Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Environmental education and training.
Dissertationen zum Thema „Environmental education and training“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Environmental education and training" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Whelan, James M., und n/a. „Education and Training For Effective Environmental Advocacy“. Griffith University. Australian School of Environmental Studies, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.140105.
Der volle Inhalt der QuelleAnnotation:
Research on environmental advocacy has tended to focus on outcomes and achievements rather than the processes through which these are achieved. In addition, minimal research has attended in detail to the complexity of environmental advocacy, or explored measures to through which to enhance advocates prospects of success. The environment movement itself has given scarce attention to promoting the skills, abilities and predispositions that contribute to effective advocacy. Indeed, most environmental non-government organisations (ENGOs) in Australia appear to believe that scientific or expert knowledge will be sufficient to influence environmental decision-makers and consequently provide minimal training or education to enhance advocacy. This thesis is a response to these problems. It seeks to develop an understanding of, and model for, activist education and training in the Australian environment movement. The two main bodies of literature that inform the study are social movement and adult education literature. The former provides the context for the study. Social movement theorists present various explanations of how and why environmental activists work for change. These theorists also discuss the organisational structures and modes of operation typically adopted by activists. The second body of literature is utilised in this thesis to provide a synthesis of relevant educational orientations, traditions and practices. Popular, experiential and adult environmental education offer promising strategies for advocacy organisations that seek to enhance activists skills and abilities. The research questions posed in this study lie at the convergence of these two bodies of literature. Two empirical studies were undertaken during this inquiry. The first was conducted with the Queensland Conservation Council, an environmental advocacy organisation where the researcher was employed for five years. The study drew on methods and techniques associated with ethnography and action research to identify, implement and evaluate a range of interventions which aimed to educate and train advocates. Three cycles of inquiry generated useful insights into environmental advocacy and identified useful strategies through which advocacy may be enhanced. The second study, a case study based on interviews and observation, explored the Heart Politics movement. The ethnographic research methods utilised in this case study resulted in a rich description and critical appreciation of the strengths and weaknesses of Heart Politics gatherings as activist education. These two studies contributed to the development of a grounded and endogenous theory of education and training for environmental advocacy. This theory is based on a set of observations concerning the provision of activist education: (1) that most activist learning occurs informally and unintentionally through participation in social action such as environmental campaigns; (2) that this learning can be assessed according to a five-category framework and tends to favour specific categories including the development of social action and organisational development skills rather than alternative categories such as political analysis and personal development; (3) that this informal learning can be harnessed and enhanced through strategies which situate learning in the context of action and promote heightened awareness of the learning dimension of social action; and (4) that a key obstacle to education and training in the environment movement is a conspicuous lack of professional development or support for the people involved in facilitating and coordinating activist education activities and programs. These people are often volunteers and infrequently possess qualifications as educators or facilitators but are more likely to be seasoned activists. They tend to work in isolation as activist education activities are sporadic, geographically diffuse and ad hoc. These observations along with other insights acquired through participatory action research and ethnographic inquiry led to a set of conclusions, some of which have already been implemented or initiated during the course of this study. The first conclusion is that strategies to promote the professional development of activist educators may benefit from the development of texts tailored to the tactical orientations and political and other circumstances of Australian environmental advocacy groups. Texts, alone, are considered an inadequate response. The study also concludes that informal networks, formal and informal courses and other strategies to assist collaboration and peer learning among activist educators offer considerable benefits. Other conclusions pertain to the benefits of collaborating with adult educators and tertiary institutions, and professionals, to the relative merits of activist workshops and other forms of delivery, to the opportunities for activist training presented by regular environment movement gatherings and conferences and to the significant merits of promoting and supporting mentorship relationships between novice and experienced activists.
2
Tilbury, Daniella. „Environmental education : developing a model for initial teacher education“. Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251565.
Der volle Inhalt der Quelle
3
Law, Man-suet Michelle, und 羅文雪. „Achieving corporate sustainability through environmental education and training“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206704.
Der volle Inhalt der QuelleAnnotation:
Education and training are recognized as the crux of developing green organizational cultures in the achievement of corporate sustainability. Should ecology training be linked with the practical work of corporate members? Should they “learn by doing” or “do by learning”? The present study covered the links between environmental education and training and its success in greening the employees and corporate cultures. It investigated the effectiveness of environmental training and models a suitable training approach in developing environmentally aware corporate cultures. The study first revealed the drivers and challenges of implementing environmental education and training in managerial perception. 13 environmental managers of sustainability leading corporations and governmental departments in Hong Kong were surveyed by either face-to-face interviews or mailed questionnaires survey.
The role of environmental education and training in raising employees’ awareness toward a more sustainable manner has been fully recognized by the surveyed mangers. However, engaging employees in environmental learning was found to be the single biggest challenge among the managers. Managers have faced a dilemma when designing training content and training approaches. A wide range of rationales and determining factors were identified in the study. They were employee interests and motivation, training practicability and applicability, justification of resources and continuity of training impacts.
A series of environmental education and awareness training programmes of The Hongkong and Shanghai Banking Corporation Limited (HSBC) were used as a case study. Evaluation of the training outcomes, in terms of changes in participants’ environmental knowledge, attitudes and behaviour, was surveyed by using self-completion questionnaires with retrospective post- and then-test design. Across the 47 responses, the results show that employees gained knowledge and changed their values and behaviour towards the environment significantly. The acquisition of knowledge and attitude change leads to the development of green behaviour both in the workplace and at home.
Training design and approach, relevance and applicability of training content were found to have the greatest impact on the training outcomes. A combination of direct- and indirect- experiences in the training is also essential as the employees have direct contact with nature for affective-based attitudes while a proportion of indirect experience training is responsible for intellectual development. Training should be available for employees from each stratum in the company rather than only focusing on pinpointed management staff since it could promote a workable interface between employees and the corporation. Furthermore, organizational support including supervisory and peer support is vital to the training outcomes by encouraging employees to perform pro-environmental behaviour at work, in turn, greening the corporate culture. This study brings to the conclusion that, even though transition of sustainable corporate culture is a long process, it could be achievable in real-life businesses through utilizing an effective environmental education and training with properly designed strategies.published_or_final_version
Kadoorie Institute
Master
Master of Philosophy
4
Kilian, Kay-Leigh. „Determining youths' level of understanding of environmental concepts in the sail training environment“. Bachelor's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/26383.
Der volle Inhalt der QuelleAnnotation:
The aim of this study is to determine youths' level of understanding of selected environmental concepts measured by their verbal responses. With the hypothesis being that youth would be able to observe their environment and note differences and similarities, with a basic understanding of concepts, especially those in the school curriculum but unable to take this further by hypothesising on why differences occur which is more typical of youth of ages 15 years and above. Youth would especially struggle to hypothesise theoretical and abstract concepts as opposed to describing what they observe. It is expected that studies by Piaget will be informative with regards to the cognitive developmental stages in the youth as being categorised into either stages three ( concrete-operational) or four (formal-operational). The study involved nine youths from Christel House, Cape Town, who were selected and assessed on their understanding of four environmental concepts. The crew of the sail ship noted their responses during various lessons offered on board before proceeding with the next. The results indicated that the participating youth were able to compare two different observed scenarios as being either similar or different, but were unable to compare theoretical scenarios. Once differences or similarities were established, youth were unable to link factors to hypothesise about why these differences or similarities were occurring, even when prompted or given clues from a crewmember on board the ship. However, the participants were able to hypothesise about the effects of one variable on another when they could actively manipulate a concept to see what might happen under given conditions.
