- About
-
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.
Search results
Showing 61 to 69 of 69 (0.024 seconds)| 61 |
The influence of social media on the travel decisionmaking behavior of Ethiopian educational tourists in Poland : The case of Ethiopian educational tourists in PolandWendemagegnehu, Taleyihun Tadese January 2021 (has links)
The impact of international mobility and globalization on universities has led to a greater need for students. Thus, throughout students stay in their destinatio ncountry, prospective students access a variety of sources of information and make simultaneous decisions about where to travel; decision making is required at everystage of the travel process (pre-travel, during travel, and post travel). Previous to the advent of social media dominate traditional sources of information, such as print media, educational fairs and university websites. The social media websites such as social networking (Facebook, Google+, LinkedIn,), microblogging (Twitter,Tumblr), photo sharing (Snapchat, Instagram, Pinterest), Video sharing (YouTube,Facebook Live, Periscope, Vimeo) become an alternative source of university information as many young people and students engage, work and participate in this online community. The purpose of this thesis is to research the influence of social media on the decision-making process of Ethiopian educational tourists in Poland, as well as how other factors (such as others’ comments, replies, and tour reviews) influence the process of their travel decision making. The data collection tool was a survey that included demographic questions, closed ended questions, multiple choice questions, a rating scale (Likert 5 scale model), and a few open-ended questions. The survey questionnaire was completed by 137 international students. The study's findings indicate that social media has a sizable influence and role as a source of information for Ethiopian educational tourists in Poland at every stage of their travel decisionmaking process, and that other factors (such as others' comments, replies, and tourreviews) influenced their decision-making process as well. Overall, this study helps to gather insights into Ethiopian educational tourists' decision-making behavior in Poland. Due to the fact that the research will contribute cross-national knowledge about educational tourists' behavior during the travel decision-making process in a destination, it will have a significant impact on promoting domestic travel and tourism in Poland.
|
| 62 |
The relationship between attitudes towards supervisory support and work performance of employees in an education department in MpumalangaMabotha, Abner Khutso 09 May 2013 (has links)
The purpose of this study was to investigate the relationship between attitudes towards supervisory support after training and work performance of employees at the Department of Education’s Nkangala District in Mpumalanga during 2008. The sample comprised a complete sampling frame of HR and finance personnel. A five-point Likert scale was used to evaluate the attitudes of respondents towards supervisory support, and their work performance scores were correlated with the ratings of the attitudes towards supervisory support after training. Pearson’s product- moment correlation coefficient (PPM) was used to assess the relationship between the two variables. The results showed no significant relationship between attitudes towards supervisory support and work performance. The ANOVA test found that a significant (p= .016) difference only existed between attitudes towards supervisory support and educational level.
The hypothesis stated in this study was therefore rejected. / Human Resource Management / M. Tech. (Human Resource Development)
|
| 63 |
非計量的主成分分析と数量化III類に基づくリッカート尺度の正当性の吟味村上, 隆 04 1900 (has links)
科学研究費補助金 研究種目:基盤研究(C)(2) 課題番号:11610113 研究代表者:村上 隆 研究期間:1999-2000年度
|
| 64 |
The relationship between attitudes towards supervisory support and work performance of employees in an education department in MpumalangaMabotha, Abner Khutso 09 May 2013 (has links)
The purpose of this study was to investigate the relationship between attitudes towards supervisory support after training and work performance of employees at the Department of Education’s Nkangala District in Mpumalanga during 2008. The sample comprised a complete sampling frame of HR and finance personnel. A five-point Likert scale was used to evaluate the attitudes of respondents towards supervisory support, and their work performance scores were correlated with the ratings of the attitudes towards supervisory support after training. Pearson’s product- moment correlation coefficient (PPM) was used to assess the relationship between the two variables. The results showed no significant relationship between attitudes towards supervisory support and work performance. The ANOVA test found that a significant (p= .016) difference only existed between attitudes towards supervisory support and educational level.
The hypothesis stated in this study was therefore rejected. / Human Resource Management / M. Tech. (Human Resource Development)
|
| 65 |
Leadership at public hospitals: a case study of the Matlala District HospitalMafora, Puni Peter 13 July 2020 (has links)
The purpose of the study was to explore and describe leadership at Matlala District
Hospital in Limpopo, a province of South Africa. The study was critical for a better
understanding of leadership styles adopted in different situations (hospital, district or
province) at Matlala District Hospital in the Sekhukhune district.
The main objectives of the study were described in chapter 1 on leadership styles
(transformational and transactional), to determine how best to investigate leadership
styles at Matlala District Hospital, to determine what the current leadership style at
Matlala District Hospital is and to propose the most appropriate leadership style for
Matlala District Hospital.
A mixed-methods approach was used with an exploratory and descriptive design. In
terms of the qualitative methodology, purposive sampling was used as the managers
were selected on their knowledge of the issues under investigation. Firstly, an
interview schedule was developed and used to collect data at Matlala District Hospital.
