Dissertations / Theses on the topic 'Motivation in education Victoria'

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Com a transição da Administração Pública Burocrática para a Administração Pública Gerencial, o setor público tem passado por mudanças que reforçaram a necessidade de estudos sobre seus servidores. O novo perfil destes servidores, constituído a partir da profissionalização da burocracia e da instituição da seleção meritocrática e universal, tem preocupado os gestores no que tange ao fenômeno da rotatividade de pessoal, principalmente em decorrência da motivação dos servidores em relação ao trabalho. Diante deste panorama, definiu-se como objetivo geral da pesquisa verificar os aspectos motivacionais que impactaram no desligamento voluntário dos servidores estatutários (docentes e técnicos administrativos) da Universidade Federal de Pernambuco, no período de 2010 a 2013. E para o alcance deste objetivo foram estabelecidos quatro objetivos específicos: a) traçar o perfil dos servidores que se desligaram voluntariamente da UFPE no período de 2010 a 2013, realizado a partir de dados disponibilizados pela Pró-Reitoria de Gestão de Pessoas e Qualidade de Vida da UFPE; b) calcular a taxa de rotatividade de pessoal nos setores da UFPE, a partir do número de desligamentos voluntários, no período de 2010 a 2013; c) identificar os principais fatores que influenciaram os servidores da UFPE a solicitar desligamento, a partir da análise de sua motivação para o trabalho, à luz da Teoria de Victor Vroom, realizado a partir de questionários aplicados a servidores que se desligaram da UFPE no período do estudo, com base na revisão de literatura e na Teoria da Expectativa; e d) verificar a percepção de gestores de pessoal da UFPE acerca da rotatividade de servidores na instituição, realizado a partir de questionários aplicados a gestores de pessoal da PROGEPE/UFPE. Trata-se de uma pesquisa de natureza quantitativa e qualitativa, que utilizou a estatística descritiva e a análise de conteúdo, tendo a UFPE como estudo de caso. A partir de seus resultados, foi constatado o baixo nível de satisfação com o trabalho dos servidores que se desligaram da UFPE, endossando a relação inversa entre satisfação e probabilidade de desligamento voluntário. Foi observado também que as principais causas para o desligamento de pessoal da UFPE são referentes às questões financeiras, quais sejam: salário e benefícios e plano de cargos e carreiras; entretanto, foram apontados alguns fatores que podem ser melhorados em decorrência de ações desenvolvidas pela UFPE, tais como: condições do local de trabalho; ambiente de trabalho/ clima organizacional; melhoria na alocação de servidores ingressantes na instituição; criação de canais de comunicação com servidores e candidatos a concursos da UFPE, entre outros.
With the transition of Bureaucratic Public Administration to Managerial Public Administration, the public sector has undergone changes reinforcing the need for studies about their government employees. The new profile of these employees, built from the professionalization of the bureaucracy and the institute of universal and meritocratic selection, has worried managers with regard to staff turnover phenomenon, mainly due to the motivation of employee in relation to work. With this conjuncture, it was defined as a general objective of the research verify the motivational aspects that impacted on voluntary resignation of statutory employees (teachers and administrative technician) of the Universidade Federal de Pernambuco, in the period 2010 to 2013. And to achieve this objective were established four specific objectives: a) to trace the profile of employees who left voluntarily the UFPE in the 2010 to 2013 period, held from data provided by the Pró-Reitoria de Gestão de Pessoas e Qualidade de Vida – UFPE; b) calculate the staff turnover rate in the sectors of UFPE, from the number of voluntary resignation in the 2010 to 2013 period; c) identify key factors influencing the UFPE servants to request resignation from the analysis of their motivation for the job, according to the Theory of Victor Vroom, held from questionnaires given to servants who left the UFPE in the period the study, based on literature review and Expectancy Theory; d) verify the perception of UFPE personnel managers about the turnover of servants in the institution, held from questionnaires given to personnel managers PROGEPE/UFPE. It is an exploratory research, quantitative and qualitative, which used descriptive statistics and content analysis, having UFPE as a case study. From their results, it was found the low level of satisfaction with the work of the servants who left the UFPE, endorsing the inverse relationship between satisfaction and likelihood of voluntary resignation. It was also observed that the main causes for personal shutdown of UFPE are related to financial matters, namely: wages and benefits and plan for jobs and careers; however, it was pointed out some factors that can be improved as a result of actions taken by UFPE, namely: workplace conditions; work environment / organizational climate; improvement in the allocation of incoming servers in the institution, creation of channels of communication with servers and candidates in competitions of UFPE , among others.

