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The Global ETD Search service is a free service for researchers
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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 81 to 90 of 91 (0.061 seconds)Spelling suggestions: "subject:"knowledge anda skills"" "subject:"knowledge ando skills""
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Adult education as an agent for social change : a case study in LesothoMatsepe, Mokone Wilfred 11 1900 (has links)
The purpose of this research is to investigate whether or not adult education acts as an agent
for social change in Lesotho, especially in communities of the urban and rural poor. The
importance and value of adult education as an agent for social change are highlighted. The
study has employed a descriptive approach with case studies, involving samples from chiefs,
the Ministry of Education and three prominent institutions: the Lesotho Distance Teaching
Centre, the Lesotho Association ofNon-Formal Education and the Institute of Extra Mural
Studies. The samples of these constituencies totalled one hundred and forty-three. The study
has used interviews, questionnaires and observations for collection of data. The researcher
observed and judged the natural environment under which facilitation education occurred.
Occurrences of all instances under observation were recorded and analysed.
The study revealed that even though there is no government policy regarding adult education
in Lesotho, the role played by adult education is important as an agent for social change.
Adult education has proven its importance and value as a means of providing solutions to
pressing issues and problems of the disadvantaged groups. Adult education has a wide range
of achievements through which social change is visible and measurable. On the other hand,
there is an equally strong opposing side that argues that adult education, as a provision of
education in general, does not bring social change in Lesotho; instead, it perpetuates social
inequalities that exist. Adult education, according to practices which conform to consensus
and conflict paradigm principles, is used as an instrument to promote and strengthen the
status quo of social inequalities in Lesotho.
However, the researcher believes, through the findings of this study, that educating the urban
and rural poor is a reasonable move because these groups constitute a large number of the
human resource in Lesotho. With this human resource, if well developed, it is hoped that all
other resources can be mobilised for the good of the nation. Lastly, the researcher believes
that follow-up studies are needed in order to assess impact of adult education in Lesotho and
recommends further research concerning adult education programmes and other pressing
issues that are not included in this study. / Curriculum and Instructional Studies / D. Ed. (Didactics)
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Sbírka úloh pro využití tabulkového kalkulátoru pro SŠ / Collection of spreadsheet exercises designed for use in secondary schoolsKafka, Miloš January 2015 (has links)
The aim of this thesis is to create a collection of tasks that would address the students of secondary schools, secondary vocational schools and grammar schools by using a spreadsheet. Collection of tasks will respond to the theoretical background, which is mainly based on the requirements for the knowledge and skills to work with spreadsheets in the curricula of the Czech and Slovak secondary schools and ECDL standards. Other theoretical bases are the analysis of learning tasks in the books, a survey among secondary school teachers, through which we discover how the spreadsheet is used and what tasks the students dealt with this application. Collection of tasks will offer a wide range of tasks of varying difficulty allowing cross-curricular use. Powered by TCPDF (www.tcpdf.org)
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A social work training programme for caregivers of infants in San Bernardino County, CaliforniaCalitz, Maria-Lina Lusitano 22 September 2005 (has links)
This research concentrates on the developing, implementing, and evaluating of a practical training program for the caregiver of an infant in order to provide in the infant’s primary needs and development. The research problem of quality care for the infant during the time that his mother is working was identified and discussed in chapter 1. Intervention research was used as research methodology. This methodology implies a combined quantitative and qualitative approach. The first part of this research (chapters 2&3) addresses the problem analysis and information gathering linked to the development of a theoretical basis for the intervention model. Infancy as developmental stage is discussed as well as the developmental tasks that the infant must achieve during this phase in order to grow and develop as a self-actualized individual (chapter 2). It is essential for the caregiver to gain knowledge and skills about infancy, the needs and the developmental tasks of this phase. The tasks, roles, and responsibilities of the caregiver were discussed in chapter 3. The second part of this research (chapter 4) is related to the design of the intervention program, the conducting of a pilot test and the refining of the intervention. This in-home care program is theoretically funded, and it is divided practically into the five workdays of the week, in accordance with the five developmental tasks that the infant must achieve in this developmental phase. Ten