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1
Coles, Mike. "The nature of scientific work : a study of how science is used in work settings and the implications for education and training programmes." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10006607/.
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This thesis explores the work of scientists and shows how a description of the main characteristics of scientific work can be constructed. This description forms the basis of a critical appraisal of how scientific education and training could develop to better match the needs of those who wish to pursue a career in science. In the early chapters authoritative reports on science, technology and mathematics in the context of work are analysed to create an overview of how scientists work, of their role within the UK economy and of the knowledge and skills which charactense their expertise. The main part of the research study is the creation of an evidence base which includes data from interview, work observation and documents. Scientists from 28 organisations contributed information and opinion, these people covered the main domains of science. The organisations included both public and private and ranged from small departments to research units in multi-national companies. The data is summarised under headings which have a bearing on the education and training of scientists. Particular attention is given to scientific explanatoiy concepts, concepts concerned with planning experiments, practical skills and analytical skills. The research has revealed the critical importance of a range of non-scientific skills. A commentary on the views of working scientists on aspects of scientific education and training is given and a preliminary match and mismatch analysis of work practice and general educational provision is sununarised. The thesis covers ground which is poorly researched therefore some theoretical constructions have been developed to aid research of this kind. The research shows how the analysis of practice has potential for modemising educational provision, leading to more efficient use of resources and bringing greater relevance to educational courses.
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Jones, Holly. "Exploration of predictors, moderators and mediators of change in parent skills training programmes for externalising behaviour problems in children : who benefits most and how do they work?" Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/28690.
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Background: A key driver for early years strategies is the reduction of oppositional and defiant behaviour in childhood to prevent a negative life course of poor educational attainment and criminality. Despite a robust evidence base, manualised parent skills training programmes (PT) for externalising behaviour problems are only effective for approximately two-thirds of families. A limited number of variables that account for variance in outcome have been discovered. Finding further predictor, moderator and mediator variables will explain who benefits most, and how change occurs. This will ensure that families receive the most appropriate treatments for their profile of needs, and services deliver the available interventions in an efficient and effective way. Objectives: A systematic review of the literature was conducted to explore progress in this area since two key meta-analyses published in 2006. A primary study was carried out to examine whether parent attachment style, parenting self-efficacy and dysfunctional parental attributions predict, moderate or mediate the levels of externalising child behaviour problems reported by parents attending the Incredible Years PT. Methods: Studies exploring variables influencing outcome in child behaviour following attendance at a manualised, evidence-based PT group for parents of children and adolescents aged 0-18 years were sought. Psychinfo, Medline, ERIC and Embase databases were searched for articles published between August 2004 and March 2013 with keywords ‘parent’, ‘child’, ‘training’, ‘indirect effects’ and ‘oppositional behaviour’ or related terms. 2853 articles were retrieved, from which 12 studies fulfilled criteria. Study quality was appraised and co-rated. A pre-post, within subjects design was conducted with 79 parents attending the Incredible Years PT delivered in a Child and Adolescent Mental Health Service. Participants completed a battery of pre-treatment questionnaires measuring attachment style, attributions, self-efficacy and child behaviour. 52 parents completed the same battery post-treatment, and missing data was carried forward in an intent to treat analysis. Data was analysed using multiple regression techniques, and mediation and moderated mediation analyses. Results: The recent evidence base is populated by secondary analyses of intervention RCTs, and less robust non RCTs. The selection of maternal mood, parenting stress, parenting style and child demographics dominate, and the exploration of unique variables is limited. Significant findings are mixed and add no new variables to our understanding. Significant changes in parenting self-efficacy and dysfunctional attributions were found post-treatment, and attachment style remained stable. A main treatment effect size of d=.3 was estimated, and a significant number of children fell below sub-clinical levels of problem behaviour (n=13, 15.7%). Baseline child-responsible attributions and self-efficacy accounted for up to 40% of the variance in baseline child behaviour. Attachment style did not contribute significantly to the model, but moderated parent-causal attributions. Post-treatment, attachment avoidance had a moderating effect on self-efficacy and child-responsible attributions, and a significant direct effect on outcome. The indirect effect of parental-attributions on child behaviour through self-efficacy was moderated by attachment avoidance which reduced the number of significant paths. Conclusions: The call for PT studies delivered with fidelity in real world settings has been recognised, and more sophisticated statistical models of mediation are being adopted. There remains an exhaustive list of novel potential variables that future research needs to select and explore in primary research designs. An evidence based PT is achieving statistically and clinically significant results for children referred for problem behaviour. Dysfunctional parent attributions and self-efficacy are predictors of both pre- and post-treatment levels of child behaviour, which could be screened for in the referral process. The evidence for a direct and indirect role of attachment style on parent training outcomes adds a new candidate variable to the literature that warrants further exploration.