The sample size was 82. Interviews were conducted with 12 members of the executive
committee who were regarded as senior managers of the hospital. Secondly, the
researcher distributed the questionnaires to participants of the hospital that met the
inclusion criteria. Seventy participants completed questionnaires, which were
collected upon completion. A 100% response rate was reached.
Thematic analysis was used to assess the qualitative data. With regard to quantitative
data analysis, descriptive, frequency tables and charts and inferential statistics were
used. According to the results, those managers who felt that resources had be
provided felt strongly that leadership at the hospital should be improved. Accordingly,
guidelines for improving leadership at Matlala District Hospital have to be developed
to ensure that mitigating factors are in place for the improvement of the situation at
the hospital. / Public Administration and Management / M. P. A. (Public Administration)
|
| 66 |
Ökologie, Ökonomie und Soziales im Biologieunterricht / Konzepte von LehrkräftenHellwig, Hauke 14 October 2009 (has links)
Der Umweltunterricht in Biologie befindet sich in der Orientierung zwischen Zwängen zur Reduktion auf naturwissenschaftliches Basiswissen (scientific literacy), den Kompetenzansprüchen der traditionellen Umweltbildung (environmental literacy) und der zuletzt implementierten Bildung für Nachhaltigkeit (BNE) mit dem Ziel Gestaltungskompetenz (sustainability literacy). Die hier präsentierte Studie diente neben der Bestimmung und Diskussion des Ist-Standes bei der Vermittlung umweltbezogener Gesichtspunkte im Rahmen des Faches Biologie auch der Entwicklung eines entsprechenden Instrumentes zur Erfassung der Unterrichtskonzepte von Lehrpersonen. Die Identifikation der Unterrichtskonzepte ging von Lehrkräften und deren Befragung in einem Ländervergleich zwischen Deutschland und Schweden aus. Methodisch wurde eine Kombination aus qualitativen und quantitativen Verfahren umgesetzt. Drei latente Erklärungsvariablen für die Antwortmuster der Lehrpersonen wurden faktorenanalytisch identifiziert und in verschiedenen Erhebungswellen validiert. Darauf basierend wurden drei kurze Testskalen gebildet. Ein zweites Auswertungsverfahren bestand in der Clusteranalyse der befragten Lehrkräfte. Indem die Cluster mit den Skalen in Beziehung gesetzt wurden, konnten anhand der Varianz der Gruppenmittelwerte verschiedene Profile identifiziert werden. Dies führte zur Beschreibung von je sechs qualitativ und quantitativ differenzierbaren Unterrichtskonzepten in Deutschland und Schweden als reservierte, minimalistische, traditionelle, neuorientierte, ambivalente und pluralistische Realisierung von Umweltbiologie. Während der reservierte Ansatz in Schweden nicht auftritt, kann dort „theoretische Umweltbiologie“ unterschieden werden. Beim derzeitigen Aus- und Fortbildungsstand der Lehrkräfte ist die Umsetzung von BNE in Deutschland nicht adäquat gewährleistet. Gründe dafür liegen im disziplinären Vermittlungsmodus, mit dem die Entwicklung überfachlicher Kompetenzen kaum vereinbar ist. / Environmental education has been implemented interdisciplinary at school in Germany. On the contrary, teacher training still remains emphasizing specific scientific subjects. Only recently, different initiatives towards education for sustainable development (ESD) are under way on state level, sub-state level and local level. However, common criteria for designing interdisciplinary teaching processes have not become obvious in Germany. There is a risk, therefore, that teachers will make decisions concerning aims, content and methods based solely on intuition. The study presented here identifies and discusses the existing state of concepts of environmental biology among biology teachers with respect to scientific literacy, environmental literacy and sustainability literacy. A wide range of different aspects of didactics in environmental biology was identified and gathered from biology teachers and scientists in Germany and Sweden. Following classical test theory, the diverse statements were eventually transformed into a closed Likert-scale questionnaire. In two preliminary studies and in the main study that was conducted across the whole of Germany, three dimensions were identified and validated by means of factor analysis. Using cluster analysis, six concepts can be distinguished: pluralistic, ambivalent, realigned, traditional, minimalist and reserved realisation of environmental biology. Biology teachers generally refer to a disciplinary science orientated teaching repertoire when addressing environmental education, which is not adequate to ESD theory. Following the investigation in Sweden, also six concepts can be distinguished. Instead of the reserved concept, a theoretic realisation exists in Sweden suitable for facilitation of sustainability literacy. In five types of realising environmental biology, a high degree of agreement was identified between perceptions of teachers in Germany and Sweden.
|
| 67 |
The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State ProvinceTshabalala, Lucky Hendrick 06 1900 (has links)
The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning.
The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them.
The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level.
This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
|
| 68 |
The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State ProvinceTshabalala, Lucky Hendrick 06 1900 (has links)
The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning.
The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them.
The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level.
This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
|
| 69 |
Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)Stefan M Irby (6326255) 15 May 2019 (has links)
<p>Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): <b>RQ1</b>) How can ALOs be rigorously identified for the BASIL CURE; <b>RQ2</b>) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; <b>RQ3</b>) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; <b>RQ4</b>) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.</p>
|
Page generated in 0.0319 seconds