluitnemingsgedrag sluit in die onvermoe om • die kern van die probleem te formuleer • alternatiewe te genereer en te evalueer • die besluit te neem, te implementeer en te evalueer 'n Empiriese ondersoek is onderneem om te bepaal watter besluitnemingstrategiee deur professionele volwassenes bemeester behoort te word en of die andragoog die volwassene tydens die afhandeling van die besluitnemingsproses moet bystaan. Die faktore wat 'n rol by besluitneming speel, is ook behandel. Die navorser se eie voorstelling van die besluitnemingsproses, wat as opsomming van die literatuurstudie beskou kan word, is as raamwerk gebruik om vrae te genereer wat in die vraelys opgeneem kon word, asook om onderhoude te voer. Die belangrikste gevolgtrekking van die ondersoek is dat professionele volwassenes tydens die besluitnemingsproses op ondersteuning aangewese is en dat besluitnemingskonflik verlig kan word indien 33 belangrike besluitnemingsvaardighede bemeester is. Verder is gevind dat daar beduidende verskille is ten opsigte van die besluitnemingsvermoe van die agt verskillende beroepsgroepe wat by hierdie navorsing betrek is, asook tussen manlike en vroulike respondente en Afrikaanssprekende en Engelssprekende respondente. Die algemene gevolgtrekking waartoe gekom is, is dat sommige professionele volwassenes onderpresteer wat besluitneming betref en dat hulle in besonder op begeleiding aangewese is. Die andragoog wat as besluitnemingskonsultant optree, sal hom dit spesifiek ten doel stel om sy medevolwassene wat ontoereikende besluitnemingsgedrag openbaar, te begelei tot die vorming van 'n realistiese besluitnemingsidentiteit. Verder word 'n nuwe, meer omvattende uiteensetting van die besluitnemingshandeling vanuit die Sielkundige Opvoedkunde voorgestel wat ten doel het om 'n meer indringende beskrywing van die konatiewe handeling daar te stel as wat tans in die opvoedkundige sielkundige teorie te vind is. / The adult who practises a profession, does not only fulfil the role of a professional career person, but is also full-time learner (student), homemaker and citizen. The adult tries to meet the demands of all these different roles and may at times feel unable to cope. In a situation where there is great tension or in the midst of time constraints, this may give rise to the implementation of inappropriate decision-making strategies. Inappropriate decision-making behaviour manifests itself in the inability to • recognise and define the problem • generate and evaluate alternatives • take the decision, implement it and evaluate the result An empirical investigation was undertaken to determine which decision-making strategies should be mastered by professional adults and if the andragogue should assist the adult during the execution of the decision-making process. The different factors which play a role in decision making, are also discussed. The researcher's own representation of the decision-making process is presented and this may be regarded as a summary of the literature study. This representation was also used as a framework to generate questions which were used in the questionnaire and during the interviews. The most important conclusion of the investigation is that professional adults are dependent on support during the execution and completion of the decision-making process. Decision-making conflict can be alleviated if 33 important decision-making skills are mastered. It was further concluded that there are significant differences between the decision-making abilities of the eight different occupational groups involved in this investigation, and between the decision-making abilities of male and female respondents, as well as Afrikaans and English speaking respondents. The general conclusion is that some professional adults show signs of underachievement with respect to decision making and that they are in particular dependent on guidance. The andragogue who acts as a decision-making consultant will aim to guide his colleagues who display inadequate decision-making behaviour, to form a realistic decision-making identity. Furthermore, a new and more comprehensive description of the act of decisionmaking in the Psychology of Education is suggested, aimed at contributing to the proper description of the conative act. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Uma proporção significativa dos alunos dos cursos de graduação em Geografia do IGDEMA/UFAL apresenta dificuldades na aprendizagem de Cartografia, particularmente de escala cartográfica linear. Pouquíssimos trabalhos apresentaram situações similares em outras universidades do Brasil e propuseram alternativas mitigadoras, embora com ênfase no curso de licenciatura. Nesse contexto, o presente trabalho tomou como objetivo desenvolver um procedimento de otimização da aprendizagem de escala cartográfica linear por meio da conscientização e motivação prévias discentes e contrapartidas bilaterais na aplicação de um processo de ensino-aprendizagem junto aos alunos do segundo período de graduação em Geografia do IGDEMA/UFAL em 2013/2. As bases teóricas adotadas para tal foram um conceito da psicologia