I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).

Diabetes mellitus is a condition which requires a high degree of patient cooperation in self-management to achieve optimal glycaemic control. The concept of patient education, to enhance the treatment and management of diabetes, is well recognised. Several diabetes education programmes have already been described, but increased knowledge of diabetes did not necessarily result in improved self-mangement or glycaemic control. Other factors, such as attitudes and motivations, may therefore be particuarly important. The aims of the present study were to investigate the influence of patients' attitudes to diabetes, and to develop motivational aspects which enable the application of knowledge to enhance self-management and compliance with treatment. Thirty-one insulin-dependent diabetic (IDD) patients entered into a 12 month educational programme, particularly designed to increase motivation. Patients' attitudes to diabetes, their knowledge and self-management skills were assessed using questionnaires and practical tests, and parameters of glycaemic control were measured. The progress of these patients was compared at intervals with a close matched group of 25 control IFF patients who continued to receive routine clinic care. Patients completing the educational programme achieved better glycaemic control (p< 0.05), greater knowledge (p< 0.001), more favourable attitudes (p< 0.03) and increased competence in management skills (p< 0.02) compared with the control group. Evaluation procedures indicated that the programme was acceptable to the patients, and was successful in terms of increasing patient motivation. Six months after completion of the programme, glycaemic control deteriorated, although knowledge, attitudes and management skills were unchanged. This might reflect the withdrawal of extrinsic motivation, attention and supervision provided during the programme. It is recommended that consideration be given to the development of patients' intrinsic motivation to achieve maximum benefit from diabetes education programmes.

Physical education (PE) represents one of the most important physical settings in which to study motivational processes due to its uniqueness in including all young people with a wide range of physical abilities. Moreover, positive experiences in school PE are thought likely to enhance lifelong physical activity, giving PE an important role in influencing young people's involvement in physical activity both within and beyond the school curriculum. However, there is increasing concern over the physical activity levels of young people today, and understanding the changes in pupil's motivational processes during the time when they appear most at risk of declining levels of physical activity, may help researchers and physical educators intervene to offset the decline. Using Elliot's Hierarchical Model of Approach and A voidance Achievement Motivation (EIliot, , 1999; ElIiot & Church, 1997) as a theoretical basis, the purpose of this thesis was to examine pupil's approach-avoidance goal adoption in PE. Moreover, it was to determine the temporal pattern of approach-avoidance goals and the predictive utility of key antecedents, namely perceptions of competence and implicit theories of ability to these temporal patterns. Study 1 followed pupils across the primary to secondary school transition and examined their approach-avoidan,ce goals, implicit theories of ability and perceptions of competence prior to the transition and throughout Year 7 of secondary school. On the whole, the changes appeared to be suggestive of less adaptive motivationaf profiles, i.e., lower incremental beliefs, competence perceptions and mastery-approach (MAp) goal stnving. Competence perceptions and implicit theories of ability differed in their predictive utility of initial status and rate of change in approach-avoidance goal adoption. The effects of perceived competence appeared to be stronger in Year 6 of primary school while the effects of implicit theories of ability were more apparent in Year 7 of secondary school. Furthermore, in Year 6 of primary school, boys exhibited a more adaptive motivational profile than girls which remained throughout Year 7 of secondary school. Study 2a examined approach-avoidance goals, implicit theories of ability and perceptions of competence in pupils in Years 7, 8 and 9 of secondary school. Pupils completed measures on four occasions over a 9 month period. Goals and perceptions were tapped in relation to PE 'in general'. MAp, mastery-avoidance (MAv) and performance-avoidance (PAv) goals exhibited a linear decline over time, whereas performance-approach (PAp) goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent goal relationships. Results suggest that Year 7 is a critical time for adolescents' motivation in school PE. Study 2b determined the influence of implicit theories of ability and competence perceptions on changes in approach-avoidance goal adoption in two specific activities in the PE curriculum. In both tennis and cricket, differences between pupils were more likely than differences between classes to account for changes in implicit theories, perceptions of competence and approach-avoidance goals over the course of a unit of work. Controlling for prior approach-avoidance goal adoption, 'incremental beliefs predicted change in MAp goal adoption and perceptions of competence predicted change in PAp goal adoption over the unit of work in both tennis and cricket. Differences in the predictive pattern of antecedents to changes in goal adoption emerged between activities. The final study (study 3) provided a more-fine grained analysis of normative achievement goal adoption in specific activities in PE by differentiating between approach-avoidance and appearance-competition performance goals. Confirmatory factor analysis supported the delineation off our performance goals. In line with the Hierarchical Model of Approach and Avoidance Achievement Motivation, partial support for the mediating role of performance goals was observed, but entity beliefs and perceptions of a performance climate' each exerted a direct positive effect on self-handicapping in PE. The addition of the appearance-competition distinction to performance approach-avoidance goals revealed differences in the direction and magnitude of the antecedent goal and goal outcome relationships. The results of these four studies contained within the present thesis provide interesting insights into pupils' approach avoidance motivation in PE at both the contextual and activity specific level. The changes in pupils' motivation, on the whole, are indicative of less adaptive motivational profiles as they progress through their school career. Implicit theories of ability and competence perceptions appear to play a role in offsetting this decline but future research endeavours should continue to pursue longitudinal research to identify other key predictors of within-and between-pupil change. This will ensure that achievement motivation research in the PE context is well placed to help educators promote more adaptive motivational processes and outcomes that sustain participation in physical activity.

