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Towards participatory evaluation: An inquiry into posttraining experiences of Guatemalan community development workersCampos, Juanita Diane 01 January 1990 (has links)
During the past two decades, out-of-country development assistance training programs have emerged in response to the need to promote peoples' self-determination through increased participation at the community level. Participatory training based on an empowerment ideology has been advanced by some practitioners. Yet, little emphasis has been placed on evaluating the efficacy of this strategy as it pertains to applying training experiences in program participants' home setting. When this is attempted, the traditional evaluation procedures typically used render information which is of limited value to planners, practitioners, and program participants themselves. Thus, the development field operates with a distorted understanding of the complexity involved in applying empowerment training principles in actual community settings. The study investigates the possibilities and limitations of participatory evaluation (PE), and alternative evaluation approach, as a research strategy. A training case for Guatemalan community development workers referred to as the Central American Peace Scholarship Project sponsored by the United States Agency for International Development provides the program background. The PE strategy is based on a theoretical perspective rooted in critical theory and a methodological perspective derived from a participatory research paradigm. By focusing the PE process on participants' questions critical insights that might not appear in traditional evaluation findings are revealed. Further, PE increases the possibilities for evaluation to serve a developmental role for program participants and an informational role for program planners. In application, the process moves through three key stages: (1) a collaborative assessment of the Guatemalan research context, (2) the emergence of participants' evaluation questions through a series of informal interview encounters, and (3) critical reflections, the creation of alternative solutions and action-taking. PE provides participants with training reinforcement in their home setting while informing program planners of the efficacy of a particular training methodology from a Guatemalan perspective. Findings challenge policy makers, planners, practitioners, and researchers to acknowledge multiple field realities as well as contextual and structural impediments to applying an empowerment based methodology in various socio-political contexts.
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Becoming authors: The social context of writing and local publishing by adult beginning readersGillespie, Marilyn Kay 01 January 1991 (has links)
In a small but growing number of adult literacy programs across the United States, adult beginning readers have begun to write about their lives and publish their work as individual books, newsletters and anthologies. The use of the writing process in adult literacy classrooms is part of a more general trend toward greater learner participation and has been initiated primarily at the grassroots level. Although this practice is spreading, to date no comprehensive studies of its history, nature or potential value to learners yet exist. This exploratory study begins by gathering together information about the history of writing and publishing by adult beginning readers in the U.S. and, to a lesser extent, England and Canada, based on expert interviews, a mail survey and collections of local publications. The second, central phase of the research involves a qualitative study of the experiences of authors in three literacy programs in New England. Eighteen authors were asked to describe their life histories with respect to literacy and how they had changed as a result of becoming an author. Specific indicators included: authors' purposes for writing, their audiences, their beliefs and self-concept in relationship to literacy, learning and knowledge, their beliefs about writing and how it is learned, changes in everyday literacy practices, and plans for the future. Factors which influenced these changes, including aspects of the writing context and people in the authors' lives who helped or got in the way of their literacy acquisition were also considered. Six authors' stories are presented as life history narratives. Findings indicate that authors used writing as a means to re-examine their life histories, reflect on the stigma of illiteracy, overcome internalized beliefs they are unable to learn and advise others. The writing process facilitated authors' growing ability to speak out and recognize the authority of their own knowledge. This was further validated by opportunities authorship provided for taking the role of teacher and expert. Finally, the wider implications and constraints to the entry of adult beginning readers into the public sphere are examined, along with the potential role of learners in the creation of knowledge about literacy.
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A Study of Internet Listservs as Post-Teleconference Support to Faculty at Community Colleges and Two-Year InstitutionsAlexander, Linda H. (Linda Hackney) 05 1900 (has links)
This case study examined three listservs as follow-up activities for STARLINK® (State of Texas Academic Resources Link) satellite teleconferences for community college faculty development during the 1993-94 season. Purposes included determining through self report and other data: (a) appropriateness of listservs as follow-up activities for teleconferences, (b) if combining video satellite teleconferences with a listserv satisfied perceived needs, (c) purposes of accessing a listserv and if listservs facilitated changes in the performance of work, were supportive of teaching, and provided resources beyond teleconferences' content, (d) what aspects of listservs are helpful or not helpful to participants.
