Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / Four high schools with high ELL enrollment and a high percentage of teachers taking graduate-level ESL courses participated in this quantitative study. The content-area teachers completed a Survey of Teachers’ Knowledge and Value of Implementation of Content and Language Objectives. The survey included two sections: (a) a demographics section and (b) a support section in which respondents self-rated their knowledge and value on content and language objectives. Descriptive statistics were used to generate the mean, standard deviation, and frequency distribution of the demographics of the samples, which were independent variables of this study. Inferential statistics on the research hypotheses were calculated using multiple correlation/regression and one-way ANOVA. Results from the support section indicated respondents perceived their knowledge and value on content and language objectives were not lacking. However, results also revealed that teachers rated themselves lower on knowledge and value on implementing language objectives than they did on knowledge and value on implementing content objectives. In addition, data analysis revealed that percentage of students who were ELL last year and hours of ESL related training can be linked to the teachers’ self-rated degree of knowledge and value on implementing content and language objectives. As a result of this study, five recommendations for practice were made. Of these, the researcher believes the following to be most crucial: (1) Because the number of ELL students continues to increase, even those teachers who currently have a small number of ELL students in their classrooms must be willing to enhance their knowledge and value on content and language objectives; (2) Teacher educators for pre-service programs should place greater emphasis on the integration and implementation of content and language objectives; and (3) Staff developers should be informed of a need to increase the professional development of in-service teachers with regard to language objectives. Among other recommendations for future research, the researcher suggests the need for future studies to include more specific investigations on how teachers construct language objectives. Furthermore, future studies should pursue ways to encourage educators to participate in ESL related workshops or trainings and to form mentoring relationships with colleagues.

This thesis is designed for teachers in early elementary education. It focuses on how and if, these teachers are integrating technology while meeting the many State Standards required by the State of California.

Syfte: Studien syftar till att undersöka hur försäkringsbolag X arbetar med målstyrning samt hur den upplevs av rådgivarna. Vidare syftar den även till att analysera hur de externa restriktionerna påverkar försäkringsbranschens målstyrningsarbete.    Frågeställning: Hur arbetar försäkringsbolag X med målstyrning utifrån de externa  restriktionerna samt hur upplevs de uppsatta målen av rådgivarna?   Metod: Studien har utgångspunkt i kvalitativ metod med en deduktiv ansats.  Den genomförda studien är en fallstudie, där ett försäkringsbolag har studerats. Respondenterna inom försäkringsbolaget innefattas av VD, affärsområdeschef, försäljningschef samt rådgivare.   Slutsats: Utifrån studien kan vi konstatera en avsaknad av anpassad målstyrning utformad specifikt för försäkringsbranschen. Försäkringsbolag X har anpassat sin målstyrning utifrån restriktionerna genom att inte använda några belöningar och således har ett viktigt steg i målstyrningen försvunnit. Vidare kan vi även konstatera vikten av inflytande vid målformulering, vikten av strukturell feedback samt mål anpassade efter kompetensnivå. / Purpose: The study aims to investigate how Insurance company X works with goal management and how it is experienced by the advisers. Furthermore, it also aims to demonstrate how external restrictions affect the insurance industry's goal management.   Research question: How does Insurance company X work with goal management based on the external restrictions and how are these goals experienced by the advisers?     Methodology: The study is based on qualitative method with deductive approach. The completed study is a case study, where an insurance company has been studied. The respondents are included by the CEO, business area manager, sales manager and advisers.   Conclusion: Our conclusion is that there is no customized goal management designed specifically for insurance companies. Insurance company X has adapted its goal management from the restrictions by not using any rewards. By that, an important step in the goal management has disappeared. Furthermore, our conclusions show the importance of influence on goal setting, the importance of structural feedback and goals adapted to competence.

No description available.

The purpose of this study is to make an analysis of the objectives of industrial arts and general education to determine whether or not these objectives are meeting the needs of the youth.

This study compares the effect of the objectives-based test collections of the Instructional Objectives Exchange on reading comprehension and word-attack skills of fifth-grade students in a basal reader program. The IOX, a non-profit educational organization, was established in the late 1960's to provide educators with instructional materials such as criterion-referenced tests to allow realistic assessment of students in reference to specific instructional objectives. IOX Director James Popham states the Exchange's purpose as encouraging educators throughout the country to use criterion-referenced instructional procedures. The study compares gains in reading comprehension and word-attack skills of a research group with the gains of a control group, using the Stanford Diagnostic Reading Test for both pre-test and post-test. The IOX criterion-referenced tests were added to the reading program for the research group but were not given the control group.