5
Cameron, Margaret. „Early childhood environmental education : teacher attitudes and training needs /“. Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.
Der volle Inhalt der Quelle
6
Gilbertson, Kenneth L. „Environmental Literacy: Outdoor Education Training and its Effect on Knowledge and Attitude Toward the Environment“. Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1224793460.
Der volle Inhalt der Quelle
7
Saud, Saud Saide. „The Venezuelan environmental education teacher training programme: An analysis of professional and environmental competencies“. Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10117.
Der volle Inhalt der QuelleAnnotation:
The purpose of this research is to describe and analyze the environmental education teacher training competencies model in Venezuela. More specifically, the study concentrates on the Universidad Pedagogica Experimental Libertador (UPEL). This university is the leading institution of teacher training in Venezuela. The UPEL environmental education teacher training model consists of twenty-one competencies associated with five environmental education areas. This model is examined using the UNESCO model as an international standard, the latter of which consists of twenty-eight competencies associated with professional and environmental education areas. Examination of the UPEL model also involves an assessment of the perceptions of Venezuelans concerned with environmental education with regard to the relevance of the UPEL model to Venezuelan environmental reality. The methodology applied in this study is set in the context of a content analysis of major UNESCO and UPEL model documents, and a survey of key Venezuelan individuals, UPEL environmental education professors and UPEL teacher candidates who have already taken environmental education. In this analysis a literature review also serves as an important source of information. Themes included in this review are associated with environmental education concepts and principles, the state of environmental education, the training of teachers in environmental education, competency based teacher training, the Venezuelan experience, and the UNESCO and Venezuelan teacher training models. The research stresses the description, analysis and interpretation of relevant aspects related to the UPEL competencies model and its relevance to Venezuelan reality. In light of major conclusions and implications of these aspects a set of recommendations is drawn. For example, this study reveals a critical need for research and evaluation of environmental education teacher training competency models. In the context of the comparison between the UNESCO and UPEL models, significant differences in their structure and content have been found. The UPEL model lacks a set of basic professional and environmental education competencies required for training effective environmental educators who are able to contribute to the prevention and solution of environmental problems. In the context of the assessment of perceptions it has been found that key individuals, as well as professors and students of environmental education, believe that the UPEL model is not relevant to the country's problems and needs. It appears that in addition to the deficiency in competencies, a lack of logistical support in the implementation of the model is also a serious weakness. Results of this study reveal an immediate and critical need for necessary adjustments to the UPEL environmental education teacher training model. Finally, it is expected that this research, concerned as it is with the quality of environmental education teacher training, will provide the necessary incentives and information for Venezuelan decision makers to improve the UPEL environmental education teacher training model.
8
Reid, Alan. „How does the geography teacher contribute to pupils environmental education?“ Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266469.
Der volle Inhalt der Quelle
9
Yeung, Siu-hong Aaron, und 楊兆康. „Environmental education in Hong Kong with particular reference to teacher training“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31254159.
Der volle Inhalt der Quelle
10
Yeung, Siu-hong Aaron. „Environmental education in Hong Kong with particular reference to teacher training /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1994620X.
Der volle Inhalt der Quelle
11
Jones, Nadia J. „Instructional Technology Usage in Early Learning Environments: The Influence on Environmental Access, Training, Parental Use and Education“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/18.
Der volle Inhalt der QuelleAnnotation:
The life of a child has completely transitioned from analogue to digital in the past 20 years. The use of digital devices and media has tripled among children between the ages of 0-8 years old since 2011. With the increasing amount of internet access in places that children and families frequent, it is almost impossible to go anywhere without the Wi-Fi access information being made available to consumers to enjoy while they patronize the business. Educators are in a unique position to find creative ways to incorporate technology into their instruction; however, this nuance is not without its challenges. Many early learning programs have not incorporated technology into their programs for a variety of reasons such as, but not limited to: lack of funding, fear, and the belief that it is not developmentally appropriate. The National Association for the Education of Young Children (NAEYC) and The Fred Rogers Center drafted a joint statement that provided a framework for early childhood educators to use as they introduced technology and digital media into their learning environments. The researcher of this study conducted a mixed methods study with three diverse early learning programs in the southeastern part of the United States. After examining the aforementioned variables, the researcher found there to be no difference in the technology usage rate among the three schools. The findings also indicated that two out of the three schools were better equipped than the other with technology and access to digital media. Despite several of the survey participants having said that they had not received training on how to use digital devices for instructional purposes, an overwhelming 92% of them admitted to using technology for daily task completion. The researcher was not able to collect sufficient data to answer the question about parental influence. However, the researcher has identified this variable as an area for future research and believes that further examination will yield thought-provoking results regarding parental influence.
12
Lin, Emily Shu-Ying. „Environmental education in pre-service teacher training programs in Canadian tertiary institutions“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/NQ49856.pdf.
Der volle Inhalt der Quelle
13
Gough, Stephen. „How might environmental education be introduced into a programme of management education? : exploring the use of adaptive concepts“. Thesis, University of Bath, 1999. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299686.
Der volle Inhalt der Quelle
14
Melville, Hestelle Ronette. „Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints“. Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/440.
Der volle Inhalt der Quelle
15
Khabele, Teboho. „The integration of environmental education with technology education : an investigation into teacher training and teacher practice“. Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1934.
Der volle Inhalt der QuelleAnnotation:
Thesis (MTech (Education))--Peninsula Technikon, 2003This research study is mainly based on the third learning outcome for Technology Education which requires the learners to be able to demonstrate an understanding of interrelationships between science, technology, society and the environment. The purpose of the study is to investigate how Technology Teacher Training Programmes incorporate environmental aspects into technology education and how Technology educators facilitate learning in order to meet environmental requirements that are expressed as learning outcome 3 for Technology Education. In this study an attempt is made to encourage efforts that could lead to the development of new learning frameworks, integrated activities and learning programmes for the technology education curriculum. The study is set against the literature on integrated programmes for curriculum development in general and for environmental and technology education in particular. It also draws on literature that calls for partnerships and closer co-operation between institutions of higher learning and the world of work, on evaluation research and programme evaluation and on the role that could be played by service-learning in promoting attitudes and values that are necessary for the integration of environmental aspects into technology education. Using the naturalistic or qualitative evaluation approach and narrative data production methods in the context of teaching and learning, the lecturers in teacher education institutions and technology educators in schools were interviewed in order to find out how technology teacher education prepared technology educators for the workplace and how technology educators designed learning activities and facilitated learning in their technology classrooms. The curriculum documents for technology teacher education programmes were consulted and classroom observations also made. The research findings have indicated that technology educators find it difficult to integrate environmental education with technology education when teaching technology education and that technology teacher education programmes do not entirely prepare technology educators for the integration process that is required by the Revised National Curriculum documents of the Department of Education and Training.The study therefore calls for partnerships and collaborative efforts of higher education institutions, the Department of Education and Training and various environmental organizations in order to develop work integrated curricula that could enable technology educators to assist their learners to demonstrate an understanding of interrelationships between science, technology, society and the environment.
16
Jenkin, Nicola Pat. „Exploring the making of meaning: environmental education and training for industry, business and local government“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003425.