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Rogers, Gayla. "In search of quality and competence : practice teaching/field instruction in social work education : a study of training programmes for practice teachers in the United Kingdom and field instructors in Canada." Thesis, University of Newcastle Upon Tyne, 1995. http://hdl.handle.net/10443/308.
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An integral feature of education for the social work profession in the United Kingdom and in Canada is preparation for practice. This requires a curriculum design that combines classroom instruction with supervised social work practice opportunities. Throughout the historical development of the profession of social work on both sides of the Atlantic, practice learning and practice teaching have been an essential element in the education and training of social workers. This element relies, in part, on social service providers who offer students practice placements within their agencies, and, in part, on experienced social work practitioners who provide an environment whereby students, under their tutelage, can acquire the requisite practice knowledge, skills and professional identity for the social work profession. Social workers who take on the role of practice teacher provide a major contribution to the professional preparation of social work practitioners and have a profound influence on students' professional development. Pivotal to the success of a student's practice learning experience is the ability of his/her practice teacher to direct and facilitate the educational process. To do this competently requires from practice teachers an understanding of the complexities of learning and teaching adults in a social work setting. Thus, to acquire competence in the role of practice teacher, the skills of an adult educator need to be included in his/her repertoire of professional knowledge and practice abilities. As competent practice teachers are salient to preparing students for professional social work practice in the United Kingdom and Canada, a quality practice teaching programme includes training for practice teachers. This research has investigated how practice teacher training is conceptualised and delivered by inquiring into the extent, structure, content and process of existing training courses for practice teachers and by incorporating the perceptions of practice teachers about their experience on training programmes in each country. This study has examined the existing knowledge and practice base with reference to models, methods and meanings of practice teacher training from theoretical, empirical and practical perspectives. It has considered the perspectives of course directors of the Central Council for Education and Training in Social Work (CCETSW) approved practice teacher courses in the United Kingdom and field directors of Canadian Association of Schools of Social Work (CASSW) accredited schools of social work in Canada; and practice teachers / field instructors in each country who have shared their training as they were experiencing it. The findings describe the current state of training for practice teachers in each country. They present a full picture of what training programmes look like and what they contain, who participates in training and what is expected of the participants as a result of training. Cases of training programmes in each country were studied to obtain the view of practice teachers who were engaged in a training process. A description of the training experience at its beginning set the scene for analysing and understanding participants' perceptions and opinions, thoughts and feelings at the end of the course and approximately six months later. Both descriptions, the national scene and the case studies, were a precursor to uncovering the principles and theories informing the practice of preparing practice teachers. Also identified were critical issues and assumptions located in the historical, social, political and cultural contexts in which social work practice and social work education are embedded and which need to be confronted if the profession of social work is to meet the challenges of the 21st century. This research has endeavoured to search for elements of quality and competence in practice teaching that can inform the preparation of practice teachers and thereby contribute to improvements in the practice of practice teaching and the education of social workers. It suggests that training for practice teaching must be reconstructed by shifting paradigms and reasserting the importance of collaborative learning. It is argued that practice teaching has a distinct and distinguishable body of knowledge and skills which has been generated through research, built from experience, and drawn from related disciplines. It can be articulated, transmitted and made accessible to practice teachers and field instructors, through carefully designed and delivered courses.