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Continuing professional development in South Africa : perceptions and attitudes of nurses and midwivesMnguni, Mmamoroke Agnes 02 1900 (has links)
Summaries in English, Afrikaans and Tswana / The purpose of this study was to explore and develop understanding of nurses and midwives’ perceptions and attitudes towards the implementation of CPD, aiming to provide them with a platform to make recommendations to enhance the attendance of CPD.The study was conducted in a public regional hospital in Limpopo Province, South Africa. The purposive exploratory descriptive qualitative research method was used. Data was collected through Focus Group Discussions. Participants comprised of three focus group discussions.
A semi-structured guide with open –ended questions was used and discussions were recorded with an audio recorder which were transcribed verbatim. Content analysis of the data was done.
The study yielded themes, sub-themes and codes during analysis. Participants perceived CPD to have benefits to keep nurses updated with knowledge, skills and improvement of attitudes. It improves quality patient care. However, they identified staff shortage, time constraints and lack of internet connection as the major challenges. / Die doel van hierdie studie was om ‘n begrip van die houdings en persepsies teenoor die implementering van voortgesette professionele ontwikkeling (VPO) van verpleegkundiges en vroedvroue te verken, ten einde ‘n platform vir aanbevelings daar te stel om die bywoning van VPO te bevorder. Die studie was in 'n openbare streekshospitaal in die provinsie Limpopo, Suid-Afrika gedoen. ‘n Kwalitatiewe, doelgerigte, verkennende en beskrywende navorsingsmetode was gebruik om data is deur middel van drie fokusgroepbesprekings in te samel.
‘n Semi-gestruktureerde onderhoudegids met oop vrae was gebruik om klankopnames van gesprekke, verbatim te transkribeer. Data was ontleed deur middel van inhoudsanalise. Temas, subtemas en kodes is tydens die analise geïdentifiseer. Die deelnemers het VPO as voordelig beskou in terme van die opdatering van verpleegkundiges se kennis, vaardighede en houdings. Gehalte pasiëntsorg word sodoende verbeter. Hulle het egter personeeltekort, 'n gebrek aan tyd, en toegang tot die internet as ‘n struikelblok geïdentifiseer. / Maikaelelo a dipatlisiso tse (research), e ne e le go sekaseka le go tlhabolola kutlwisiso ya baoki le babelegisi ka ga tebo le maikutlo a bona mabapi le tshimololo ya go thlabolola dithuto bale tirong “CPD”. Maikaelelo e ne e le go ba neela tšhono ya go dira ditshwaelo go oketsa dipalo tse di tsenang dithuto tsa CPD. Dipatlisiso tse di diretswe kwa dipetleleng tsa kgaolo tsa botlhe, Porofenseng ya Limpopo mo Aforikaborwa. Go dirisitswe mokgwa wa dipatlisiso wa ‘purposive exploratory descriptive qualitative research’ mo di patlisisong tse. Dikitso di kgobokantswe go ya ka mokgwa wa lekgotla ‘Focus Group Discussion’. Batsayakarolo ba ne ba arogantswe ka ditlhopha tse tharo tsa ‘focus group discussions’.
Kaedi e e rulagantsweng e e nang le dipotso tsa boitlhalosi- ka- botlalo e dirisitswe mme dipuisano tsa gatiswa ka rekhoto ya kgatiso-modumo morago tsa kwalwa fatshe ka mokgwa o di builweng. Tshekatsheko ya diteng tsa dikitso tse e dirilwe ka go latela mokgwa wa ‘content analysis’.
Dipatlisiso tse dineetse molaetsa mogolo, melaetsanyana le melao ka nako ya ditshekatsheko. Batsayakarolo ba bone gothlabolola dithuto bale tirong ‘CPD’ go nale mosola mo tsweletsong ya go neela baoki kitso, bokgoni le tokafatso ya maitshwaro. E tokafaditse boleng ba tlhokomelo ya balwetse. Le fa go ntse jalo, ba supile fa tlhaelo ya baoki, dinako tsa go dira le go tlhoka kgokelelo ya enthanete e le dikgwetlho tse kgolo. / Health Studies / M.A. (Nursing Science)
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The role of environmental education in dealing with solid waste in the Central Business District of ThohoyandouDdungu, Elizabeth Rwakitarate 30 November 2004 (has links)
The aim of this study was to explore the role of environmental education
in dealing with solid waste in the Central Business District of Thohoyandou.