caregivers willingly participated in this intervention program. In chapter 5, the empirical findings with the development and implementation of the training program for in-home care of an infant are discussed. From the information gathered during the focus groups with the mothers of infants and caregivers as well as the results from the questionnaires from pre-tests and post-tests, the researcher came to the conclusion that the research problem of quality caretaking of an infant for the time his mother is working is addressed. Through internalizing theoretical knowledge and practical skills during the training program, the caregivers are able to care optimally for an infant at home. They are equipped with play techniques and mediums which are adapted within the gestalt approach and supported by relevant aids. The caregiver is able to stimulate the infant’s developmental needs and tasks in this developmental phase. Conclusions and recommendations (chapter 6) of this study are put forward in accordance with the process that was followed in developing and implementing the training program for optimal caretaking of the infant in the safe and familiar environment of his own home. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted
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| 84 |
Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills TestMartinez-Cantu, Veronica A. 12 1900 (has links)
This thesis examined the impact of teacher quality and the socioeconomic status of students on school performance on the Texas Assessment of Knowledge and Skills Test. The data were obtained from the Academic Excellence Indicator System (AEIS) 2005-2006 Report. Disparities in education were used to examine the use of teacher quality in the No Child Left Behind Act of 2001. A multiple regression model was used and included other factors such as socioeconomic status of students, teacher salary, school funding, and student-teacher ratio. Using an ordinary least squares regression, I found that socioeconomic status of students had the most significant impact school performance. Two other variables, teacher salary and student-teacher ratio, had a significant effect on school performance suggesting alternative means of eliminating inequality in education.
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New TEKS Health Standards: Awareness, Perceived Knowledge, and Perceived Competency among Choral Music Educators in TexasBurrows, Gideon C. 08 1900 (has links)
In this study, I examined the awareness, perceptions of required knowledge, and perceived competency of Texas secondary choral music educators concerning the new musician health objectives included in the revised Texas Essential Knowledge and Skills standards (TEKS). A secondary purpose of this study was to identify the activities and variables that promote the development of these characteristics and prepare educators to address the standards in their instruction. Using a researcher-designed web-based survey instrument, I gathered data from participants who were actively teaching choir in secondary public schools in the state of Texas (N = 183). As part of the survey, participants reported the highest degree they had attained and field of study, the completion of choral methods and vocal pedagogy courses during their training, participation in professional development, and years of teaching experience. Findings revealed that a majority of participants (53.01%) were not aware of the health-related standards prior to taking the survey. A majority also did not consider each objective as required curricular components (hydration: 69.95%, vocal health: 39.89%, body mechanics: 61.75%, hearing protection: 68.85%, hygienic practice: 69.96%). Participants did rate themselves highly for perceived competency, a measure including adherence to competent practices and views of personal ability. There were no statistically significant main effects observed for any variable on awareness and perceptions of knowledge. I did observe significant main effects of degree level and major, professional development participation, and completion of a choral methods course for measures of perceived competency.
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The impact of the Unisa HIV/AIDS programme on learners and their community involvementMatoane, Matshepo 31 January 2008 (has links)
In this study the impact of the UNISA HIV/AIDS training programme on participants' learning and involvement in their respective communities was explored. The UNISA HIV/AIDS programme comprises Modules 1, 2 and 3. Module 1 focuses on orientation and background to HIV/AIDS Care and Counselling, Module 2 on HIV/AIDS counselling skills and Module 3 on train the trainer in HIV/AIDS education and counselling. This study focused only on Modules 1 and 2. Kirkpatrick's model of evaluating education and training programmes was used as a framework to evaluate the programme.
Participants for the study consisted of 116 students who attended the UNISA HIV/AIDS Module 2 workshops between December 2005 and December 2006. The study was conducted in two phases, the first phase during the workshops, where participants were asked to indicate both quantitatively and qualitatively how they experienced Module 1 and Module 2 as well as what they learnt in the two modules. The participants' involvement in HIV/AIDS work prior and post Module 2 training as well as the aspects of the programme that are being applied within their work in the community was assessed during the second phase of the study, which took place during 2007.