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Bergler, Hans Ulrich. "Work Related Effects of an Awareness Training Programme: An investigation into training transfer and applicable criterion measures." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/7547.
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This study investigated predictors for training transfer and their relationship with work related effectiveness measures of the group based awareness training The More To Life Weekend. The purposes of the study were to: (1) establish and test predictors for effective training transfer, (2) identify and test constructs for work-related effectiveness, and (3) provide direction for the design of an evaluation study. This study was conducted with past participants of the training, in a cross-sectional design using self-report surveys, and data was analysed using regression analyses. Instruments for measuring controlled and autonomous motivation to attend the training, the perceived utility of the training, utilisation of post-training support opportunities and the degree of on-going practice were developed for the study. The results indicate that perceived training utility is an important predictor for transfer. Controlled motivation to attend the training is showing the expected nil-relationship, while autonomous motivation is showing a relationship with transfer without reaching statistical significance. The results confirm a significant positive relationship between on-going practice of the trained techniques with positive psychological capital, whereas the relationship with a one-dimensional measure of mindful attention awareness did not reach levels of statistical significance. Utilisation of post-training support and on-going practice were confirmed as mediators between perceived training utility and the effectiveness measures of mindful awareness and positive psychological capital. Recommendations are made for using a multi-dimensional measurement of mindful awareness and the design of a future evaluation study on this training programme.
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Ganivet-Rapicault, Aline. "Désynchronisation en alternance et herméneutique de l’expérience : une recherche-action-sensibilisation à l’écoute du temps vécu par les jeunes de Maisons Familiales Rurales." Electronic Thesis or Diss., Rennes 2, 2023. http://www.theses.fr/2023REN20025.
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Il est parfois difficile, pour un moniteur en Maisons Familiales Rurales, de comprendre ce que vivent les jeunes en formation par alternance, les difficultés que ces derniers rencontrent et leurs conséquences sur leur formation. Après 15 années d’expérience en tant que monitrice, la praticienne-chercheuse auteure de cette thèse a conduit cette recherche dans le but de comprendre en quoi et comment les phénomènes vécus par les jeunes, et en particulier les « phénomènes de désynchronisation », sont constitutifs de leurs processus d'apprentissage et de développement ; l’un des objectifs secondaires de cette thèse était de transformer les pratiques d’accompagnement. Partant à l’origine des notions de rapport au temps, de rythme, de synchronicité et de construction de soi, la visée praxéologique de cette recherche a orienté le cadre vers une recherche-action-sensibilisation, sous un angle épistémologique à la croisée entre praxéologie, phénoménologie et herméneutique. Douze « entretiens de narration » d’anciens élèves et de jeunes en formation ont été recueillis, retranscrits et analysés puis complétés par la mise en place d’un dispositif d’utilisation en classe d’outils biographiques (« arbres de vie »), avec la participation de deux moniteurs. Les résultats ont contribué à rendre intelligibles les phénomènes de désynchronisation vécus en formation grâce à des caractéristiques liées au rapport au temps, à soi et aux autres, et ont permis de mettre en discussion plusieurs notions : la synchronicité et la notion de « bon moment », le lien entre confiance, estime de soi et construction de l’expérience, l’enjeu de l’accompagnement en Maisons Familiales Rurales ; de même, les questions d’engagement et de disponibilité des accompagnants ont été soulevéesFor an trainer in the Maisons Familiales Rurales (vocational training centres in rural areas), it is difficult to understand the experiences of young people involved in work-study training, the difficulties they encounter and the impact on their learning and their curriculum. The practitioner-researcher who wrote this thesis has 15 years of experience as an trainer. Her research aims to understand how and why the phenomena experienced by young people, called “desynchronisation”, are part of their learning and development processes. A secondary aim is to transform support practices of trainers. Initially linked with the notions of relationship to time, rhythm, synchronicity and self-construction, the praxeological framework of this research is based on an action research method, in an epistemological perspective crossing praxeology, phenomenology and hermeneutics. Twelve narrative interviews with former students and young people involved in these programmes were conducted, transcribed and analysed. This work was complemented by a “life tree” biographical tool in the classroom, with the support of two trainers. The results of the research shed light on the phenomena of desynchronisation experienced in training programmes, based on characteristics related to the relationship to time, to oneself and to others. They also enabled a discussion on several notions: synchronicity and the question of the “right time”, the link between confidence, self-esteem and the construction of experience, but also the challenge of commitment in the accompaniment
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Calitz, Maria-Lina Lusitano. "A social work training programme for caregivers of infants in San Bernardino County, California." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09222005-152848.
