Dissertations / Theses on the topic 'Career development Victoria Evaluation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Career development Victoria Evaluation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Schleppegrell, Sara. "Career development group program evaluation." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998schleppegrells.pdf.
Full textMcCash, Phil. "Career development at depth : a critical evaluation of career development theory from the perspective of analytical psychology." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21802/.
Full textdeBoer, Julie, and University of Lethbridge Faculty of Education. "Evaluation of an online career workshop." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/216.
Full textxi, 108 leaves ; 28 cm.
Davis, Juanita Johnson. "The evaluation of an urban career guidance program based on the national career development guidelines." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134922/.
Full textRubin, Margaret A. "Evaluation of the Wisconsin Career Pathways Web Site: A Comprehensive Plan for Ongoing Development." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/58.
Full textHouseman, J. Cary. "An evaluation of a career development program in a government research and development center." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54447.
Full textEd. D.
Hong, Hee Jung. "A psycho-educational curriculum for sport career transition practitioners : development and evaluation." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/25589.
Full textSlomp, Mark William, and University of Lethbridge Faculty of Education. "Measuring the efficacy of career development services : agency and service providers perceptions." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/360.
Full textxiv, 151 leaves ; 29 cm.
Corkery, Debra L. "Developmental practices for effective teacher evaluation /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.
Full textDean, Geoffrey Sholes. "Strategies for the Development of Integrated Career and Technical Education Program Evaluation Systems." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27807.
Full textPh. D.
Panagos, Rebecca J. Huffman. "Self-efficacy and the career development of adolescents with learning disabilities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737846.
Full textKiefer, Ann M. "The extent and degree of achieving Kirkpatrick's four levels of evaluation will depend on the involvement of all levels in an organization." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004kiefera.pdf.
Full textAlowedi, Noha. "Developing A Translator Career Path: a New Approach to In-House Translator Development Evaluation." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1446784750.
Full textKey, Lynne A. "Perceptions of Workplace Mentoring Behaviors for Lifelong Career Development." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4706.
Full textCopman, Sandra. "An evaluation of the effects of a career development program for students with disabilities at transition from high school to adult life." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32749.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study provided an evaluation of a career development program called the Health Education and Careers Network (HECN). Designed for inner city high school students with and without disabilities the program has been in existence since 1991, focusing on preparing students for education or careers in the allied health care industry. The program's overall goal was to increase the rate of positive high school outcomes, in particular for students at risk for high school drop out, unemployment and other negative post-high school outcomes. Based on anecdotal reports, the program appeared to facilitate successful student outcomes. However, no systematic analysis of the outcomes had been conducted. The researcher collected outcome data on 111 students with disabilities who had participated in the program since 1993 and who had left high school since 1995. She disaggregated the data and performed statistical analyses to evaluate whether there were any differences in outcomes based on race or type of disability. Additionally, she used case profiles of six randomly selected students to offer more insights about the complexity of providing transition services to inner city students with disabilities and the kinds of strategies that might be most effective. The analysis revealed that students with serious cognitive impairments had the highest rate of employment as compared to students with other disabilities, and that white students had the highest rate of achieving a certification and employment in an allied health care field as compared to students from other racial groups. Overall, data from the study revealed that students who participated in the program surpassed the local and national rates on the graduation of students with disabilities, and that independent of race or disability, the program's strategies effected positive transition outcomes for all students.
2031-01-01
Wenner, Jennifer Rose. "Summer Youth Work Programs: An Evaluation and Examination of Variables Contributing to Adolescent Career Development." Diss., North Dakota State University, 2017. http://hdl.handle.net/10365/25944.
Full textGraduate School Doctoral Dissertation Award
Hackworth, Naomi. "Development and application of a methodology for the evaluation of a health complaints process." Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070928.092053/index.html.
Full textSubmitted as a requirement for the degree of Professional Doctorate in Health Psychology, Faculty of Life and Social Sciences, Swinburne University of Technology - 2007. Typescript. Includes bibliographical references (p. 189-210).
Bunyard, Magen Lynn. "Evaluation Practices of Community College Faculty Development Programs." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699864/.
Full textStead, Dennis John. "The evaluation of a career education programme for black grade eleven learners in the Ekurhuleni districts of Gauteng / D.J. Stead." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2444.