The results of the study indicate that the programme has successfully equipped participants with the necessary HIV/AIDS information and skills. The programme has further empowered participants to engage in HIV/AIDS education and counselling in their communities. Participants' attitudes towards the disease and towards those infected and affected by HIV/AIDS were challenged, resulting in less stigmatization and discrimination. The programme further challenged participants to start adopting health protective behaviours.
The present study concludes that for HIV/AIDS programmes to be effective, they need to include, amongst other things, a well-researched basic HIV/AIDS factual information section, a component on attitudes and one on skills (particularly linked to behaviour change). These should be presented in an interactive way, engaging the participants in active learning. / Psychology / D. Litt. et Phil. (Psychology)
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The technology learning area as a catalyst of creativity in foundation phase learnersThatcher, Colleen Barbara 11 1900 (has links)
This study on technology in the South African school curriculum investigates the nature and value of this subject as a catalyst in developing Foundation Phase learners’ creative thinking skills Technology as school subject is defined as the use of knowledge, skills and available resources to develop solutions to meet human needs and wants, taking social and environmental factors into account. Central to this subject, is the design process of investigating, designing, making, evaluating and communicating solutions to problems identified in the environment.
The notion and nature of creativity as researched by respected psychologists and researchers over the last few decades, with particular reference to Matlin’s theory of problem-solving and creativity, provides a theoretical underpinning with the aim of linking the problem-solving nature of technology with creative thinking. A qualitative case study research project, comprising a sample of six Foundation Phase learners at an independent school, has been conducted. Key characteristics of qualitative educational research such as sensitivity, precision, verification, empiricism, natural setting, inductive data analysis, validity and reliability and triangulation, have been taken into consideration.
This study highlights the potential of technology as a school subject that provides learners with the opportunity to solve problems in creative ways and use authentic contexts rooted in real life situations. In addition, learners are afforded the opportunity to work collaboratively with others and engage in meaningful activities in the indoor and outdoor environment. Technology as a school subject in the Foundation Phase catalyzes learners’ creative thinking and problem-solving skills and provides a solid foundation for preparing young citizens for the demands and challenges of the 21st century. / Curriculum and Instructional Studies / D. Ed. (Didactics)
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| 88 |
Une contribution à la connaissance de la relation processuelle entre la structure du conseil de surveillance et la performance de ses rôles : le cas des hôpitaux publics en France / Contribution to the knowledge of the relationship process between the supervisory board structure and the performance of its roles : evidence from french public hospitalsLaouer, Radhoine 13 May 2013 (has links)
Les théories de la Corporate Governance et la théorie de la psychologie sociale du petit groupe de prise de décision sont mobilisées afin de comprendre le mode de fonctionnement du conseil de surveillance hospitalier public et plus précisément pour tester empiriquement la relation de médiation du processus de prise de décision (les normes d’efforts, l’utilisation des connaissances et des habiletés et le confit cognitif) entre sa structure (la taille, la composition et la diversité) et la performance de ses rôles (la stratégie, le contrôle et le service). 320 questionnaires en provenance des membres des conseils de surveillance hospitaliers ont été recueillis. L’agrégation de ces réponses individuelles génère un échantillon de 159 conseils de surveillance hospitaliers publics. Les résultats des tests des hypothèses du modèle de recherche confirment le fait que la structure du conseil de surveillance n’influence pas la performance de ses rôles. Les normes d’efforts affectent positivement la performance des rôles .Seules les normes d’efforts et l’utilisation des connaissances et des habiletés médiatisent partiellement la relation processuelle entre la structure et la performance des rôles. / Corporate governance theories and the theory of the psychology of the small decision making group are used in order to understand the functioning mode of the public hospital supervisory board and specifically to test empirically the mediating relationship of the decision making process (Efforts norms, use of skills and knowledge and cognitive conflict) between the structure of the public hospital supervisory board (size, composition and diversity) and the performance of its roles (strategy ,control and service).320 questionnaires answered by the supervisory board members were collected. The aggregate of those individual responses generated 159 public hospital supervisory boards. The results of the hypothesis test of the model show that the supervisory board structure doesn’t influence the performance role of the supervisory board. Efforts norms influence positively the performance of its roles. Only the use of knowledge and skills, and efforts norms mediate the process relationship between the public hospital supervisory board structure and the performance of its roles.