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Ramberg, Inga-Lill. "Promoting suicide prevention : an evaluation of a programme for training trainers in psychiatric clinical work /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-649-9/.
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Hofmeyr, Anke. "The nature of Employee Assistance Programme training practices within work organisations in the Western Cape." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53410.
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Training in general is receiving more attention in the new evolving work environment and companies invest a lot of time, money and effort into training activities. The aim of this research study was to explore the nature of Employee Assistance Programme (EAP) training practices within companies in the Western Cape.
In order to obtain the goal of the study the following objectives were formulated:
? To explore the content of EAP related training currently being presented at companies in the Western Cape.
? To explore if the current EAP related training is meeting the goals as set out by the Standards Committee of EAPA-SA.
? To explore the most beneficial EAP related training presented at companies in the Western Cape.
? To explore the current challenges that companies in the Western Cape experience regarding EAP related training of employees.
? To make recommendations regarding EAP related training practices in order to improve training practices and to proactively address training challenges.
Against this background the study was guided by the following research question:
? What is the nature of EAP related training practices in companies in the Western Cape?
A qualitative research approach was adopted for the purpose of this study. It was applicable because the goal was to seek a better understanding of a complex situation and to explore and to use observations to build theory from the ground up. By gathering meaningful information such as the perceptions, experiences and opinions of key role players in relation to the phenomenon of EAP related training practices in companies, the researcher explored and described the current practices and challenges.
The researcher utilised an applied research approach, since it sought to understand and alleviate a demanding problem in practice (EAP related training) and provided policymakers with well-grounded guides for remedial action. As the study was grounded in the collective case study design, the researcher chose a number of cases (companies) to make comparisons between cases (companies) and concepts to extend and validate theories.
The researcher purposely selected information-rich participants who provided the information needed. By using non-probability, purposive sampling the researcher purposively selected a subset of four companies in the Western Cape and studied them to make estimations and predictions about the larger population. Within the four selected companies, 13 (two to four in each of the four organisations) participants were purposively selected from which the researcher collected information.
Semi-structured interviewing was used as the most appropriate method of data collection for this study. An interview schedule with some predetermined questions was utilised to guide the interviews and the questions were formulated to be open-ended to generate more in-depth responses. The interviews were conducted by the researcher herself.
The study was also concluded with some useful and relevant recommendations from the employees responses on what programmes are currently being presented, the most beneficial programmes and how to ensure more effective EAP related training practices. One of the crucial recommendations drawn from the findings of this research study was that to ensure effective training, an assessment of the current state of affairs within companies, should always be completed. Training will be workable if it is grounded on a formal assessment of what is in place and what is needed to meet the specific company s business strategies and objectives. Another recommendation is that formal EAP related supervisory training should be compulsory on an on-going basis. Supervisors should be well-informed and even trained in the skills that the employees are due to be trained in. If managers are well-informed about the benefit of training and the impact thereof it might increase their insight, leading to their buy-in, and it might in addition address the attendance issue.Mini Dissertation (MSW)--University of Pretoria, 2015.
Social Work and Criminology
MSW
Unrestricted
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Eefting, Sander. "To Work or not to Work : An empirical study that focuses on the effects of the largest employment programme of local unemployed workers in Växjö, Sweden." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78312.