This study was designed to validate multiple dimensions of reading motivation and to examine how students with learning/reading disabilities (LRD) differed along these dimensions from non-LRD, same-aged peers. A sample of fourth and fifth grade students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, intrinsic and extrinsic motives for reading, goals for reading, and social aspects of reading. Confirmatory factor analysis, analysis of covariance, and discriminant analysis were employed to demonstrate that the proposed dimensions of reading motivation could be identified, measured reliably, and could discriminate between cohorts of students. Several of the scales were positively related to one another. Scale score means on some of the dimensions differed by grade and LRD status, fourth graders reported stronger motivation than fifth graders, non-LRD reported stronger motivation in Self-Efficacy and Challenge, while LRD students reported stronger motivation in Compliance. Scale score means on most of the dimensions were similar by gender and ethnicity regardless of LRD status. Eight of the 11 scales related to children's report of reading activity. Discriminant analysis revealed three dimensions discriminating between students with and without LRD. This study confirms that reading motivation is multidimensional and should be considered when conducting research and practice.

The purpose of the present study was to replicate a student motivation training program (Hughes, 1990) and extend the investigation by including the relationships between student motivation training and achievement, attendance, and classroom behavior. Participants were all 4th- and 5th -grade students from two elementary schools. A separate -sample, pretest-posttest control group design was used. The study addressed eight questions regarding the effects of student motivation training. Results indicated that student motivation, teacher perceptions of student motivation, and the number of motivational idea units on two of three writing samples were enhanced as a result of the training program. No significant differences were found for math and reading grades, attendance data, number of discipline slips received, and the third writing sample. Implications for further research and interventions are discussed.

Syftet med studien är att få en ökad kunskap om vad som motiverar elever i årskurs fem i lärarledda lärandesituationer. Valet att utföra studien i årskurs fem beror på att vi under vår studietid har mött elever i denna årskurs och har ställt oss undrande till vad det är som motiverar dem. Motivation är ett begrepp som har genomsyrat lärarutbildningen och på grund av detta ville vi veta mer om hur eleverna uppfattar begreppet. Flera teoretiker menar att elevers motivation till lärande kan påverkas av såväl inre som yttre faktorer samt diverse behov. Jenner (2004) anser att det även finns en tredje faktor där eleverna tycks pendla mellan faktorerna. Ett resonemang som gjorde oss nyfikna och ligger till grund för studiens uppkomst.

Metoden som studien bygger på är av kvalitativ art och totalt deltog sex intervjupersoner. Resultatet visade att det är många olika faktorer som påverkar elevernas motivation, bland annat lustfyllt lärande, positiv feed-back, bra och omtänksamma lärare, kompisrelationer och engagerade föräldrar.

Forskning pekar på brister i dagens matematikundervisning som bland annat handlar om elevers motivation. Syftet med denna uppsats är att undersöka gymnasieelevers studiemotivation i ämnet matematik. Genom intervjustudier har elevers upplevelser av deras mål, självförtroende och inflytande kopplats till teorier om motivation.