Der volle Inhalt der QuelleAnnotation:
The aim of this research was to explore how participants made meaning in an environmental education and training course for people from industry, business and local government in South Africa, and to identify and comment on any constraints to this meaning-making. I used a Symbolic Interactionist theoretical framework to explore and comment on the meaning-making process. I started my research by conducting a questionnaire to select participants for interviews. During the course the selected participants were interviewed, as well as the two course co-ordinators. Data was also gathered during the course from participant observation field notes ('captured talk'), photographs, participants' assignments and course evaluations. The data was analysed using an adapted form of discourse analysis and matrices. The research highlights that the opportunities provided on the course were adequate for encouraging meaning-making amongst both the co-ordinators and participants. However, recorded instances of meaning-making were low, which indicated that there were certain constraints during the meaning-making process. This research highlights and comments on identified constraints such as time and workplace support. The research supports similar findings which emerged from research conducted on the Gold Fields environmental education course for teachers and also offers recommendations for further research and practice into meaning-;making within the field of environmental education and industry, business and local government in South Africa.
17
Kolbert, Caroline Conway. „The development of an ecological teaching perspective: A teacher education program“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1285.
Der volle Inhalt der QuelleAnnotation:
This project describes a four-year teacher education program conducted at the Living Desert, a botanical and wildlife park located in Palm Desert, California. The program brought 12 classroom teachers and 3 zoological educators together to expand their understanding and practice of environmental education. This project concentrates on how the program affected my educational philosophy, strategy and practice as an educator at The Living Desert, and how it shifted the focus of our department's docent (volunteer guide) education in general.
18
Law, Barry Alan, und n/a. „Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education“. Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
Der volle Inhalt der QuelleAnnotation:
This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
19
Mogotsi, Barulaganye Jones. „Implementation of local agenda 21's education, awareness and training component : a case study of Gaborone /“. Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/508/.
Der volle Inhalt der Quelle
20
RAMIARINA, NATÁLIA TAVARES RIOS. „ENVIRONMENTAL EDUCATION AND HUMAN RIGHTS IN INITIAL TRAINING OF SCIENCE AND BIOLOGY TEACHERS“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28123@1.
Der volle Inhalt der QuelleAnnotation:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROSão muitos os desafios que se colocam para a educação em Direitos humanos e para educação ambiental na sociedade atual, e a formação de professores é campo estratégico de reflexão. Para pensar estas temáticas no currículo de Ciências e Biologia, buscou-se estabelecer as afinidades teórico-metodológicas entre a vertente crítica da educação ambiental e o discurso contra-hegemônico dos DDHH, a partir de categorias da justiça ambiental, utilizando referenciais da educação popular de Paulo Freire, da ecologia de saberes de Boaventura de Sousa Santos e do ecologismo dos pobres de Martínez-Alier. O presente trabalho tem como objetivo caracterizar como as Licenciaturas em Ciências Biológicas das Universidades públicas da Cidade do Rio de Janeiro (UNIRIO, UERJ e UFRJ) têm abordado as temáticas da Educação ambiental e dos Direitos Humanas. Para tal, optou-se pela triangulação de dados composta pela análise dos Projetos Políticos Pedagógicos dos Cursos, entrevistas com professores e coordenadores e questionário com alunos concluintes. Buscou-se desta maneira caracterizar as concepções que informam os documentos institucionais e os objetivos dos cursos em relação às temáticas, o entendimento dos professores e coordenadores sobre a EA e DDHH, identificando aspectos conservadores e hegemônicos e/ou aspectos críticos e contra-hegemônicos em seus discursos. O questionário com alunos concluintes compôs a análise sobre como estes alunos vêem sua formação e quais suas expectativas de futura atuação docente sobre as temáticas. O estudo indicou uma ampliação nos objetivos da formação de professores de Ciências e Biologia, incorporando a formação humana e social. Neste sentido, a EA é mais amplamente inserida na formação inicial, sobretudo com um enfoque conservacionista, enquanto os DDHH são tratados apenas como pano de fundo, sobretudo para o tratamento de aspectos relacionais, referentes ao respeito e não-discriminação. A inserção das temáticas acontece de acordo com entendimento pessoal dos professores, não havendo uma reflexão coletiva e institucional sobre os propósitos desta dimensão da formação, embora professores e coordenadores sejam unânimes em reconhecer a relevância desta inserção. São potencialidades dos cursos a inserção de alunos de diversos grupos sociais, a vivência e demandas trazidas pelas escolas nos estágios e atividades extra-curriculares.
There are many challenges that arise for education in human rights and environmental education in todays society, and teacher education is a strategic field of reflection. To think these issues in science and biology curriculum, sought to establish the theoretical and methodological similarities between the critical aspect of environmental education and counter-hegemonic discourse of DDHH, from categories of environmental justice, using references to popular education of Paulo Freire, of knowledge ecology of Boaventura de Sousa Santos and the environmentalism of the poor of Martínez-Alier. This study aims to characterize as the graduation in Biological Sciences from the public universities of Rio de Janeiro City (UNIRIO, UERJ and UFRJ) have addressed the issues of Environmental Education and Human Rights. To this end, we opted for the triangulation of data made the analysis of Political Projects Pedagogical Course, interviews with teachers and coordinators and questionnaire to graduating students. He sought in this way to characterize the concepts that inform institutional documents and the objectives of the course in relation to the themes, the understanding of teachers and coordinators on environmental education and human rights identifying conservative aspects and hegemonic and / or critical issues and counter-hegemonic in his speeches. The questionnaire with graduating students composed the analysis of how these students see their training and what their expectations of future teaching performance on the issues. The study indicated an expansion in the objectives of the training of science and biology teachers, incorporating human and social formation. In this regard, EE is more fully inserted in the initial training, especially with a conservationist approach, while human rights are treated only as a backdrop, especially for the treatment of relational aspects, for the respect and non-discrimination. The insertion of the thematic happens according to personal understanding of teachers, and there is a collective and institutional reflection on the purpose of this dimension of training, although teachers and coordinators are unanimous in recognizing the importance of this integration. They are potential courses of the inclusion of various social groups students, the experience and demands brought by schools and extracurricular activities.
21
Potter, Gillian K. „The environmental influences on the literacy growth of pre-school children“. Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361943.
Der volle Inhalt der Quelle
22
Leal, Filho Walter. „Environmental education for a developing country : comparative analyses of principles and practices in environmental education in developing and developed countries, with particular reference to field studies in Brazilian and British secondary schools“. Thesis, University of Bradford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305786.
Der volle Inhalt der Quelle
23
Mathieu, Susan L. „Waste in place: Facilitator's training handbook“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/664.
Der volle Inhalt der Quelle
24
Fido, Deborah R. E. „Teaching controversial environmental issues in 16-19 A level geography : possibilities and problems“. Thesis, University of Oxford, 1999. https://ora.ox.ac.uk/objects/uuid:7ff29bea-35bc-416d-ab76-9409fb09d8be.
Der volle Inhalt der QuelleAnnotation:
Environmental issues are often controversial and involve a range of possible viewpoints or attitudes. They are poorly understood hi the general population and, even amongst well respected scientists, there is often little consensus as to the causes and effects of environmental problems. Teachers are sometimes accused of exacerbating this situation by indoctrinating children with simplistic 'green slogans', rather than teaching a deeper understanding of the complexity of the issues. However, the advice provided for teachers is contradictory: much of the literature on teaching environmental issues encourages teachers to promote pro-environmental attitudes or behaviour, whilst simultaneously encouraging independence of thought amongst their students. Literature on teaching environmental and other controversial issues suggests several possible teaching strategies, but all are open to criticism on varying grounds and therefore provide little in the way of guidance for teachers. This study examines the beliefs and practices of three experienced geography teachers in relation to teaching about controversial environmental issues in the Schools' Council 16-19 A level course. This course was one of the first to embrace the teaching of controversial environmental issues, and provides explicit guidance for teachers on the development of students' environmental attitudes. Using unstructured observation, and informant-style interviews with the teachers and their sixth form students, the research investigates the similarities and differences between the teachers' beliefs and practices, and considers the educational problems and possibilities with teaching controversial environmental issues. The findings reveal a substantial divergence between the teachers' beliefs and the espoused aims of both the environmental education literature and the 16-19 syllabus. These teachers reject the aim of promoting pro-environmental attitudes in favour of a form of balanced learning. This involves the twin aims of providing access to a diversity of viewpoints, whilst maintaining a stance of non-intervention, by which they hope to encourage students to make independent decisions about appropriate environmental behaviour. A variety of imaginative teaching strategies are utilised in the pursuit of these aims. However, the findings of this study also illustrate the difficulties encountered by these teachers in trying to implement their beliefs, problems which can be explained by the influence of various constraints, such as the syllabus and examinations, the students' behaviour and characteristics, the subject matter being taught, and the teachers' own knowledge, pedagogical skills, and attitudes.