Full textHako, Vuyani Wellington. "Delivering peak performance through focused career management." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53348.
Full textENGLISH ABSTRACT: Wealth today cannot be merely measured by material acquisition but also by depth of knowledge, wisdom and understanding. This knowledge, wisdom and understanding lie in the human capital of the organisation. The dynamic nature of business today demands a constant renewal in the aspirations of the employee. Therefore, the performance of the employee in any organisation becomes the most important component. If an organisation is to gain competitive advantage, it must understand how people think, feel and act and then utilize that understanding to increase human performance. The study argues that one of the important feelings that must be understood in order to increase people effectiveness in an organisation is career management. Career management is investing in the minds of the people. The minds of the people are the source of wealth. Developing people to improve their knowledge, skills and capabilities is fundamental to the overall performance of an organisation. Career management helps identify specific talents and behaviours an individual must bring to the job. Career management also brings prosperity and job satisfaction to the individual. Career management as a system to capitalize on the employee's talents and potential should begin with a strong emphasis on personal empowerment and the elimination of self-directed negativity. Against this background, the study looks very deeply into the importance of self management. Further, the organisation itself needs to understand that peak performance is not an event but the life of the business. Whenever the results are announced the competitor listens to establish ways of doing the best. To keep up with the spirit of competitive advantage and gaining peak performance all the time, the organisation must constantly devise means to engage the emotional commitment of the employee. Such means must include career management strategies as also an attempt for employee retention. The organisation must position itself to be a facilitator of career coaching. As a facilitator of career coaching the organisation is able to plan the career success and happiness of the employee.
AFRIKAANSE OPSOMMING: Vandag se rykdom kan nie net slegs deur middel van materiële geskat word nie maar asook deur diepsinningheid van wetenskap, wysheid en begrip. Hierdie kennis, wysheid en verstand rus in die menslike kapitaal van die organisasie. Die dinamiese soort van besighede deesdae verlang 'n gedurige hernuwing in die strewe van die werknemer. Daarom is dit die prestasie van die werknemer in enige organisasie wat die mees belangrikste komponent is. As die organisasie 'n mededingende voordeel wil bereik,moet die organisasie verstaan hoe mense dink, voel en optree,dan daardie verstand aanwend om menslike vermoëte verbeter. Die studie dui aan dat een van die belangrikste gevoelenswaardes wat begryp moet word om mense se vermoë te verbeter in 'n organisasie, is loopbaanbestuur. Loopbaanbestuur belê in die mense se verstandelike vermoë omdat dit 'n bron van rykdom is. Ontwikkeling van mense om hulle kennis, vermoë en bekwaamhede te verbeter is die grondbeginsel tot die totale prestering van die organisasie. Loopbaanbestuur help om spesifieke talente en houdings te identifiseer wat 'n individu aan die werk moet bring. Loopbaanbestuur bring asook voorspoed en werksbevrediging aan die individu. Loopbaanbestuur as 'n stelsel wat kapitaliseer op die werknemers se talent en potensiaal moet begin met 'n sterk klem op selfbestuur en die verwydering van persoonlike negatiewe. Teen hierdie agtergrond, kyk die studie baie diep na die belangrikheid van selfbestuur. Verder, behoort die organisasie te begryp dat topprestasies nie 'n gebeurtenis is nie, maar die siel van die besigheid is. Wanneer die uitslae aangekondig word, luister die mededinge en doen sy beste om aan nuwe maniere te dink om sy beste voor te lê. Om by te bly met die mededingende voordeel en om die hoë prestasie te bereik teen alle tye moet die organisasie aanhoudelik met metodes voorendag kom sodat die werknemer emosioneel verbind is tot die organisasie. Sulke middelweë moet loopbaan beheer strategies insluit asook 'n poging om werknemer te behou. Die organisasie moet homself so plaas dat hy 'n fasiliteerder van loopbaan afrigting is. Deur as fasiliteerder van loopbaan afrigting op te tree word dit moontlik om loopbaansukses en gelukkigheid van die werknemer te bewerkstellig.
Holtschlag, Claudia. "Antecedents of career goals and their implications for career success across contexts." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/662932.