The knowledge and cognitive process dimensions of Technology teachers’ lesson objectives This study employs both quantitative and qualitative enquiry, which seeks to establish the nature and quality of the lesson objectives intended by Technology teachers. Technology teachers are frequently faced with the need to use technological knowledge and its methodological approaches in their development of lesson plans and in their teaching. The methodological aspect and technological knowledge of these teachers should be reflected in the framing of lesson plans containing explicit statements of lesson objectives or learning outcomes. The cognitive levels to which the objectives lead are important because of the demands placed on learners by the subject of technology. Technology inherently requires mastery of some scientific knowledge, and procedures of the technological process from needs establishment to design and fabrication of artefacts. This requires learners to achieve at the upper levels of Bloom‟s taxonomy. This is the important goal of education. The purpose of this study was to investigate the knowledge and cognitive process dimensions of the lesson objectives in lesson plans of Technology teachers. These dimensions of Technology teachers‟ lesson objectives were mapped using the Taxonomy Table adapted from the Revised Bloom‟s Taxonomy. This study used a primarily qualitative research approach, with some quantitative analysis of data. A survey research design with limited scope was used to obtain lesson plans from Technology teachers in order to establish the nature and qualities of their lesson objectives. Lesson plans were collected from 19 teachers in three districts of Mpumalanga. These lesson plans were analysed, interpreted and discussed with sampled teachers in a focus group. With regard to the knowledge and cognitive domains of the Technology teachers‟ lesson objectives, findings from this study suggest that teachers tend to focus more on factual knowledge and less towards metacognitive knowledge, and operate at low-order level in the cognitive domain. In other words, technology learners are being taught factual knowledge at the low-order level of thinking. Technology teachers tend to have lesson objectives that are known only to them. This might imply that teaching in technology occurs without proper specific objectives. Measures need to be put in place to intensify support to Technology teachers so that they realise the importance of the formulation of lesson objectives that cover all the levels in the knowledge and cognitive domains. Furthermore, Technology teachers should be encouraged to state their lesson objectives explicitly. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

No description available.

Published Article / Pricing management, as part of the marketing strategy of an organisation, is a difficult and highly complex - but also critically important - management activity, as it affects the revenue and therefore the profits of an organisation. However, scholars such as Bruck (2010), Cram (2006:5), Eugster, Kakkar and Roegner (2000:133), Hinterhuber (2004:765) and Pratt (2007) believe that the pricing function in organisations has largely been neglected by managers and academics and that price is generally set by guesswork and not by scientific means. This article maintains that the pricing function in an organisation can be successfully managed through the implementation of a pricing plan. A critically important step in the pricing plan is to select a pricing strategy or combination of pricing strategies to set the price of a product or service. A number of nonparametric statistical tests are available to assist management in the selection of the most suitable pricing strategy, or combination of pricing strategies, when determining the price of a product or service. The aim of this article is to demonstrate the use of statistical methods in selecting a pricing strategy as part of a comprehensive pricing plan. The article contains an analysis of selected literature, while taking a descriptive and statistical approach to demonstrate the use of statistical methods in selecting a pricing strategy.

Abstract   The purpose of this study is to examine if the Swedish policy of foreign affairs has been changed due to the Swedish enter as members in the European Union. The research method used for this essay has been a comparative case study between the Swedish and Norwegian declared policy of foreign affairs and it strives to answer the research question, which is if the Swedish declared policy of foreign affairs has been changed in character due to the Europeanization. The theoretical framework of this study consists of Europeanization as a comprehensive theoretical perspective. I order to answer the research question a classification schedule has been elaborated to examine the objectives of the Swedish and Norwegian declared policy of foreign affairs. The analytical method of this part has been a quantitative and qualitative approach. The conclusion of the study points out that the character of the declared policy of foreign affairs has been changed over time in both Sweden and Norway which makes it difficult to use Europeanization as key explanation to this change in character.                                                                                                                                    Keywords: Policy of foreign affairs, Objectives of foreign affairs, European Union, Europeanization   Nyckelord: Utrikespolitik, Utrikespolitiska mål, Europeiska Unionen, Europeisering