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Selfpersepsie en kursuspersepsie in studente se loopbaankeuseFerreira, Lynette 23 April 2014 (has links)
M.Ed. (Educational Leadership) / One of the most important choices that a student has to make is that of a career. Because of the financial implications, it is of the utmost importance that a student makes the right choice. To be able to do so, the student must know him-/herself and must be aware of the demands of the specific career. The purpose of this study is to determine whether a student's self and career perception have an influence on the successful completion of his/her studies. The point of departure of this study is the perceptual tradition and self-concept theory. This tradition operates on the premise that all behaviour is a function of the individual's perceived world. Each person has a unique system of perceptions about the self and this self-concept generates behaviour and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the self and career perceptions of students and the effect that they may have on successful career choices. The most important findings were: The students all have a positive self-concept as well as a positive perception of the future. They all feel that the economy and politics will not have a negative influence on their future career. Students who have made a successful career choice had a thorough knowledge of their future careers and of their own ability, likes, dislikes and interests whereas students who have made a wrong choice did not have such knowledge at first. The following is recommended: The vocational guidance teacher should guide pupils towards in-depth self-perceptions and career perceptions.
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Anatomy of the social workerSession, Arazola Nadine 01 January 2000 (has links)
This study explores the past experiences of graduate social work students enrolled in the Masters in Social Work program at California State University, San Bernardino.
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Teachers resilence : coping strategies of primary school teachers with multi-grade classes at Glen Cowie Circuit, Limpopo Province South AfricaTlaka, Manchini Ishmael January 2021 (has links)
Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The purpose of this study was to explore the coping strategies of primary school teachers
in their multi-grade classes at Glen Cowie circuit. This exploratory case study addresses
the coping strategies that rural primary school teachers use in curriculum delivery. Data
was generated through semi-structured interviews, observations and document analysis.
This study revealed various challenges teachers experience and the coping strategies
that teachers employ in dealing with challenges. A qualitative research approach was
adopted in the study with the intention of finding as much detail as possible using a case
study. Participants in this study were teachers who teach multi-grade classes in their rural
schools in the Glen Cowie circuit in Limpopo. The investigation revealed that teachers did
not have the necessary skills and expertise to teach multi-grade classes. It was also
revealed that teachers were not trained to teach in multi-grade classes and they had to
use individual strategies to cope with the contradictory conditions they found themselves
in. The investigation concluded that the teachers in those multi-grade classes were qualified and had teaching experience, but they were not prepared to teach multi-grade classes in general. It proved that teachers remained resilient by applying varied strategies such as problem solving, goal setting, extra curriculum lessons and maintaining work-life balance to ensure that teaching and learning occurs
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The Cognitive Development of Expertise in an ESL Teacher: A Case StudyRoos, Lyndsey 04 June 2015 (has links)
This case study investigated how an English as a Second Language (ESL) teacher's cognition has both changed and stayed constant over a period of eight years and the factors to which the teacher attributes changes or lack of changes. The study followed the teacher over the course of a 10-week period and compared videos of the participant's teaching from eight years ago to her current teaching. Interviews, observations, and stimulated recall were used to investigate development over the eight year span. It was found that the teacher did indicate several areas in which she demonstrated change: Teaching with fluidity, automaticity, and intuition; confidence; concerns; management of teaching enthusiasm and relationships with students; support and validation from colleagues; and managing the classroom for learning. She also confirmed several aspects of her teaching that have stayed relatively constant: beliefs and teaching philosophy; reflection; learning from past experiences; knowledge of lesson planning and curricular goals; and students' needs within the learning context. The teacher's development was analyzed through the lens of teacher expertise to determine to what degree the teacher's changes and lack of changes helped her develop into an expert. This study concludes that further research is needed to fully understand how teacher expertise is developed during the course of teachers' careers.
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The Differential Effects of Myers Briggs Personality Type Preferences on SelfAnd Other-Raters of Transformational LeadershipMcClean, Jon January 2020 (has links)
No description available.
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Factor Structure and Convergent Validity of the Short Version of the Bielefeld Partnership Expectations Questionnaire in Patients With Anxiety Disorder and Healthy ControlsAltmann, Uwe, Brenk-Franz, Katja, Strauss, Bernhard, Petrowski, Katja 11 June 2024 (has links)
The short version of the Bielefeld Partnership Expectations Questionnaire (BPEQ-12) assesses the partner-related attachment dimensions fear of rejection, readiness for selfdisclosure, and conscious need for care. The presented study investigated the factor structure in two samples and evaluated the convergent validity of scales. The sample
included N = 175 patients with panic disorder and/or agoraphobia and N = 143 healthy controls. Besides, the BPEQ, the Experiences in Close Relationships Questionnaire
(ECR), and the Brief Symptom Inventory (BSI) were assessed as well, and the Adult Attachment Prototype Rating (AAPR) was conducted. A confirmatory factor analysis of
the three factor model (using a WLSMV estimator) revealed an acceptable model fit for the entire sample, patients and controls in terms of low RMSEA and SRMR (< 0.08) and
high CFI and TLI (> 0.95). We found metric, scalar, and strict measurement invariance for the presence of anxiety disorder (ΔCFI ≤ –0.01 and ΔRMSEA ≥ 0.01). However,
only for fear of rejection and readiness for self-disclosure the reliability was acceptable (Cronbach’s a > 0.7), and convergent validity in terms of large correlations (r > 0.7) with
the ECR scales was found in both samples. The scale conscious need for care had a questionable reliability (Cronbach’s a > 0.6) and correlated only slightly with ECR-R
scales. We conclude that fear of rejection and readiness for self-disclosure of the BPEQ-12 are reliable and valid scales for measuring partner-related attachment in healthy and clinical samples.
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Exploring the relationship between Mathematics teachers’ subject matter knowledge and their teaching effectivenessOgbonnaya, Ugorji Iheanachor 05 1900 (has links)
The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)
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Depression in primary care detection, treatment, and patients' own perspectives /Hansson, Maja, January 2010 (has links)
Diss. (sammanfattning) Umeå : Umeå universitet, 2010.
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Peer feedback and self review in ESL writing of Chinese studentsGhosh, Sanjukta. January 1998 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
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Exploring the relationship between Mathematics teachers’ subject matter knowledge and their teaching effectivenessOgbonnaya, Ugorji Iheanachor 05 1900 (has links)
The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)
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