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Employment programmes, or on-the-job training programmes, are designed to increase the likelihood of unemployed workers receiving work opportunities by providing actual work experience. Whether the unemployed workers lack human resources, obtained a degree in a foreign country or simply need a boost towards obtaining a new job, these programmes give workers the opportunity to execute tasks at organised firms and therefore strengthen their connection to the labour market. The focus of this paper is towards a unique programme, called Arbetspraktik. This specific programme is designed with the intention to increase the labour market outcomes of unemployed workers. Geographically, Växjö has been selected as the main priority. The local focus is due to two reasons; firstly, the internship at the Swedish Employment Service in Växjö provided local support, insight and experience and therefore estimating local effects matched the purpose of the internship. The result of this thesis may also be used as informative research for the Swedish Employment Service where I performed my internship. Secondly, according to previous work, specific regions within a country are not looked at on a high frequency in Sweden and therefore focusing on regional effects could be beneficial to already existing studies. Previous research shows that the evaluation of these programmes has been done in many countries. Data for this study is obtained through the Swedish Employment Service. With the use of Matching and Propensity Scores, the findings claim that participants in Arbetspraktik have a 28.3% higher probability of receiving better outcomes than the controlled counterpart in Växjö. The interviews, despite having low observations, indicate that positive outcomes for trainees are a possibility and may be connected to the outcomes of the model. For example, trainees are shown to become more independent and productivity across trainees increases over time. Lastly, the interviews claim that trainees perform the same tasks as full-time workers, which is discussed to be a positive thing. Self-critique and tips for future research are presented at the end.
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Amuenje, Florentia. "The impact of diversity training on employee attitudes and behaviour with regard to diversity in work organisations: an analysis of a diversity-training programme in a Namibian work organisation." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1002433.
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Diversity training programmes are formal efforts to prepare the workforce to work with individuals from different cultural backgrounds and to improve organisational effectiveness. Although many studies have described diversity training programmes in the workplace, only a few have been evaluated to assess their effectiveness and impact on job outcomes. This thesis describes a study that assessed the impact of a diversity management-training programme on employee attitudes and behaviour towards diversity in a manufacturing company in Namibia. Kirkpatrick’s (1959) four-level model, which examines the trainees’ reactions to the training, the learning acquired, the behaviour change and improvement in organisational results, was used to measure the impact of the training programme. Data was collected through pre-and post-assessment semi-structured individual interviews and a focus group was conducted two months after the training. Data analysis indicates that the first two levels of the evaluation model showed an impact. The participants had positive reactions towards the course and said that they had learnt from the course. The data also showed that the training did not have any impact on the behaviour of the participants and on organisational outcomes. The research also revealed that lack of improved productivity and organisational results might have been influenced by unrealistic expectations, past political conditions, job insecurity and unemployment and the training context. Some recommendations for both the diversity training programme administrators as well as the management of the company are made.
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Cherry, Donna J., Bruce Dalton, and A. Dugan. "A Comparison of Self-Reported Preparedness for Employment Between Child Welfare Training Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7657.
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Gredemyr, Elina, and Elin Hjerén. "Tillbaka till verkligheten : En kvalitativ studie om vilka förutsättningar chefer behöver för att implementera kunskaper från ett ledarskapsprogram." Thesis, Högskolan Dalarna, Personal och arbetsliv, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34263.