Full textEn esta tesis doctoral, contribuyo a la investigación que busca responder por qué algunas personas son más exitosas que otras en sus carreras profesionales. Dentro de esta línea de investigación, los/las académicos/as frecuentemente han examinado cuáles son los predictores de éxito de la carrera (Ng, et al., 2005). Sin embargo, a pesar de su relevancia para la creación de teoría sobre carreras profesionales, poco es conocido sobre cómo los objetivos profesionales afectan el éxito laboral. Puntualmente, en esta tesis busco responder las siguientes cuestiones: 1) predicen los objetivos profesionales el éxito laboral, 2) cuándo son los objetivos más importantes para entender el éxito laboral, y 3) tienen los objetivos un rol mediador en la relación entre rasgos de personalidad y el éxito laboral. Abordo estas preguntas de investigación en tres estudios empíricos separados, pero conceptualmente vinculados. En el primer estudio, me baso en la teoría Goal-setting (Locke & Latham, 1990a) para analizar si los individuos con objetivos difíciles y específicos, tienen mayores probabilidades de estar satisfechos con sus empleos siete años después. Con este propósito, analizo data longitudinal de 74 ex-alumnos de un programa MBA. Los resultados confirman las hipótesis de que las personas que plantearon objetivos específicos y difíciles, estuvieron más satisfechas con sus trabajos siete años después, lo que explica porqué reportaron menores intenciones de dejar sus empleos. En el segundo estudio examiné si las personas con “objetivos ambiciosos” (valores self-enhancement, Schwartz, 1992) tienen también más probabilidades de conseguir estatus jerárquico (ascenso laboral). Los resultados de este estudio multinivel y transcultural, con aproximadamente 35.000 participantes de 29 países, muestran que los objetivos ambiciosos están positivamente asociados con el estatus jerárquico. En línea con la teoría Trait-activation (Tett & Burnett, 2003; Tett & Guterman, 2000), que plantea que las situaciones fuertes limitan la influencia de las características individuales, mis resultados indican que la relación entre objetivos ambiciosos y estatus jerárquico es más pronunciada en situaciones débiles específicamente en culturas que no incentivan ni recompensan las conductas relacionadas con el logro o la ambición. En el tercer estudio continúo analizando las condiciones en las que los objetivos profesionales predicen el éxito laboral. Específicamente, pruebo cómo el contexto ocupacional modifica el impacto de los objetivos a corto plazo en la satisfacción con la carrera. Tomando la teoría Situational strength (Meyer, et al., 2010), planteo la hipótesis que la relación entre las emociones positivas asociadas a los objetivos y la satisfacción con la carrera sea más pronunciada cuando los individuos no están altamente involucrados con sus ocupaciones. Utilizando la teoría Self-verification (Swann, 1983), pruebo además que las emociones positivas asociadas a la consecución de objetivos, tienen un rol mediador en la relación entre el rasgo de personalidad core- self evaluation (Judge, et al., 1997) y la satisfacción con la carrera. Estas hipótesis fueron probadas en un estudio longitudinal de diez meses, con tres momentos de recogida de datos en 140 antiguos alumnos de MBA. Los resultados confirman el modelo de mediación moderación propuesto. Las core self-evaluations están directa e indirectamente ligadas a la satisfacción con la carrera a través de las emociones positivas vinculadas a los objetivos. Este efecto indirecto está moderado por el involucramiento ocupacional, de tal manera que un alto nivel de involucramiento compensa emociones positivas asociadas a los objetivos. Tomados en conjunto, estos tres estudios empíricos discuten los antecedentes, condiciones contingentes e implicaciones de los objetivos profesionales en el éxito laboral. Los resultados proveen nuevas e importantes contribuciones para la investigación en las áreas de carreras profesionales y en la de objetivos individuales. Específicamente, los resultados presentados en esta disertación, sugieren que las personas que tienen objetivos ambiciosos, retadores y específicos; así como emociones positivas asociadas a ellos, tienen más probabilidades de tener éxito laboral. Más aún, los resultados indican que los objetivos profesionales pueden explicar parcialmente los efectos de los rasgos de personalidad en el éxito laboral. Aún cuando los tres estudios señalan los beneficios de perseguir objetivos profesionales, también demuestro que para entender el éxito en la carrera, los objetivos no son igualmente relevantes en diferentes contextos. Algunos contextos culturales y ocupacionales pueden alterar la relevancia de los objetivos profesionales, dándoles o mucha importancia o quitándosela como predictores de éxito laboral.