Motivation är ett begrepp som har utvecklats av många forskare under en längre tid, vilket har lett till ett flertal infallsvinklar. I skolan är mål, självförtroende och inflytande några av möjliga faktorer som påverkar elevers motivation. Elevernas mål i undervisningen betraktas med utgångspunkt i relationen mellan lärandemål och prestationsmål. Självförtroendet tolkas utifrån elevernas upplevelser av mot- och medgångar. Till sist behandlas inflytande utifrån elevers syn på inflytande över undervisning och planering. Vad gäller motivation jämförs inre faktorer såsom intresse och känslor med yttre faktorer såsom belöningar och bestraffningar.

Resultatet av undersökningen visar tydliga kopplingar mellan litteraturen och elevernas uppfattningar. Bland annat beskriver eleverna en slentrianmässig undervisning med föga möjligheter till inflytande. En tydlig provkultur påverkar elevernas självförtroende och skapar prestationsinriktade mål för undervisningen.

Syftet med detta examensarbete är att undersöka vad som motiverar elever till att lära sig i skolan, samt få kunskap om hur jag som lärare kan hjälpa omotiverade elever att hitta lusten till fortsatt lärande. Svaren på frågeställningarna har sökts dels i litteratur och dels genom intervjuer med elever i år åtta.

Resultatet visar att det som främst motiverar eleverna är att få bra betyg, att bygga en bra grund inför fortsatta studier, och att kunna skaffa sig en bra utbildning för att senare få ett bra arbete. Eleverna stimuleras även när något är roligt. Humor och glädje skapar lust hos eleverna. Exempel på andra viktiga motivationskällor är läraren och dennes personlighet och undervisningssätt, kamrater och skolmiljön.

Det här examensarbetet handlar om att motivera elever att lära sig engelska och hur man som lärare kan arbeta i grundskolan för att både starka och svaga elever ska vilja och kunna lära sig engelska. Arbetet består av en studie av Donya Feuers Shakespeareprojekt i Stockholm, en litteraturstudie och en undersökning gjord i en sjätteklass. Undersökningen består av ett försök att genomföra en serie lektioner i Donya Feuers anda samt en utvärdering. Studien visar att det är viktigt att motivera elever så att de ska finna det meningsfullt att lära sig och att det går att genomföra delar av Shakespeareprojektet i en klass av en lärare.

Health Canada has published national physical activity guidelines, which are included in their 27-page Physical Activity Guide to Healthy Active Living. To date, the use of these guides as motivational instruments for physical activity promotion has not been evaluated. The purpose of this study was to determine whether or not reading the guide 1) increased motivational antecedents to engage in regular physical activity, and 2) increased regular physical activity intention and behaviour over a one month period. Participants included 130 randomly sampled Canadian adults (18 years or older) from Victoria. British Columbia, who were randomly mailed packages consisting of either 1) a questionnaire and a copy of Health Canada's guide, or 2) just a questionnaire. Questionnaire items pertained to participants' socio-demographics, physical activity behaviours (Godin Leisure-Time Exercise Questionnaire), and physical activity motivation (Theory of Planned Behaviour). One month following the completion and return of the first questionnaire, participants were sent a one-month follow-up questionnaire pertaining to their physical activity behaviours throughout the previous month. A manipulation check of randomization between conditions suggested no differences in demographics, prior physical activity, or knowledge of the guide (p > .10). Results revealed significant interactions between the guide condition and physical activity status on instrumental behavioural beliefs (F 2.1 L2 = 6.65, p < .01, n2 = 0.05), and subjective norm (F 2,115 = 5.72 p < .05, 92 = 0.05), but no other factors were significantly different (p > .10). It was concluded that among physically inactive people, receiving Health Canada's guide may increase some informational/motivational constructs, but key motivational antecedents (affective attitude, perceived behavioural control) and outcomes (intention, behaviour) seem unaffected.

The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently not in the teaching system, to re-enter the workforce as teachers in Victoria.

Introduction: In the Archives of the University of Melbourne there are two black notebooks containing the handwritten reminiscences of William Tyson Kendall, the “founder of the veterinary profession in Australia”. In fact, Kendall makes very little reference to the veterinary college that he founded, his teaching or the trials that he was to confront, but out of that chance encounter with his notebooks I became interested in the early years of the profession in Victoria; the profession to which Kendall devoted so much of his incredible energy and enthusiasm. Further inquiry only served to enhance this interest, but revealed that there was a paucity not only of primary source material, but also of recorded history. During the course of conversations with both retired and active practitioners, I have frequently been told, and can verify, that veterinarians are great talkers, and many of them are keen to preserve their historical heritage, but are the worst procrastinators when it comes to the written word. (For complete introduction open document).