25
Nelson, Thomas Gunnaar. „Educators' beliefs and understandings about environmental education: A resource for curriculum decision-making“. Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186202.
Der volle Inhalt der QuelleAnnotation:
Present behaviors toward the natural world are in conflict with the ecological balance necessary to maintain the health and well being of the Earth. Emphasis in environmental education curriculum and instruction is considered an important aspect in the educational process. The purpose of this study was to examine the beliefs and understandings of a selected number of educators as to the nature of the field of environmental education. The data from this study were drawn from interviews with fifteen educators who identified themselves as environmental educators. Interview techniques were guided by the framework established by Patton (1990). The results of this study have suggested that educators' beliefs and understandings about environmental education have strongly influenced curriculum and instructional decisions. These beliefs and understandings, were in part, the result of meaningful personal experiences associated with interests particular to the environment as well as from professional interactions with colleagues. The respondents were in agreement as to the inclusion of ecological principles as a basis for framing the content in environmental education. However, all of the respondents suggested that environmental education is an interdisciplinary enterprise and must include knowledge rooted in all of the subject areas. Therefore, environmental education should be perceived not as something to be added to the curriculum but rather a way of addressing the established curriculum within a meaningful context.
26
Goldbart, J. L. „The assessment of programmed and environmental factors in teaching language to developmentally delayed children“. Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481576.
Der volle Inhalt der Quelle
27
Hayes, John. „An Evaluation of Teton Science School's Journeys Place-Based Education Program as Effective Envrionmental Education Teacher Training“. DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/237.
Der volle Inhalt der QuelleAnnotation:
This thesis is an analysis of survey research data evaluating Journeys, a placebased environmental education teacher inservice training program developed and administered by Teton Science School. Information gleaned from stakeholder interviews
was used to develop the specific evaluation questions. A self-administered mail survey was then sent to all teachers known to have received Journeys training.
Nearly all trained teachers go on to use Journeys with their classes, and show a commitment to making Journeys a permanent part of their classroom. Teachers generally agreed that their involvement with Journeys has had positive effects on their teaching
behaviors and attitudes towards teaching. In particular, Journeys increased their enthusiasm for teaching and their effectiveness as teachers. Teachers believe their
involvement with Journeys has increased their students' enthusiasm for learning, helped them learn about their place, and helped them connect to their place. Journeys appears to be an effective interdisciplinary program, helping teachers teach a variety of different subjects. The most significant barriers to implementing Journeys are a lack of time to
conduct activities or to prepare for Journeys activities. Answers for open-ended questions revealed that many of the program support components such as site visits,
materials provided, and additional follow-up workshops are largely responsible for the popularity of Journeys. Journeys teachers show a strong affinity for the program's philosophy, though it is unclear what specifically is attractive about this philosophy.
Journeys appears to be most effective with K-3 teachers.
This thesis supports the notion that place-based approaches to environmental education teacher inservice training are effective. This thesis also provides information that can be used to further develop the Journeys program, and contributes to the literature on place-based education and teacher training in Environmental Education.
28
Magno, Ronald Dial. „Training mentally disabled individuals for effective nurse-patient communication“. Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2683.
Der volle Inhalt der QuelleAnnotation:
Health care for the mentally disabled is often hindered by the inability of patients to identify and communicate their health problems to their health care professional. This study assessed the effectiveness of a nurse-patient communication skills training program for mentally disabled individuals. Forty-two participants who received a regular decanote shot (an injected anti-psychotic medication released over time) were randomly assigned to a treatment or control group. The treatment consisted of three 90-min skills training sessions on symptom monitoring, medication management, and communication skills. Assessments were conducted at an injection appointment pretreatment, posttreatment, and at follow-up. Participants were assessed by pencil-and-paper test on the acquisition of symptom monitoring and medication management skills. In addition, patients were observed in an audio-recorded interaction with their nurse. Results identified that communication training was effective in increasing the participation of patients during a nurse's visit at posttest and at up to a 1-month follow-up. Explanation of results and recommendations for improvements for future studies are discussed.
29
Chiroma, Jane Adhiambo. „An evaluation of a professional development programme in environmental education“. Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17918.
Der volle Inhalt der QuelleAnnotation:
Thesis (MEd )--Stellenbosch University, 2011.ENGLISH ABSTRACT: This thesis is an interpretive formative evaluation of a Professional Development Programme in Environmental Education. The specific aim of the study was to evaluate the extent to which the programme has enabled professional development of teachers; the degree to which the processes of this specific Professional Development Programme (PDP) has enabled implementation and the nature and the amount of take- up of the PDP processes. The data for this research were generated through semi structured interviews, focus group discussions and observations of teachers‘ projects. Thematic analysis was used as a method of data analysis. Constructivist, formative evaluation informed the epistemology and ontological perspectives that guided data analysis and interpretation and discussions that were made in this research. Data indicate that professional development programmes involving various stakeholders need to be well controlled and co-ordinated. Communication and motivation need to be integrated into the PD programme by the leadership. The Professional Development Programme was done in isolation and lacked a deep epistemological and ontological grounding, showing minimal research in the process therefore, the communication and motivation need to be integrated into the PD programme by the leadership. Department of Education officials indicated that they were not involved in the planning stage and fulfilled more of a management and co-ordination role. They were not able to monitor the process because they were not informed or assisted to develop a monitoring tool and besides their workload prohibited them from doing so. Teachers reflected various dimensions of take-up from the programme but they were not able to realize the action project (except in two schools). Teachers expressed difficulties in implementing the programme because of full schedules and curriculum commitments in school programmes. This research has presented the sentiments of the respondents (participants) in this PDP and has come to the conclusion that this Professional Development Programme has potential and improving aspects of it (see chapter 6) will go a long way towards improving the sustainability of this programme, and improving the quality of teachers that are trained in this kind of programme and even beyond. The PDP has enabled professional development in many ways (See chapter 4 on take-up). However, monitoring and implementation came out clear as those aspects of professional development in the programme that require much attention if the programme is to improve and become more sustainable.