The study was carried out in the Thohoyandou Central Business District
(CBD). Two organisations were identified as practising environmental
education in Thohoyandou, namely, the Environmental Education Desk
(Environmental Affairs) and the Environmental Health Services (Thulamela
Municipality). Officers from these organisations were interviewed.
Vendors and hawkers in the Thohoyandou Central Business District were
asked to complete a questionnaire on the role of environmental education
in dealing with solid waste.
The literature review in the study included the theoretical perspectives on environmental education and solid waste. From this review that solid waste can have both a positive and negative impact on the local and global environment.
Therefore, environmental education that has a role in dealing with solid waste has an important part to play in sustainable development. / Educational Studies / M.Ed.(Environmental Education)
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Continuing professional development in nursingDavids, Julia M. 03 1900 (has links)
Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2006. / The problem identified by the researcher, points to the fact that professional nurses in
South Africa are not aware that it is their responsibility to continue learning and to seek
learning opportunities in order to address their learning needs after obtaining a basic
nursing qualification. Continuing professional development (CPD) has been defined as
lifelong learning that takes place in a professional career after the point of qualification
and/or registration. The primary aim of continuing professional development (CPD) in
nursing is improvement of patient care. CPD in nursing enables professional nurse
practitioners to provide quality nursing care and service delivery to their patients and
clients.
The purpose of this research was to assess the need for continuing professional
development for professional nurses in order to develop criteria that would assist with the
provision of these programmes. The objectives of this research were to:
assess whether professional nurses are aware of their responsibility to
continue their education beyond their initial pre-service training;
assess the extent to which professional nurses participate in continuing
educational activities;
ascertain whether professional nurses support the introduction of
mandatory continuing professional development; and
determine the barriers to participation in continuing professional
development.
A survey, as a quantitative research design, was used in this research to collect the data
from a sample of professional nurses working at two public hospitals in the Western Cape
Province. A random sampling technique was used to select one hundred professional
nurses from a population of professional nurses that was dispersed over a wide
geographical area. This design enabled the researcher to use a questionnaire in order to
obtain the information needed for this research from the participants. The researcher also
conducted semi-structured interviews, which constitutes a qualitative approach to research, with ten professional nurses. The reason for using both research approaches was
that the quantitative approach helped the researcher to measure the responses from the
professional nurses objectively while the qualitative approach enabled the researcher to
describe the professional nurses’ own experience of their CPD activities.
A questionnaire, as the data collection instrument, was informed by the literature review.
It enabled the researcher to obtain the information from the sample of professional
nurses. The data collected included the demographic information of the sample, the
nurses’ participation in formal education, non-formal education and in-service education
as well as the reasons for and the barriers to participating in these programmes and their
views about mandatory continuing professional development. The questionnaire was selfadministered
and anonymous. The data obtained from the questionnaires and interviews
was analysed with the use of the Statistica program and a hand calculator. The process of
triangulation was used in this research to assess the reliability and the validity of the
research process.
The findings of this research indicated that the professional nurses included in this
research are aware that they have a responsibility to continue their education beyond their
initial pre-service training. Although these nurses are therefore aware that they have to
continue learning and that they have a responsibility to pursue lifelong learning, and even
though there are a significant number of professional nurses who have already
participated in CPD activities there are also a significant number of professional nurses
who have not yet participated in the CPD activities. Financial and accommodation
constraints, family responsibility, lack of advanced notification and staff shortages have
been identified as the barriers to CPD participation.
The researcher has identified that the professional nurse is in need of CPD. The findings
have indicated that the nurses in the sample do not support mandatory continuing
professional development but have indicated that they will use all formal and non-formal
learning opportunities to improve their knowledge and skills. According to the literature review, various authors have stressed that the concept of adult
learning should be incorporated in the provisions of the CPD programmes for nurses,
including the criteria on which these programmes should be based. Teaching and learning
strategies are to be employed that would ensure that nurses have the skills to learn and
relearn as knowledge develops. This will enable nurses to develop the skills that are
necessary for lifelong learning. Innovative strategies also referred to as self-directed
approaches to learning, such as problem-based learning, group discussions or projects
and learning contracts that will promote the development of lifelong learning skills.
CPD activities in nursing include formal, non-formal and in-formal learning
opportunities. Based on the literature review and the findings, the researcher recommends
that all professional nurses be granted the opportunity to attend a formal course to help
them to obtain a post-basic nursing qualification and that all professional nurses further
be encouraged to attend the hospital’s in-service education programmes and workshops
provided by the professional nursing societies.