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Tidigare forskning visar att det finns svårigheter för deltagare av ledarskapsutbildningar att implementera kunskaper de får med sig från utbildningen till sitt arbete. Detta kan bli en förlust både för organisationen samt för deltagarens kunskapsutveckling. Det gör att organisationer behöver veta vilka förutsättningar som krävs för att främja implementeringen för sina medarbetare. Denna studie är en kandidatuppsats i Personal och arbetslivsprogrammet på Högskolan Dalarna. Studien syftar till att skapa förståelse för vilka förutsättningar respondenterna upplever att de behöver för att implementera kunskaperna från ett ledarskapsprogram som de deltagit i. Sex respondenter från den utvalda organisationen har medverkat i semistrukturerade telefonintervjuer, vars svar sedan analyserats och sammanställts med hjälp av en tematisk analys. Resultatet visar att respondenterna behöver den egna motivationen, sociala relationer samt organisatoriska förutsättning för att implementera sina kunskaper från ledarskapsprogrammet.Previous research shows that there are difficulties for participants in leadership training programs to implement the knowledge they gain from training into their workplace. It could mean that both the organization and the participants lose important knowledge and development opportunities. Therefore, it is of great importance that the organizations know how to promote and ease the necessary implementation for their employees. This study is a bachelor's thesis in the program Personnel and work at Dalarna University. The study aims to create an understanding of what conditions the respondents feel that they need, to implement their knowledge from a leadership program in which they have participated. Six respondents from a selected organization participated in semi-structured telephone interviews, whose responses then were analyzed and compiled using a thematic analysis. The results show that the respondents needed their own motivation, social relationships and organizational prerequisites to implement their knowledge from the leadership program.
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Matanda, Richard. "A formative implementation evaluation of a Social Auxiliary Worker training programme." University of the Western Cape, 2016. http://hdl.handle.net/11394/4978.
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Magister Artium (Human Ecology) - MA(HE)A theory-based evaluation has been conducted with an improvement-orientated purpose on the Social Auxiliary Worker (SAW) Training Programme for an accredited provider to improve and continue to implement their own SAW Training Programmes. Theory-driven evaluations are essential for distinguishing between the validity of programme implementation and the validity of programme theory. Addressing the social needs of communities through social development and transformation is a top priority for the South African Government. South Africa faces a shortage of Social Work Practitioners (SWPs) due to emigration, as well as insufficient numbers of university graduates. This shortage has left the current SWPs with severe workload pressures. The South African Department of Social Development (DSD) initiated, in 2004, the training of Social Auxiliary Workers (SAWs) to serve as assistants to the SWPs. The SAW qualification initiative has been developed as a course accredited with the South African Qualifications Authority (SAQA) at the National Qualifications Framework (NQF) level 4. Providers of SAW training courses are accredited by the Health and Welfare Sectoral Education and Training Authority (HWSETA) and by the South African Council for Social Services Professions (SACSSP). The empirical part of the study was conducted in two stages. The first stage consisted of a clarificatory evaluation, wherein a step-by-step logical participatory process was followed for the clarification and development of the programme theory. This process resulted in logic models and a theory-of-change model against which the evaluation questions for the study were developed. These questions assessed the need for the SAW training programme - and for the SAW training programme planning and design. It was found that there was a need for SAW training programmes and that the SAW training programme had been designed to address this need. The second stage consisted of an implementation evaluation. This was done by means of a data matrix using the evaluation aspects for each of the objectives developed during the clarificatory evaluation. Data gathering was done by means of content analysis, focus group workshops and questionnaires. Data interpretations, conclusions and judgements were made with regard to each of the objectives and consolidated in a table format which indicated the outputs and outcomes, implementation results- and a judgement and recommendation for each objective. It was found that a standardised and structured process was followed most of the time, but that the knowledge and skills training elements, particularly in their practical application, left room for improvement. The study illustrates the advantages of a theory-based evaluation that assists with programme planning and modification, knowledge development and the planning of evaluation studies.
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McGimpsey, Hester Sophia. "The supervisory training course of the SANDF : an occupational social work evaluation / by Hester Sophia McGimpsey." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1206.