AFRIKAANSE OPSOMMING: Hierdie tesis behels 'n verklarende, formatiewe evaluering van 'n Professionele ontwikkelingsprogram in Omgewingsonderwys. Die hoofdoel van die studie was om die mate waarin die program onderwysers in staat gestel het om professioneel te ontwikkel, te evalueer insluitende die mate waarin die prosesse van die spesifieke Professionele Ontwikkelings Program(POP), implementering in staat gestel het, asook die aard en hoeveelheid opnames van die POP-prosesse. Die data van die navorsing is verkry deur semi gestruktureerde onderhoude, fokusgroep besprekings en waarnemings van onderwysers se projekte. Tematiese analise is as metode van die data analise gebruik. Konstruktivistiese-, formatiewe evaluering het die Epistemologiese en Ontologiese perspektiewe bekend gestel wat data analise en interpretasies en besprekings wat tydens die navorsing gemaak is, gelei het. Data dui daarop dat Professionele ontwikkelingsprogramme wat verskeie belanghebbendes insluit, goed beheer en gekoördineer moet wees. Kommunikasie en motivering moet ingesluit word in die POP-program deur die leiers. Die Professionele ontwikkelingsprogram is in isolasie uitgevoer en het 'n aansienlike gebrek aan Epistemologiese en Ontologiese begronding gewys wat minimale navorsing in die proses getoon het. Kurrikulum Adviseurs het aangedui dat hulle nie betrokke was vanaf die beplanningstadium nie en dat hulle ‘n bestuur en koördineringsrol vertolk het. Hulle was nie in staat gewees om die proses te monitor nie, aangesien hulle nie ingelig of gehelp is in die ontwikkeling van 'n moniteringsinstrument nie, wyl hul werklading hulle ook verhoed het om dit te doen. Onderwysers het verskeie dimensies van opnames vanuit die program getoon maar kon nie die aksie projek laat realiseer nie (behalwe in twee skole). Onderwysers het probleme in die implementering van die program getoon weens vol programme en kurrikulum verpligtinge binne die skool programme. Hierdie navorsing het deur om die sentimente van die respondente (deelnemers) in die POP te vertoon, tot die gevolgtrekking gekom dat hierdie professionele ontwikkelingsprogram die vermoë het en met die verbetering van sekere aspekte daarvan (sien hoofstuk 6), ver sal gaan in die verbetering van volhoubaarheid van die program, en deur die verbetering van die huidige onderwysers se kwaliteit wat opgelei is in hierdie program. Die POP het in baie opsigte professionele ontwikkeling tot gevolg gehad (sien hoofstuk 4 oor opnames). Nietemin het monitering en implementering duidelik na vore gekom as professionele ontwikkelings aspekte,wat indien nie genoegsame aandag verkry, die program geweldig kan laat misluk.
30
Msimango, Linda Nombuso Pearl. „An investigation into the relevance of formal training in music education to jazz teaching in South Africa“. Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7974.
Der volle Inhalt der QuelleAnnotation:
Includes bibliographical references (leaves 90-99).The primary objective of the study was to investigate the necessity of equipping professional jazz teachers with general music educational principles. A sample was drawn from the students and lecturers at three selected tertiary institutions. The secondary objective was to determine who is deemed competent to teach jazz at tertiary institutions: professional players, professional players with a teacher-training qualification in jazz, or both. Three of the tertiary institutions in South Africa that offer jazz as part of their curricula were chosen: the University of Cape Town, the University of Natal, Durban, and the Technikon Natal. A questionnaire survey and interviews were utilised as the means of collecting information about issues concerning jazz education. A quantitative research design was used to analyse the results obtained from the questionnaires. The results were tabulated in basic descriptive statistical form and the interviews were qualitatively analysed. In addition, five hypotheses were formulated and tested using chi-square tests. A number of the interviewees supported the idea of equipping professional jazz teachers with general music educational principles; however, there were those who felt that their experience in the field was sufficient to enable them to be competent jazz teachers. The results from both the student questionnaire and lecturer interviews indicated that a combination of both professional players and professional players with a teacher- training qualification are needed. It was recommended that further research on jazz education should be undertaken to account for issues relating to teacher training in music education in South Africa. A curriculum that suits students and professional players who are interested in becoming competent jazz educators should be developed.
31
Giqwa, Nomfundiso Louisa. „Investigation of learning in an environmental skills programme: a case study of workers' training in the Department of Environmental Affairs Expanded Public Works Project“. Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003518.
Der volle Inhalt der QuelleAnnotation:
This research project examines a case of environmental training for workers in the Expanded Public Works Programme, a poverty relief programme operating in South Africa (EPWP). It is constituted as an interpretive case study, and explores what workers learn and how they learn in an environmental skills programme. The study also examines the context of learning. In accordance with education and training policy, what learners are meant to learn is articulated in unit standards registered on the South African Qualifications Authority website. The unit standards are used to design curricula and learning programmes which are registered as environmental skills programmes by Sector Education and Training Authorities (SETAs). For the conservation sector the SETA is the Tourism and Hospitality Education and Training Authority (THETA). To develop an understanding of what learners learn, I considered the content, concepts, skills, values and attitudes contained in the unit standards, and then considered the actual learning taking place during the training programme focusing on three unit standards. Data was generated from semi-structured interviews with facilitators, focus group interviews with learners, observations of teaching and learning interventions and document analysis of EPWP, training and skills development policy documents, registered unit standards for the skills programme, and learning support materials produced by the provider implementing the training. The study notes that there is learning taking place within the training implemented through environmental skills programmes. The training is influenced by a number of diverse contextual factors namely policy factors, historical contextual factors, the economic context and diverse literacy levels. Learning interactions involve a variety of social interactions, activities and practices between learners and learners, and learners and facilitators. The main finding of the study is that the training programme’s major emphasis is on concepts and content, and social and learning skills, and values and attitudes. The prominence of social skills masks a neglect of practical workplace related skills which make up a strong focus of the unit standards. This, the study shows, is related to a lack of engagement with workplace learning, which in turn is linked to a disjuncture between policy and practice, where workers working in the EPWP programme are meant to benefit from training, but in this case it was found that community members, who were not working in the programme were being offered training. It was therefore not possible for them to develop the applied workplace skills, which were also meant to facilitate increased employability, as this is one of the key objectives of the EPWP programme. Based on the insights raised by the research findings the study made recommendations that the programme consider the following to recover the situation: to develop strategies that allow for longer term training frameworks so that learners can be trained on full qualifications so that they may qualify and benefit more substantively from the training in terms of employability skills. Facilitators in the programme need to be trained so that they can develop materials that address practical skills, values, attitudes, critical reflections and actions. Monitoring of training needs to be given preference both at materials development level and implementation level.
32
Draper, Fiona J. „Development of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses. Development and validation of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model“. Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
Der volle Inhalt der QuelleAnnotation:
Individuals and organisations need to do much more if sustainable
development is to be achieved. Appropriate environmental vocational
education and training (EVET) is essential for current decision makers.
Crucial decisions need to be made before the present generation of school
and college students achieve significant positions of authority. An increasing
range of EVET courses and course providers are available within the UK.
However, availability is not synonymous with suitability for either the attendee
and/or his/her (future) employer. Previous research indicates that, as a
component of lifelong learning, EVET courses should and the methods used
to evaluate them should be student-centred.
This thesis describes the development and validation of a new studentcentred
evaluation framework. Preliminary literature reviews identified six
fundamental issues which needed to be addressed. Existing academically
productive evaluation models were examined and critically appraised in the
context of these problems. The output from this process was used to develop
a bespoke research methodology. Empirical research on four commercial
EVET programmes revealed distinct personal, teaching and work-based
presage factors which influenced course attendance, individual learning and
subsequent organisational learning. Modified versions of Biggs' 3P model
and Kirkpatrick's Four level Evaluation Model were shown to provide an
effective student-centred evaluation framework for EVET courses. Additional
critical elements pertaining course utility and the student's long(er) term
ii
retention of knowledge/skill were derived from previous research by Alliger et
al (1997). Work-based presage factors and the student¿s return on
expectation were added as a direct consequence of this research. The
resultant new framework, the Presage-Product Evaluation Framework, was
positively received during an independent validation. This confirmed inter alia
that the framework should also be capable of adaption for use with other VET
courses. Recommendations for additional research focus on the need to
demonstrate this through further empirical studies.