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Children’s early mathematics learning and development : Number game interventions and number line estimations / Barns tidiga lärande och utveckling i matematik : Numeriska spelinterventioner och skattningar av tal på tallinjerElofsson, Jessica January 2017 (has links)
Children’s early mathematics learning and development have become a topic of increasing interest over the past decade since early mathematical knowledge and skills have been shown to be a strong predictor of later mathematics performance. Understanding how children develop mathematical knowledge and skills and how they can be supported in their early learning could thus prove to be a vital component in promoting learning of more formal mathematics. In light of the above, with this thesis I sought to contribute to an increased understanding of children’s early mathematics learning and development by examining effects of playing different number games on children’s number knowledge and skills, and by investigating children’s representations of numbers on number line tasks. Two number game intervention studies were performed, and effects of three different number game conditions (linear number, circular number and nonlinear number) were investigated by examining 5- and 6-year-old children’s pre- and posttest performance on different numerical tasks. The findings indicate that playing number games in general support children’s development of number knowledge and skills, where the specific learning outcomes are affected differently depending on the type of number game utilized. To elucidate children’s representations of numbers, their performance on two different umber line tasks have been analyzed using a latent class modeling approach. The results reveal that there is a heterogeneity in 5- and 6-year-old children’s number line estimations and subgroups of children showing different estimation patterns were distinguished. In addition, it is shown that children’s number line estimations can be associated to their number knowledge as well as to task specific aspects. The findings presented in this thesis contribute to the discussion of the value of selecting game activities in a conscious way to support children’s early mathematics learning and development. They also add to the discussion regarding the number line task and how children’s number line estimations can be analyzed and interpreted.
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The impact of the Unisa HIV/AIDS programme on learners and their community involvementMatoane, Matshepo 31 January 2008 (has links)
In this study the impact of the UNISA HIV/AIDS training programme on participants' learning and involvement in their respective communities was explored. The UNISA HIV/AIDS programme comprises Modules 1, 2 and 3. Module 1 focuses on orientation and background to HIV/AIDS Care and Counselling, Module 2 on HIV/AIDS counselling skills and Module 3 on train the trainer in HIV/AIDS education and counselling. This study focused only on Modules 1 and 2. Kirkpatrick's model of evaluating education and training programmes was used as a framework to evaluate the programme.
Participants for the study consisted of 116 students who attended the UNISA HIV/AIDS Module 2 workshops between December 2005 and December 2006. The study was conducted in two phases, the first phase during the workshops, where participants were asked to indicate both quantitatively and qualitatively how they experienced Module 1 and Module 2 as well as what they learnt in the two modules. The participants' involvement in HIV/AIDS work prior and post Module 2 training as well as the aspects of the programme that are being applied within their work in the community was assessed during the second phase of the study, which took place during 2007.
The results of the study indicate that the programme has successfully equipped participants with the necessary HIV/AIDS information and skills. The programme has further empowered participants to engage in HIV/AIDS education and counselling in their communities. Participants' attitudes towards the disease and towards those infected and affected by HIV/AIDS were challenged, resulting in less stigmatization and discrimination. The programme further challenged participants to start adopting health protective behaviours.
The present study concludes that for HIV/AIDS programmes to be effective, they need to include, amongst other things, a well-researched basic HIV/AIDS factual information section, a component on attitudes and one on skills (particularly linked to behaviour change). These should be presented in an interactive way, engaging the participants in active learning. / Psychology / D. Litt. et Phil. (Psychology)
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