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The productivity and well-being of the SANDF are dependent on the effective
functioning of its individual members, positive relationships amongst various
groups of members and between members and the organization. Military social
work, based on occupational social work, was established in order to support the
well-being of the organization. Supervisors within the South African National
Defence Force play a fundamental role in the management and assistance of
employees and organizational units whose performance is affected by a range of
problems. These supervisors are the key role players in the identification and
effective referral of 'employees whose performance is affected by problem
situations. The Supervisory Training Course was developed and implemented by
military social workers as a training aid to equip supervisors in appropriate ways
of managing and assisting employees and organizational units. The Supervisory
Training Course (a very comprehensive package) is currently presented on a
small scale amongst SANDF supervisors. These supervisors are not using
acquired knowledge and skills effectively regarding the management of their
subordinates. This situation motivated the researcher to undertake this study.Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.
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Cooper, 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.
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Thesis (M. Comm. (Economic and business science))-University of Pretoria, 2005.Abstracts in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.
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Cheung, Hung-yan Joseph. "A study of the gospel drug rehabilitation programme at Bliss Lodge Youth Training Centre /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470605.
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Diaz, Garolera Gemma. "Friendship of young people with intellectual disabilities: supports and barriers. A training programme to work on the social skills related to the establishment and maintenance of friendships." Doctoral thesis, Universitat de Girona, 2019. http://hdl.handle.net/10803/668948.
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Social relationships and social participation have an important impact on the social inclusion processes of people with intellectual disabilities (ID). However, research suggests that social networks of people with ID usually tend to be limited to family members and staff. The main aim of this thesis is to study the difficulties that young people with ID often face when establishing and maintaining friendships, as well as those factors that constitute a support. A qualitative method has been used, incorporating the experiences and opinions of people with ID. Moreover, through the design, implementation and evaluation of a training programme, it offers an adaptable and transferable tool that allows the work of social skills related to friendshipLes relacions socials i els processos de participació social que desenvolupen les persones amb discapacitat intel·lectual (DI) tenen una àmplia repercussió en els seus processos d’inclusió social. No obstant, la recerca suggereix que les xarxes socials de les persones amb DI solen ser reduïdes i estar compreses majoritàriament per membres de la família o professionals. El principal objectiu d’aquesta tesi és l’estudi de les dificultats que han d’afrontar els joves amb DI a l’hora d’establir i mantenir relacions d’amistat, així com d’aquells suports que els ajuden. S'ha dut a terme amb una metodologia d'investigació qualitativa, incorporant les experiències i opinions de persones amb DI. També, a través del disseny, aplicació i avaluació d’un programa formatiu, s’ofereix un recurs de caràcter transferible i adaptable que permet el treball de les habilitats socials relacionades amb l’amistat
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Quinn, Lynn. "A social realist account of the emergence of a formal academic staff development programme at a South African university." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003954.
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Using social realist theory and particularly the morphogenetic/morphostatic methodology advocated by Margaret Archer, this study offers a critical examination of the emergence of a formal academic staff development programme at a small South African university (SSAU). Archer’s morphogenetic approach enabled an investigation of the interface between culture, structure and agency (at macro, mezo and micro levels) in order to theorize about the material, ideational and agential conditions that obtained and which in turn enabled the emergence of the Postgraduate Diploma of Higher Education (PGDHE) at the SSAU. The study therefore advances concrete propositions about the cultural, structural and agential conditions for transformation which existed at a particular time in the history of higher education (and the subfield of educational development) which enabled the introduction of the PGDHE. Analysis of the data suggests that what occurred at SSAU was a disruption of the morphostatic synchrony between structure and culture brought about by new discourses and structures emanating from the broader international and national higher education context. In particular, it seems that attempts at reconciling the constraining contradictions between the discourses and structures related to quality assurance on the one hand and educational development on the other resulted in a conjunction between transformation at the levels of both the cultural system and social structure. This conjunction, along with the actions of key Institutional agents and the morphogenesis of the staff of the Educational Development Unit, created sufficiently enabling conditions in the Institution for the introduction of the PGDHE. The research adds to knowledge through insights into the contribution that the ideas, beliefs, values, ideologies and theories about higher education broadly and about educational development specifically make to enabling or constraining conditions for the professionalization of academic staff in higher education institutions. It uncovers how relevant structures at the international, national and institutional levels can shape the practice of educational development and specifically staff development. It has generated insights into how the relevant people and the positions they hold can impact on staff development practices. In summary, the research could contribute towards emancipatory knowledge which could be used by SSAU and educational development practitioners elsewhere to inform future planning and decision making in relation to educational development and more specifically staff development practices in their contexts.