33
Draper, Fiona Jane. „Development of a student-centred evaluation framework for environmental vocational education and training courses : development and validation of a student-centred evaluation framework for environmental vocational education and training courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model“. Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
Der volle Inhalt der QuelleAnnotation:
Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs¿ 3P model and Kirkpatrick¿s Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student¿s long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.
34
Burcham, Suzan R. „Assessment of inservice needs in environmental education and implementation suggestions: K-8“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/837.
Der volle Inhalt der Quelle
35
Aydemir, Murat. „The Investigation Of Teachers With Respect To Knowledge Level On Environmental Concepts“. Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608580/index.pdf.
Der volle Inhalt der QuelleAnnotation:
The aim of this study is to investigate the environmental knowledge level of teachers, who teach the elementary science and technology course, and to explore possible relationships between environmental knowledge level and their demographic attributes.
In this study, data was obtained by the instrument developed by the researcher to 183 teachers from 91 selected elementary schools throughout Çankaya and Yenimahalle districts of Ankara in spring 2005-2006 semester. The results of the study indicated that participant did not take adequate environmental education neither preservice nor inservice education. Teacher in the study used media (visual or printed) to reach environmental information. Majority of the teachers in the study had average knowledge about environmental concepts and only small number of teachers had adequate knowledge level about environmental concepts. The main predictor of teachers&rsquo
knowledge were teaching experience, class hours taught in a week and being a part of an environment project.
36
Nesbitt, Jeffrey C. „Development of a systematic process to evaluate the effectiveness of environmental health and safety training at XYZ Medical Center“. Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004nesbittj.pdf.
Der volle Inhalt der Quelle
37
Pardoe, Simon. „Writing professional science : genre, recontextualization and empiricism in the learning of professional and scientific writing, within an MSc course in environmental impact assessment“. Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387443.
Der volle Inhalt der Quelle
38
De, Vries Heleen. „Professional development in environmental education : case studies in primary schools“. Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50429.
Der volle Inhalt der QuelleAnnotation:
Thesis (MEd)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: This study was contextualised in the broad process of change and transformation in education in South Africa In this study I investigate how SWAP (Schools Water Project) as a resource could possibly enable teachers to use the local environment as a means of promoting environmental learning in their classes: a professional development process for teachers. The purpose of this study is to understand and give meaning to the processes of professional development that might be made possible through using SWAP as suggestion materials for teaching about water quality issues in a local water source close to schools. This process was framed in my research question, "could an in-service process using SWAP as learning support material enable professional development in teachers working at rivers in a local environment?" It is organised as a number of delimited or bounded case studies within an interpretive paradigm. In this study the bounded systems are primary schools represented by a selection of teachers from the participating schools. The research process involved a short period of training for teachers to familiarise themselves with the resource, a supported field trip to provide an opportunity for hands on application and follow-up support visits to assist teachers with field trips and implementation of SWAP activities in their classroom practice. Data was generated at various stages and suggests that materials are an important facet of professional development and the SWAP materials proved to be a useful tool in this regard as evidenced through the development of new skills, acquisition of new knowledge and new ways of teaching. Issues that emerged were that in-service processes need to be organised over long periods of time and support is needed at school level to ensure meaningful implementation of curriculum innovations. An important insight developed is that professional development processes in schools occur in complex systems and are thus influenced by many factors that either support or hinder the process. These factors need to be recognised as impacting factors and taken into account during such processes so that they can benefit the process maximally and not hinder initiatives.
AFRIKAANSE OPSOMMING: Hierdie studie is globaal geraam binne die transformasie proses in onderwys in Suid Afrika, met die fokus op die nuutgevonde belangrikheid van omgewingsopvoeding in die hersiene Kurriulum 2005. Die studie fokus op hoe "n waterkwaliteitmoniteringstoetsstel (SWAP) moontlik kan bydra tot leerkragte se gebruik van die onmiddelike omgewing om omgewingsopvoeding in die klaskamer te bevorder; "n professionele ontwikkelingsproses vir leerkragte. Die doel van die studie is om die prosesse betrokke by die professionele ontwikkeling van leerkragte te verstaan, verklaar en daaraan betekenis te verleen. In die geval is die prosesse gekataliseer en ondersteun deur SWAP materiaal te gebruik om onderrig te gee oor waterkwaliteitknelpunte wat dalk bestaan rondom "n varswaterbron naby die skool. Hierdie proses word gestel in die navorsingsvraag: kan "n indiensopleidingsprogram wat SWAP as leerondersteuningsmateriaal aanwend bydra tot die professionele ontwikkeling van leerkragte om hulle onmiddelike omgewing as "n onderrigmiddel te gebruik? Verder, hoe verloop hierdie proses en wat verhinder of ondersteun die proses? Wat is die invloede op die leerkragte wat professionele ontwikkeling ondersteun of verhinder? Die navorsing is georganiseer in die vorm van 5 gevallestudies binne "n interpretivistiese navorsingsraamwerk. Die navorsingsproses het 'n kort werkswinkel vir leerkragte, "n uitstappie na hul naaste rivier waar hulle die toetse gedoen het en "n kritiese refleksie daarna, ingesluit. Die leerkragte is verder bygestaan deur opvolgbesoeke waar die fasiliteerder hul bygestaan het op uitstappies na die rivier en klasbesprekings. Data is gegenereer tydens verskeie stadiums van die proses en wys dat SWAP materiaal "n baie goeie ondersteuning was vir die ontwikkeling van nuwe vaardighede, die verkryging van nuwe kennis en die gebruik en ontwikkeling van nuwe strategiee in die klaskamer. Om sinvolle implementering van kurrikulum innovasies te verseker het ek gevind dat sulke professionele ontwikkelings projekte oor langer periodes geimplementeer moet word en dat gekonsentreerde ondersteuning by die skool nodig is om te verseker dat die indiensopleiding optimaalondersteun word. 'n Baie belangrike bevinding was dat die professionele ontwikkelingsproses plaas vind midde in die komplekse sisteem van 'n skool wat deur "n groot aantal faktore beinvloed word, beide ondersteunend of afbrekend. Hierdie faktore/invloede moet erken en in ag geneem word as beinvloedende faktore sodat die proses in leerkragte maksimaal kan gefasiliteer word.
39
Allard, Pierre. „A virtual environment for training space station teleoperators“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37255.pdf.
Der volle Inhalt der Quelle
40
Tam, Elaine K. „A Web-based virtual environment for operator training“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ44043.pdf.
Der volle Inhalt der Quelle
41
Niven, Jessica Sue. „Faculty training manual-- academic component: International student volunteers“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2782.
Der volle Inhalt der QuelleAnnotation:
The purpose of this project is to develop a training manual that will provide a common foundation for all faculty, regardless of their academic field and to take a comprehensive approach to teaching and understanding environmental education within the context of different cultures. It looks at what shapes environmental attitudes and how these attitudes vary between cultures.
42
Sa'di, Imad T. N. „A programme for promoting positive attitudes towards the environment in primary school children“. Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/6783.