Middleton, Darryl Terrence. "The Perceptions of High School Graduates of Career and Technology Education Courses." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/987.
Full textDu, Toit Annette. "An evaluation of a possible increase in self-knowledge through a career counselling intervention for grade 11 learners in previously disadvantaged schools." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96842.
Full textENGLISH ABSTRACT: Organisations are largely dependent on their workforce in order to be successful and competitive. In order to do accomplish this goal, employees need to be motivated and feel satisfaction in their jobs. Employees who are unhappy in their work will be unproductive and eventually become a cost to their employers. Employees who have made the wrong career choice are more likely to be unhappy in the workplace and it is therefore very important to make the correct career choice from the beginning. In South Africa, the choice of a career usually occurs when one is still in Grade 11 or Grade 12. Unfortunately, career counselling is expensive and many learners’ parents do not have the financial capacity to afford career counselling, resulting in their children making a career choice based on the available information that they are able to access. These sources of information often are incorrect or incomplete, leading to a wrong career choice. At this stage, an adequate level of self-knowledge in order to make an informed career choice is not always present, either. Self-knowledge, consisting of personality, aptitude and interests, is an important construct necessary for making an informed career choice. The aim of this research study was to develop a group-based, low cost career counselling intervention for Grade 11 learners in schools where the learners would not otherwise be able to access career counselling, with the intention of increasing their self-knowledge. Three subtests of the Differential Aptitude Test, the 16 Personality Factor Questionnaire and the Meyers Interest Questionnaire were utilised in the intervention and self-knowledge was measured using a self-developed questionnaire based on the Career Development Questionnaire. The statistical results indicated that this intervention was successful in increasing self-knowledge, but it was also seen that the intervention led to an increase in career maturity.1 This group-based, relatively low-cost career-counselling intervention can therefore be offered to schools whose learners are not able to afford individual career counselling as it will assist learners, through increasing their self-knowledge and level of career maturity, in making a more informed career choice.
AFRIKAANSE OPSOMMING: Ondernemings is grootliks afhanklik van hul werknemers om suksesvol en kompeterend te wees. Vir ondernemings om hierdie doelwit te bereik, is dit belangrik dat hul werknemers gemotiveerd en tevrede in hul posisies moet wees. Werknemers wat ongelukkig in hul werk is, sal onproduktief wees en sal uiteindelik ‘n koste vir hul werkgewers word. Werknemers wat die verkeerde loopbaankeuse gemaak het, is meer geneig daartoe om ongelukkig in die werkplek te wees and daarom is dit baie belangrik om die regte loopbaankeuse van die begin af te maak. In Suid-Afrika is dit gewoonlik nodig om ‘n loopbaankeuse in Graad 11 of Graad 12 te maak. Loopbaanvoorligting is ongelukkig duur en baie leerders se ouers het nie die finansiële vermoë om loopbaanvoorligting vir hul kinders te bekostig nie. Dit lei daartoe dat hierdie leerders loopbaankeuses maak op grond van die inligting wat tot hulle beskikking is. Hierdie inligtingsbronne is in baie gevalle onvolledig of verkeerd, wat tot ‘n verkeerde keuse kan lei. Die voldoende vlak van selfkennis wat nodig is om ‘n ingeligte beroepskeuse te maak,is nie altyd op hierdie ouderdom teenwoording nie Selfkennis, wat uit persoonlikheid, aanleg en belangstellings saamgestel is, is ‘n belangrike konstruk wat nodig is om ‘n ingeligte beroepskeuse te maak. Die doel van hierdie navorsingstudie was om ‘n groepsgebaseerde, lae-koste loopbaanvoorligtingintervensie vir Graad 11-leerders te ontwikkel, met die doel om hul selfkennis te verhoog. Hierdie intervensie is gemik op skole waar leerders dit nie andersins sou kon bekostig om loopbaanvoorligting te bekom nie. Drie subtoetse van die Differensiële Aanlegtoets, die 16 Persoonlikheidsfaktor Vraelys, sowel as Meyer se Belangstellingsvraelys is in die intervensie gebruik. Selfkennis word gemeet deur die gebruik van ‘n self-ontwikkelde vraelys wat op die Loopbaanontwikkelingsvraelys gebaseer is. Die statistiese resultate het aangedui dat die intervensie suksesvol vir die verhoging van selfkennis aangewend kon word, maar daar is ook gevind dat die intervensie tot ‘n verhoging in loopbaanvolwassenheid gelei het.2 Hierdie groepsgebaseerde, loopbaanvoorligtingsintervensie kan daarom met redelik lae koste aan skole gebied word waar leerders nie loopbaanvoorligting kan bekostig nie, aangesien dit die leerders sal help om vanweë die verhoging van hul selfkennis en vlak van loopbaanvolwassenheid ‘n beter ingeligte beroepskeuse te maak.