The findings indicated that the sample professional nurses believed it is the individual
professional nurse’s responsibility to identify and evaluate his or her own learning needs
and be accountable for ensuring that those needs are met. Failure on the part of
professional nurses to accept that the responsibility to learn continually is theirs could
result in the inadequate delivery of nursing care.
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Adult Learner Satisfaction with Web-Based Non-Credit Workforce Training.Morgan, Pamela Cope 08 1900 (has links)
Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to Web-based training are important because employee satisfaction is an indicator that a company’s training investment will result in positive outcomes.
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Supporting student team project work : the Guardian Agent systemWhatley, Janice Elizabeth January 2009 (has links)
The research presented in this thesis investigates student team working, by designing, implementing and evaluating a prototype software system, as an aid for co-located students carrying out their team project work. In higher education team projects are a good way for students to put theory into practice and gain experience of team working, by working collaboratively. But difficulties often arise during the projects, which prevent students from benefiting fully from the experience. Some difficulties are known to arise in organisational teams, and others are unique to student teams, but the getting started stage is crucial for developing team cohesion. Technology tools are used to support the task oriented roles of team working, but there is little support for students to get started on their team projects, and to develop a shared understanding. This prototype system provides a function for allocating tasks of the project to appropriate team members and a function to help the team to agree ground rules for team working. A case study approach was adopted for this research, and the prototype system was developed over three cycles, amending the system according to student feedback. At the end of the study, data obtained from the students was analysed to find out how useful the online support system was for helping the student teams to get started on their projects. The students in this case did benefit from the functions this system provided, in particular the team leaders used the output to help plan their projects, and output from the system contributed to team cohesion through developing a shared understanding between the team members. These students recognised the potential of the system for helping students working on team projects online, and gave suggestions for modifications to the system that could be incorporated in further development of the system.
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Attitudinal study of older adult African Americans' interaction with computersUnknown Date (has links)
It was estimated that 35 million people age 65 or older lived in the United States in 2000. Of that number 2.8 million were Black/African American. The U.S. Census Bureau's (2000) population projections show that there will be 70 million older adults age 65 or older by 2030 and African Americans are expected to comprise over 12% of that population. In 1993 older adults had made less elective use of computers than younger adults, accounting for 24.2% of those age 55 to 64 and 4.9% of adults over age 65. By 2003 adults over age 65 recorded a 20.1% increase in computer usage becoming the fastest growing segment of computer users who are engaging in learning computer skills as a way of coping with the technological changes. Studies have found that greater experience with computers is associated with more positive attitudes; however, it has never been determined whether this is true of the older African American population since there is a paucity of research documenting their computer attitudes. This study utilized a mixed methods research design that included an experimental design and an inductive approach with interviews. The following findings emerged: (a) attitudes differed for older African Americans who received computer training and those who did not; (b) there was no distinction in computer attitudes between older adult male and older adult females in the African American population; (c) there was no interaction effect on computer attitudes as moderated by training and gender; (d) older African Americans exhibited a positive disposition towards computers which elicited positive attitudes towards the technology; (e) older African Americans had a nascent need for computer self-efficacy; and (f) older African Americans constructed new meaning regarding computers as a result of their reflection on their computer interaction experience. / The findings have established that older African Americans' attitudes can be influenced by direct computer experience and the study extends prior research by identifying the process by which attitude change takes place. / by Nigel Leon Lovell-Martin. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.
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Perceptions of literacy difficulties and their assessment in a College of Further EducationLyon, Heath January 2016 (has links)
Recent legislative changes have extended the age range of young people with which educational psychologists (EPs) work, to between the ages of 0 and 25, raising the potential for collaborative work between EPs and further education (FE) colleges. One potential area is in supporting young people with literacy difficulties, however, little is known about the viewpoints and practices that exist within FE colleges. This study employs a case study design in exploring the perceptions of literacy difficulties and their assessment among a small group of participants within a learning support department of a FE college, and also within an assessment centre who had a working relationship with the college. Transcripts are analysed using thematic analysis. Processes in the college related to assessment of literacy difficulties are also outlined. General findings included the prevalence of the use of the term dyslexia, and similarities and differences in the way the term was constructed, as well as the impact of literacy difficulties and perceptions of the nature of support that is required. The implications of these findings for EPs, particularly in relation to EP-FE college collaboration are discussed, along with ideas for future research.
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