Der volle Inhalt der QuelleAnnotation:
In a world where natural environments are under increasing threat, environmental education has become a global imperative. Research in the field has so far stressed its cognitive rather than its affective components. The development of positive attitudes towards the environment was identified as a goal in Jordanian schools, particularly in the primary school curricula. However, at present environmental education in Jordan remains oriented towards cognitive outcomes. The study follows systematic procedures for: developing and delivering a Fourth Grade Environmental Education Programme (FGEEP); designing a scale to assess children's attitudes towards the environment, and evaluating the impact of the programme on these attitudes. A representative random sample of 360 fourth grade primary school children (180 boys, 180 girls) aged 9-10 years attending government or UNRWA schools in Irbid/Jordan in the academic year 1995/1996, was selected for the research. The sample was divided into two equal and equivalent groups: the experimental which received FGEEP alongside their normal curriculum and the control group which did not. The programme involved the creation, development and evaluation of both teacher and pupil learning materials. Consisting of three books: a pupil's textbook, a pupil's workbook and a teacher's manual. A specially designed and trialled 30-items Environmental Attitudes Scale for Primary School Children (EASPSC) was found valid and reliable for use in Arabic and English. Also developed were an environmental knowledge scale and a scale for assessing parents' environmental attitudes. The scales were given to both the experimental and the control groups, pre- and post-programme exposure. Participating pupils are shown to have developed strong, positive attitudes towards the environment and high level of environmental knowledge, as did their parents. The results suggest that FGEEP was effective and appropriate for developing environmental understanding in primary school children in Jordan. Since content and methods of delivery of the programme differed from the normal curriculum, both contribute to the programme's achievement. The researcher advocates the adoption of the programme in Jordan and, with suitable modifications, in a wide range of schools in other societies.
43
Cernohous, Steven J. „Clinical education, storytelling and perceptions of experience from athletic training students: An interpretative phenomenology“. Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2452.
Der volle Inhalt der QuelleAnnotation:
Qualitative research conducted in athletic training in the last two decades has increased but still lacks depth and breadth in pedagogy and education. This is especially evident in the multifaceted clinical education environment where diverse and alternative teaching techniques are necessary. Storytelling is one such teaching technique. It was the purpose of this study to uncover and illustrate the phenomenon of storytelling and its relationship to athletic training students' perceptions of their clinical education experience. Eight athletic training students were selected from a Northern California university undergraduate athletic training education program. The research data consisted of transcriptions from a series of three individual interviews. Athletic training students believed that stories influenced their experience in the clinical education environment in a variety of ways. In the analysis of the research data the following themes emerged: “The Environment and Shaping a Learning Community”, “Connections and Relationships of Shared Experience”, and “Defining and Developing Identity”. The theme “The Environment and Shaping a Learning Community” referred to the ability of shared experience presented in story to affect the clinical education environment through the perpetuation of the hierarchy of experience, the establishment of social norms and maintenance of the language. Respondents explained story's ability to shape the learning community by bringing together students for a collective purpose; through the establishment of relationships, and the sharing of common experience. The theme “Connections and Relationships of Shared Experience” referred to the capacity of story to build connections to learning and knowledge and cultivate human relationships. Respondents expressed that story encouraged learning as a process of self reflection, provided listeners with the opportunity to actively participate and to live vicariously through another's experience and connect didactic knowledge to the practical skills often used in the athletic training room. The theme “Defining and Developing Identity” referred to story's ability to create and reaffirm an athletic training student's personal and professional identity. This study has shown that the pedagogical technique of storytelling impacted athletic training students' clinical education experiences. Additionally, the shared experience improved the learning climate, made learning meaningful and created positive perceptions of student experience. Lastly, the findings from this study offer storytelling as a viable and useful pedagogical technique to the clinical education environment.
44
Le, Grange Lesly L. L. „Pedagogical practices in a higher education context : case studies in environmental and science education“. Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/19380.
Der volle Inhalt der QuelleAnnotation:
Thesis (PhD) -- Stellenbosch University, 2001.Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of post-apartheid teacher education. I examine two case studies of my own professional practice. The first case study involves in-service education work that I performed with teachers in a local community, Grassy Park. The second case study represents work I performed with students in a pre-service education programme at the University of Stellenbosch. My study aims to: • Critically examine the implications of social issues, particularly environmental issues, for pedagogical practices generally and for South African pedagogical work in particular. • Critically review the changing socio-historical determinants of pedagogical practices in South African teacher education. • Investigate changing pedagogical practices by describing and reflecting on work done in my own professional contexts as a science/environmental teacher educator at a historically Afrikaner university. With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public space, evaluative space, pedagogical space and institutional space from insulated space (hidden from public scrutiny) to a more porous space. In this study I am concerned with pedagogical space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. I use these categories of Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as conceptual tools to frame my analyses of the cases. Although a significant part of my study focuses on classroom practices, I take pedagogy to have a much broader meaning that incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and identities are formed'. This research report offers a brief insight into the complexities of change at the micro-level of classroom practices. But, importantly also contextualises these micro-level pedagogical practices within broader socio-historical determinants and provides praxiological comments on postapartheid education policies. The research also initiates an investigation into the social organisation of trust in post-apartheid South Africa.
AFRIKAANSE OPSOMMING: In hierdie studie ondersoek ek die geleenthede vir die transformasie van onderwyseropleiding in die post-apartheidsera. Ek bespreek twee gevallestudies uit my eie professionele praktyk. Die eerste gevallestudie handel oor die indiensopleiding van onderwysers in Grassy Park, 'n plaaslike gemeenskap. Die tweede gevallestudie handel oor die werk wat ek met studente in 'n voorgraadse onderrigprogram aan die Universiteit van Stellenbosch gedoen het. Die studie het die volgende ten doel: • 'n Kritiese ondersoek na die uitwerking van sosiale aspekte, met die klem op omgewingsaangeleenthede, op opvoedkundige praktyke in die algemeen en op die Suid- Afrikaanse opvoedkundige praktyk in die besonder. • 'n Kritiese oorsig oor die sosio-historiese veranderinge wat deeI vorm van die opleiding van Suid-Afrikaanse onderwysers. • 'n Ondersoek na veranderende opvoedkundige praktyke aan die hand van 'n beskrywing van en refleksie op my eie professionele werk as dosent in die wetenskap/omgewingsopvoeding aan 'n historiese Afrikaanse universiteit. Ten opsigte van onderwyseropleiding beweer Pendlebury (1998) dat verskuiwings in die publieke ruimte, evaluerende ruimte, pedagogiese ruimte en institusionele ruimte, plaasvind van 'n afgesonderde ruimte (verberg vir publieke waarnemimg/evaluasie) na 'n meer deursigtige ruimte. In hierdie studie fokus ek op die pedagogiese ruimte wat, volgens Pendlebury (1998:345), bepaal 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. Ek gebruik Pendlebury (1998: 345) se kategoriee saam met Turnbull (1997) se perspektiewe oor kennisproduksie as konseptuele raamwerk vir my analise van die twee gevallestudies. Alhoewel 'n beduidende gedeelte van my studie op klaskamerpraktyke fokus, moet die term pedagogie(k) volgens my 'n veel breer betekenis verband gesien word om ook Hernandez (1997: 11) se 'all spaces in which knowledge is produced and identities are formed' intesluit. Hierdie navorsingsverslag lig die komplekse aard van transformasie op die mikro-vlak van klaskamerpraktyke toe. Van groot belang is ook die kontekstualisering van opvoedkundige praktyke op mikro-vlak binne die breer sosio-historiese veranderlikes en lewer praktykverwante kommentaar op die opvoedkundige beleid van die post-apartheidsera. Die navorsing dien ook as vertrekpunt om sosiale vertroue in die post-apartheids-Suid-Afrika te ondersoek.
45
Kaddoura, Mohamad Khaled. „Monitoring human interaction in the WITS virtual reality training environment“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0023/MQ50627.pdf.
Der volle Inhalt der Quelle
46
Aston, Peta. „Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysis“. Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/15956.