Pradere, Steven. "Effective staff development connected to increased student achievement." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3258839.
Full textField, James Allen. "Career Satisfaction, Adult Development, Academic Preparation, and other Demographic Characteristics of Pastors of Churches Affiliated with Western Evangelical Seminary." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1358.
Full textRitchie, Ann. "Group Mentoring And The Professional Socialisation Of Graduate Librarians: A Programme Evaluation." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1016.
Full textPatterson, Thomas P. "Training Evaluation Investigating Core Self-Evaluations and Perceptions of Training Transfer." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1533.
Full textGadu, Thandiswa Constance. "An evaluation of selected skills development programmes in the Amathole District Municipality." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020587.
Full textSchiro, Victor Raymond. "Addressing students' competencies thru portfolio evaluation." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2039.
Full textJones, Jay R. "Assessing student teacher perceptions of preparedness using a dialogic evaluation process a pilot study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5898.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.
Ritchie, Ann. "Group Mentoring And The Professional Socialisation Of Graduate Librarians: A Programme Evaluation." Curtin University of Technology, School of Public Health, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9376.
Full textstructured way. Results also showed that career-development outcomes were significantly higher in the Group Mentoring participants than in the two comparison groups, indicating that group mentoring is an effective career development strategy in the first year of such a programme. The concept of mentoring is extended to include group mentoring, which incorporates the essential characteristics of mentoring; it is also suggested that group mentoring includes the potential for practising three forms of mentoring relationships: individual, peer and co-mentoring. Two broad areas for future research are suggested: longitudinal studies examining the outcomes of group mentoring, and studies extending the theoretical and conceptual bases of group mentoring.
Mahloane, Katiso William. "Organisational restructuring and its impact on job satisfaction, career moblity and stress levels of employees at Lesotho Highlands Development Authority." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/188.
Full textBrowne, Jennifer M. "An internship report including an evaluation of the Student Work and Service Program at Memorial University." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ42354.pdf.
Full textStromberg, Cara A. "Career aspirations : similarities and differences between adolescence with learning disabilities and adolescence not receiving special education services /." Online version of thesis, 2008. http://hdl.handle.net/1850/7542.
Full textMcAdoo, Charlie Edward II. "The Identification and Prioritization of the Professional Development Needs for Teachers of Career, Technical, and Agricultural Subjects within Georgia Metropolitan Area School Systems." Thesis, Valdosta State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930416.
Full textThe purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs Assessment Model was used to identify the perceived importance and perceived competency of 20 competencies prescribed by the Georgia Teacher Assessment of Performance Standards (TAPS). Once analyzed, the researcher identified and described professional development needs relative to demographic variables.
Conrad, Dale W. "A community college evaluation of DISCOVER and Virginia VIEW." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/74784.
Full textEd. D.
Provenzano, John. "Risk, Resiliency, and Outcomes among LiFE Sports Youth Leadership Academy Participants." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429707526.
Full textCooper, Jean Henry. "A training programme based on the principles of social constructivism and focused on developing people for the future world of work an evaluation /." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03162005-142319.
Full textAbstracts in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.
Bell, Corbin Christopher. "Undergraduate Information Systems (IS) Curriculum and Career Track Development in United States Colleges and Universities: Assessment of Adherence to IS 2010 Curriculum Guidelines." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1121.