This thesis investigates the determinants of tourist motivation to ascertain the new audience potential of Western and Asian tourists for locally-based, cultural attractions and events, and the associated effective marketing strategies necessary to attract these tourism markets.

This project analysed the development of a selection of international and national mentoring programmes in higher education institutions and specifically at Victoria University. Based on the analysis of successful international and national mentoring programmes, the performance of past Victoria University mentoring programmes and research on current mentoring programmes at the University, this thesis has developed core principles of a standardised mentoring programme.

This thesis explores how Victoria’s early childhood community negotiates colonial constructions of Aboriginality around dualisms such as Indigenous/non Indigenous and intersecting constructions of the child as ignorant or innocent of race and power both in concert and conflict with the non Indigenous early childhood community. It found a need for a reconceptualisation of Aboriginality around complexity and multiplicity as well as continuity and uniformity. Such a reconceptualisation can better address those issues of race, culture, identity and racism that see Indigenous communities marginalised within non Indigenous early childhood programs.
These negotiations around the colonial and the implications for Indigenous inclusion within the early childhood field are framed within post colonial theory which unites and connects major themes across tensions and contradictions. These themes act as a basis for each data chapter.

Small businesses represent by far the largest proportion of business entities within Australian business, and as such represent a vital component of the country’s economic structure (ABS, 2016). There has been a significant increase in the Australian population due to immigration from a range of countries. In fact, Australia is now very diverse, with migrants arriving from more than 200 countries across the world. There are approximately 5.3% of all small businesses that are run by Vietnamese entrepreneurs in Australia (ABS, 2016). It is clear from this figure that Vietnamese small businesses make up a significant proportion of this sector in Australia. This thesis examines the dynamics of Vietnamese migrants in small business in Victoria. The consideration of environmental and personal factors in understanding Vietnamese migrant business start-ups, survival and Ethnic Entrepreneurship theories has been the focus of discussion for this study. Firstly, there is a general consensus of what contributing environmental and personal factors influence the Vietnamese migrant in business start-up. Secondly, the thesis looks at how these factors are associated with the Ethnic Entrepreneurship theories identified in the literature. Lastly, the work identifies what factors have contributed to the Vietnamese migrant in sustaining their small business.

This research explored the extent to which two hospitals in the City of Victoria are prepared for a future earthquake event. The goal is to examine the level of emergency preparedness of two tertiary care hospitals in Victoria for dealing with the potential damage caused by an earthquake in the region. The research objectives are aimed at highlighting current strengths regarding health sector emergency preparedness, reducing the vulnerability of the health sector by identifying key areas of improvement, and ultimately, increasing the capacity of the health sector to respond to the damages sustained by earthquakes. A small-scale mixed-methods approach was taken to assess hospital preparedness. A structured survey was administered to 26 key informants who were selected specifically based on their prior knowledge, experience and current roles and responsibilities pertaining to Disaster and Emergency Management in the province. A concerted effort was made to include a sample of participants from each of five target populations at the Provincial, Health Authority, and Local Health Authority levels. Data analysis included quantitative and qualitative techniques to generate simple statistics and thematic coding of the interview transcripts to identify main themes and patterns. Both quantitative and qualitative insights were used to provide a clearer picture of hospital preparedness and to foster credibility and dependability of key results. The findings and results confirm that there are excellent levels of engagement and integration between the Local Government, BC Ambulance Service and Fire Departments. There is room for improvement in regards to engaging and integrating NGOs with Hospital planning. Robust plans and protocols were found to be in place for Communication Systems, Emergency Operations Centres and Public Information and Media Relations. Hospital level respondents reported having less Emergency Management education and Training and had participated in fewer disaster exercises compared to Provincial and Local Emergency Managers. Although 76% of respondents had participated in a disaster exercise, only 5 % had responded to an earthquake. Only 23% of respondents had activated their planning in response to an earthquake. The results emphasize the immediate need for increased engagement and integration of earthquake response planning between health system stakeholders, communities and all levels of government. At the hospital level, increased attention needs to be directed to the following operational areas: Mass Casualty Planning, Resource Stockpiling, Department Level Contingency Plans, Evacuation and Relocation Protocols and Procedures, Volunteer Coordination Protocols, and Internal and External Traffic flow. Lastly, the results highlight the need for increased disaster education and training for front line acute care employees, hospital administrators and management staff. In addition to training and education, multi-jurisdictional and multi-agency exercises should be undertaken to engage all key community stakeholders and to promote a more integrated and optimal response in the event of an earthquake.
Graduate