Der volle Inhalt der QuelleAnnotation:
Bibliography: p. 121-134.The potential of teachers to educate for improved environments is powerful. It is urgent that this largely latent energy be translated into action in South Africa, where, despite significant political progress, the experience of the total environment for the majority of South Africans, is one of severe compromise. Environmental education for teachers is, therefore, considered to be an essential component of any strategy aimed at effecting environmental and societal reform in South Africa. Such education requires a clear conceptual basis if it is to be successfully applied in schools. Accordingly, a conceptual framework, informed by established theory in environmental education, and within a compatible paradigm of environmentalism, is developed. The framework is, however, primarily shaped by its contextual foundation in a South African environment of non-egalitarianism. International and local experience of environmental teacher education is evaluated against the demands of this conceptual approach. The opportunities and constraints of different types of implementation are examined, and it is concluded that to prescribe a strategy would be to contradict the fundamental aims of both environmental education and the present study. A process for the development of environmental teacher education is therefore designed and tested in lieu of a rigid formula for national imposition. This process is presented in the form of guidelines which promote a policy and procedure for introducing an environmental teacher education which represents the needs and strengths of local communities in South Africa. It is believed that unless such a strategy is pursued, the current and historic forces eroding people's learning and living environments throughout South Africa, will persist.
47
Esterhuyse, Maxine Pier. „A best practice e-learning environment for software training“. Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/12165.
Der volle Inhalt der QuelleAnnotation:
The incorporation of best practice in e-learning environments can increase the probability of success for companies and learners alike. By identifying and understanding the barriers that potential learners may face when interacting with e-learning products, the potential for e-learning failure may be alleviated. There are a variety of benefits that may be realised by companies incorporating e-learning opportunities into their management strategies. However, certain pedagogical principles, metrics and components need to be investigated and implemented in order for a corporate e-learning environment to be successful. The aim of this research is to prototype and evaluate a practical e-learning environment for software training (eLESTP) with e-learning components consisting of interactive learning objects that can guide the development and management of online training in the corporate context. The eLESTP is based on a theoretical contribution that is conceptualised in the form of an e-learning environment for software training (eLESTT). Hence, this study followed a research methodology that is appropriate for educational technologies, namely the Design-Based Research (DBR) methodology, which was applied in iterative cycles. Quantitative and qualitative data was collected by means of a case study, interviews, a focus group and survey. The proposed eLESTP underwent several iterations of feedback and improvement and the result is a real-world solution to the problem at hand. With the purpose of determining the success of corporate e-learning, the barriers and critical success factors for e-learning as well as evaluation criteria were explored. Interviews, a focus group and a survey were conducted in order to validate the investigated literature in a real-world context. Informal interviews enabled a better understanding of the organisational context of this study. The focus group was conducted with customers who were undergoing face-to-face training using conveyancing software developed by Korbitec. Many of the issues faced by learners identified in literature regarding e-learning in developing countries were identified by the participants from the case study. An e-learning survey was used to gather information regarding the intention of Korbitec’s customers to use e-learning as well as their satisfaction with using e-learning. From the survey, it was found that respondents were positive regarding intention to use and satisfaction toward e-learning usage. DBR Cycle 1: Problem Investigation and Proposal entailed the initial problem investigation by conducting a literature review, focus group and survey. DBR Cycle 2: Design Alternative 1 of this study involved a design alternative for eLESTP, namely Prototype 1. DBR Cycle 3: Design and Evaluate Alternative 2 involved the design and prototyping of Prototype 2 for eLESTP as well as the improvement of Prototype 2 through sub-cycles of testing and refinement. The suggestions for improvement were obtained from the relevant stakeholders at Korbitec who are content developers and subject-matter experts. The criteria used to evaluate the success of eLESTP, including its e-learning components, were synthesised and adapted from literature and a new set of evaluation criteria for e-learning environments in software training contexts was proposed. The evaluated eLESTP consists of the technology basis of the Modular Object Oriented Dynamic Learning Environment (Moodle), design guidelines for e-learning components, certification and competency-based training, pedagogical principles and best practice. Overall, eLESTP was positively received by various evaluator groups in formative and summative evaluations. The research results indicate that the use of an e-learning environment for software training purposes was useful and necessary. In support of this Masters dissertation, the following three conference papers have been published and presented at one local conference and two international conferences. In addition, an article has been published in an accredited journal: 1. IDIA 2015, Conference Paper – Zanzibar (Tanzania); 2. Conf-IRM 2016, Conference Paper – Cape Town (South Africa); 3. MCIS 2016, Conference Paper – Cyprus (Europe); and 4. IJIKM 2016, Journal Article.
48
Boysen, Stephanie Ann Van Dyke. „An evaluation of Aveda Corporation's environmental and safety management system (ESMS) orientation/inudction training in an ISO 14001 framework“. Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004boysens.pdf.
Der volle Inhalt der Quelle
49
Kahyaoglu, Elvan. „An Assessment Of Environmental Literacy Of Turkish Science And Technology Teachers“. Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613125/index.pdf.
Der volle Inhalt der QuelleAnnotation:
The interest on environmental education increases with the increasing environmental problems of today&rsquos worlds. This thesis has been conducted as a country wide study to investigate levels, components and predictors of environmental literacy of primary school science and technology teachers, since teachers are the fundamental actors of environmental education. The study is comprised of environmental literacy level determination as well as the investigation of the relationships between the components of environmental literacy and the factors (environmental interest, importance of environmental problems, self assessment on environmental knowledge, outdoor activity choices, age, income, gender, experience, importance perception of environmental education, education level, residential difference, environmental knowledge source, and having an environmental related course) affecting environmental literacy. The sample of the study was selected from 34 provinces of 12 subregions of Turkey. A total of 1182 science and technology teachers answered the Environment Literacy Questionnaire including four components (knowledge, attitude, use, and concern) of environmental literacy. Besides descriptive analysis, zero order correlation, MANOVA, and Canonical correlation analyses were conducted to obtain the results. Descriptive analysis revealed that 77 % of the science and technology teachers have adequate level of environmental knowledge, have positive attitudes, high degrees of responsibility and concern toward environment. Further analyses indicated that all environmental literacy components correlated with each others with different correlation strengths. Moreover environmental interest, importance of environmental problems, self assessment on environmental knowledge, outdoor activity choices, age, income, gender, experience, importance perception of environmental education are found to have significant effects on environmental literacy of the participants but no significant effect was observed for education level, residential difference, environmental knowledge source, and having an environmental related course on environmental literacy.
50
Miller-Scott, Cheryl. „Evidence-Based Health Literacy Training Program for Occupational Therapy Professionals : Program Development and Evaluation“. NSUWorks, 2014. https://nsuworks.nova.edu/hpd_ot_student_dissertations/2.
Der volle Inhalt der QuelleAnnotation:
This capstone project is a training program development and evaluation project. The purpose of the project was to develop, pilot, and evaluate an
evidence-based health literacy training program for occupational therapy professionals. Occupational therapy strives to be a science-driven profession, which provides client-centered care. Health literacy is a client-centered factor for which occupational therapy professionals require additional training to best serve their clients in all settings and across the lifespan. A review of health literacy literature was used in this project to develop the training program and offers a science-driven approach to this client-centered factor for occupational therapists to better serve their clients and their families. This program development project included pilot presentations of the training program at two locations, followed by the collection of feedback from the participants. The feedback was used to conduct a training program evaluation, which offered a platform for enhancements for future versions of the training program. The final objective of the project is to offer a program improvement plan and subsequently publish the evidence-based health literacy training program to make it available to all practicing occupational therapy professionals.