Full textMbiko, Nkosiyakhetha Headman. "Developmental needs of HRD practitioners in the South African Public Service." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25721.
Full textDissertation (MCom)--University of Pretoria, 2012.
Human Resource Management
unrestricted
Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
Full textBibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
Fair, Andrew George. "An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97135.
Full textENGLISH ABSTRACT: South Africa is in the midst of a mathematics and science education crisis that challenges all key role-players. The Institute for Mathematics and Science Teaching at the University of Stellenbosch (IMSTUS), was involved in several university-school partnership (systemic intervention) projects that sought to provide continuing professional development to mathematics and science teachers and to help them make a greater impact on the learners that they teach. One of these intervention projects was the Sciences and Mathematics Initiative for Learners and EducatorS (SMILES) that targeted mathematics and science teachers and learners in under-resourced schools in the Western Cape. The effects of an intervention aimed at supporting and enhancing teacher professional development will only be seen in the learners once teachers have accepted and mastered the pedagogies proposed. Professional development that does not “enthuse, support, train and renew, and encourage” will probably fail. When considering this, the question that must be asked is whether the SMILES project was in fact enthusing, supporting, training, renewing and encouraging. The purposes and aims of the SMILES project with specific reference to professional development of science teachers were to enhance teachers’ pedagogical content knowledge and address the critical issues confronting science education of which three are: constructivist teaching, understanding the nature of science, and scientific argumentation. The characteristics of effective professional development, the core features of professional development and the theoretical constructs to evaluate professional development of teachers were used in this study to evaluate the effectiveness of the model used in the SMILES project. A concurrent version of the mixed method approach was adopted for the collection and analysis of the data. Although causality is always difficult to prove in a school setting because of the many variables that affect student performance, improved student achievement is the ultimate litmus test for teacher professional development effectiveness. Analysis of the National Senior Certificate results of the project schools compared with the National and Provincial results indicated that the project schools on the whole fared better than the National results. The project schools outperformed the national and provincial results for Life Sciences in 2011, 2012 and 2013 by at least four percentage points. The highest result achieved was 85,5% in 2011. In 2012 and 2013 these results were 82,7% and 83,0% respectively. In Physical Sciences the project schools started with results below that achieved nationally (34,7%) and then ended up with a pass percentage within half a percentage point of the provincial result (72,1%). The Mathematics results were not as positive. The project schools started by achieving a 63,4% pass rate and ended with a percentage pass rate of 63,3% having initially taking a dip down to 51,3%. At the end of the intervention the Mathematics results were better than the national results but were 10% lower than the Provincial average. Although it is difficult to pin down the results solely to the effects of the intervention, the comparison with provincial and national results reasonably controls for most of the extraneous variables including variations in enrolments in these subjects. On the affective side it is almost certain that the attitude of the learners and the teachers toward their respective subjects improved during the tenure of the project. This could have had a positive effect on the National Senior Certificate results achieved by the project schools.