pedagógica processo educativo trilateral , dois conceitos da teoria socioconstrutivista internalização das funções psicológicas superiores e zona de desenvolvimento proximal e a teoria da andragogia. Coerente com o objetivo e com respaldos das bases teóricas, foi aplicado o método de aula expositiva adaptado à implementação do processo pedagógico. Este processo envolveu a fase de avaliação prévia (exposição e prática preparatórias e posterior diálogo) e a fase de avaliação definitiva (exposições e práticas mais concentradas). Por ser preponderante, a avaliação definitiva precisou atender às exigências de planejamento e procedimentos administrativos, a fim de se minimizar a relativa falta de fidedignidade de seus escores para, em seguida, submeter-se a duas etapas obrigatórias do processo da sua validação. A primeira, que foi a verificação do requisito da validade, se deu por processo qualitativo em prol da representatividade de seu conteúdo mediante o universo Escala Cartográfica e dessa aprendizagem; e a segunda etapa, verificação do requisito da fidedignidade, processou-se pela análise estatística de consistência interna entre seus quesitos. Como a avaliação definitiva atendeu a esses requisitos de validação, as suas medidas de aprendizagem se tornaram confiáveis para os testes de diferenças aplicados conjuntamente com as medidas de aprendizagem similares da avaliação prévia. Assim, obteve-se o nível de êxito do processo pedagógico aplicado. Como resultado, a comparação dos dados das duas avaliações não indicou evolução esperada das notas de cada aluno. Então como causas desse resultado, em função da parte expressiva dos alunos, podem ser citadas: o processo aplicado se revelou ambicioso, a prática de variados exercícios mesmo com auxílio de demonstrações de cálculos revelou-se um desafio e modificações de escala cartográfica se revelaram problemática. Dessa forma, a conclusão é que esse processo de ensino-aprendizagem precisa ser revisto em parte, ou seja, revelam-se necessários procedimentos pedagógicos para esses estudantes ainda dependentes em virtude de fatores limitantes, particularmente a base matemática ineficiente. / A significant proportion of the undergraduates in the geography courses of the IGDEMA/UFAL present learning difficulties, particularly in relation to liner cartographic scale. Very few papers have identified similar situations in other universities in Brazil and have proposed mitigation alternatives, although with an emphasis on teaching degree courses. In this context, this work aimed at developing a learning procedure in order to optimize the learning of linear cartographic scale through awareness development and previous student motivation, as well as through bilateral counterparts in implementing a teaching/learning process focused on the se undergraduates of the second term in the first year of studies in Geography course of the IGDEMA/UFAL program, in 2013/2. The theoretical framework of the study included one concept of the pedagogical psychology trilateral educational process , two concepts of the social constructivist theory internalization of higher psychological functions, and proximal development zone as well as the andragogy theory. In order to be coherent with the study objective and the adopted theoretical framework, the expositive teaching method was used, although adapted to the target pedagogical process. This process involved a prior evaluation phase (presentation and preparatory practices and subsequent dialogue) and the phase of final assessment (presentations and more focused practices). Because it is preponderant, the definitive assessment had to meet planning requirements and administrative procedures, in order to minimize the relative unreliability of the scores, so that it could undergo the two mandatory steps of the process of validation. The first step verification of the validity requirement was implemented through a qualitative process, observing the representativeness of its content, based upon the Cartographic Scale universe and related learning; and the second step, verification of the reliability requirement, was developed through statistical analysis for the internal consistency of the adopted questions. As the final evaluation met these validation requirements, their learning measures were considered to be reliable for testing differences, applied within the similar learning measures of the prior assessment. As a result, the comparative data of both evaluations did not indicate the expected evolution in the students grades. Then, as those results reasons, considering the biggest amount of the students, we may cite: the applied process was too much ambitious, the practice of varied exercises though with calculation demonstrations, could be considered a challenge, and cartographic scale changes seemed to cause problems to them. Hence, the conclusion is that this teaching/learning process needs to be revised in part, which means, pedagogical proceeds might be necessary for those still dependent students, considering these limitation factors, particularly the insufficient mathematics basis.