AFRIKAANSE OPSOMMING: Suid-Afrika is midde in 'n wiskunde en wetenskap onderwyskrisis wat alle sleutelrolspelers uitdaag. Die Instituut vir Wiskunde en Wetenskaponderwys aan die Universiteit van Stellenbosch (IWWOUS), was betrokke by verskeie universiteit-skool vennootskapsprojekte (sistemiese intervensie) wat gepoog het om voortgesette professionele ontwikkeling te bied aan wiskunde en wetenskap onderwysers en hulle te help om 'n groter impak op die leerders wat hulle onderrig, te maak. Een van hierdie intervensie-projekte was die Wetenskappe en Wiskunde-inisiatief vir leerders en opvoeders (SMILES) wat wiskunde en wetenskap onderwysers en leerders, in hulpbronarm skole in die Wes-Kaap, geteiken het. Die impak van 'n intervensie wat daarop gemik is om onderwyser professionele ontwikkeling te ondersteun en bevorder, sal eers in die leerders waargeneem kan word, wanneer onderwysers die voorgestelde pedagogieë aanvaar en bemeester. Professionele ontwikkeling wat nie "begeester, ondersteun, oplei en vernuwe asook aanmoedig” nie, sal waarskynlik misluk. Hierdie stelling in ag genome, is die vraag wat gevra moet word, of die SMILES-projek werklik onderwysers begeester, ondersteun, opgelei, vernuwe en aangemoedig het. Die doelstellings en doelwitte van die SMILES projek, met spesifieke verwysing na die professionele ontwikkeling van Wetenskap-onderwysers, was om onderwysers se pedagogiese inhoudelike kennis te versterk en om kritieke kwessies waarmee wetenskap-onderwys gekonfronteer word, aan te spreek. Drie van hierdie kwessies is, konstruktivistiese onderrig, begrip van die aard van wetenskap en wetenskaplike argumentering. Die eienskappe van effektiewe professionele ontwikkeling, die kern kenmerke van die professionele ontwikkeling en die teoretiese konstrukte om professionele ontwikkeling van onderwysers te evalueer, is in hierdie studie gebruik om die doeltreffendheid van die model wat in die SMILES-projek gevolg is, te evalueer. 'n Gelyklopend gemengde-metode benadering is gevolg vir die insameling en ontleding van die data. Hoewel oorsaaklikheid altyd moeilik is om in 'n skoolopset te bewys, as gevolg van die baie veranderlikes wat studente se prestasie beïnvloed, is verbeterde studente prestasie die uiteindelike lakmoestoets vir doeltreffendheid van professionele onderwyser-ontwikkeling. Ontleding van die Nasionale Senior Sertifikaat-uitslae van die projek-skole, in vergelyking met die nasionale en provinsiale resultate, dui daarop dat die projek-skole oor die algemeen beter gevaar het as die nasionale uitslae. Die projek-skole het die nasionale en provinsiale skole se resultate vir Lewenswetenskappe in 2011, 2012 en 2013 met ten minste vier persentasie punte oortref. Die hoogste resultaat behaal was 85,5% in 2011. In 2012 en 2013 was hierdie uitslae onderskeidelik 82,7% en 83,0%. In Fisiese Wetenskappe het die projek-skole met resultate onder wat nasionaal behaal was (34,7%) begin, en geëindig met ʼn uiteindelike slaagpersentasie binne 'n halwe persentasiepunt van die provinsiale resultate (72,1%). Die wiskunde-uitslae was nie so positief nie. Die projek-skole het begin met 'n 63,4% slaagsyfer en geëindig met 'n slaagpersentasie van 63,3% na ʼn aanvanklike insinking na 51,3%. Aan die einde van die intervensie was hul Wiskunde-resultate beter as die nasionale resultate, maar 10% laer as die provinsiale gemiddelde. Alhoewel dit moeilik is om die resultate slegs vas te pen aan die gevolg van die intervensie, dien die vergelyking met provinsiale en nasionale resultate as redelike kontroles vir meeste van die eksterne veranderlikes insluitend variasies in inskrywings in hierdie vakke. Op die affektiewe vlak is dit byna seker dat die gesindheid van die leerders en die onderwysers ten opsigte van hul onderskeie vakke verbeter het tydens die projek. Dit kon moontlik 'n positiewe uitwerking op die projek-skole se Nasionale Senior Sertifikaat resultate gehad het.
Campbell, Carol L. "Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2072.
Full textEdwards, Edith Anderson. "Retention and Motivation of Veteran Teachers." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etd/742.
Full textChristie, Angelica Ellman. "Implications of a Health Careers Exploration Program for Minority Student Matriculation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4357.
Full textZelenková, Lucie. "Hodnocení a rozvoj zaměstnanců ve společnosti STUDENT AGENCY, s.r.o." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2012. http://www.nusl.cz/ntk/nusl-223478.
Full textMitova, Mariana A. "Relationship Between Investments in Self and Post-Graduation Career Satisfaction Among Apparel and Textiles Majors." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491579505475789.
Full textGomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.
Full textFerreira, Stephanus Lourens. "The Design, Implementation, and Evaluation of Student Support and Development Services .ID Further Education and Training Colleges in South Africa." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&.
Full textThe SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.
- student counselling services
- academic development and learning support
- occupationald evelopmenat nd careerg uidance
- life skills education and health education, and
- college institutional development
Pecháčková, Marcela. "Talent Management v organizaci." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-199074.
Full text