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Coulson, Jesse E. "The Effectiveness of a Stress Reduction Program for Police Officers." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331940/.
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A group of veteran police officers was studied in relation to the effectiveness of a stress reduction program which utilized a cognitive-behavioral approachto training. A new instrument, the Coulson Police Job Stress Discussionaire, (CPJSD), was field tested. Two control groups, a veteran group who received no stress reduction training and an academy group which received standard basic training but not the stress reduction program, were compared on pre—test and post-test Profile of Mood States (POMS) mood disturbance cores.
Contrary to the main hypothesis formulated, there were no significant differences found between the three groups on post-test POMS measures of mood disturbance when compared with pre-test measures. The construct validity of the POMS for use with police officers is challenged. The specific format utilized is discussed and suggestions are offered for future study design. Specific difficulties inherent in the study of police groups are examined. The usefulness of the CPJSD for police job stress reduction program is suggested, as is the need for further field testing of this instrument.
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Harrington, Carolyn D. "Critical friends group effects on teacher practice and collaboration /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/harringtonc/carolynharrington.pdf.
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Claesson, Annika. "Utvärdering som stödjande verktyg vid kompetensutveckling : överföring av lärande och kunskapsanvändning bland personal i äldreomsorg." Licentiate thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-44705.
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Santos, Ruth Conceição Farias. "Representações sociais de aprisionados(as) e técnicos(as), sobre programas de ressocialização (atividades de educação e trabalho) no sistema prisional no Estado de Sergipe." Universidade Federal de Sergipe, 2012. https://ri.ufs.br/handle/riufs/4661.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis research analyzes the social representations of prisoners (as), coordinators and teachers about the programs of rehabilitation by means of educational and larbotheraphy activities, developed in prisons Cadeião intended for persons male and Female Prison in the city of Our lady of Perpetual Help., in view of the expansion of rights and citizenship in this segment. The historical perspective based on dialectics guided the understanding of dynamics inherent contradictions in social relations within the prison system inserted into the logic of the neoliberal state whose priority is the market relations and not human relations. As a theoretical north there are the categories: work, education, gender, prison system and training of teachers, considered relevant to subsidize the production of knowledge about the object. The subjects were approached via semi-structured interviews allow for the issuance of opinions on facts, feelings, action plans and conduct, and analysis of aspects of subjectivity, as it deals with attitudes and values towards the facts. Based on the data obtained we can say that it has similar characteristics to the Brazilian population, it consists mostly of poor with low education. Notwithstanding the day to day in the prison system, although heterogeneous, somehow have common aspects with regard to all forms of control and restraint of prisoners, in the discipline and physical structure. Although the policies are created and implemented under the aegis of recovery and rehabilitation as well as subliminally bring an ideological discourse that sustains the tripod professional work / education / assistance, certainly there are few obstacles that are faced with the implementation of criminal policy, with minimal success, given the political and societal interest in recovering.
Esta pesquisa analisa as representações sociais de presos (as), coordenadores e professores, sobre os programas de ressocialização, por meio das atividades de educacionais e de laborterapia, desenvolvidos nas unidades prisionais Cadeião destina a pessoas do sexo masculino e Presídio Feminino no município de Nossa Senhora do Socorro, tendo em vista da ampliação dos direitos e da cidadania deste segmento. A perspectiva histórica com base na dialética orientou o entendimento da dinâmica das contradições intrínsecas nas relações sociais no âmbito sistema penitenciário inserido na lógica do Estado neoliberal cuja prioridade são as relações de mercado e não as relações humanas. Como norte teórico destacam se as categorias: trabalho, educação, gênero, sistema prisional e formação de professores, consideradas relevantes para subsidiar a produção do conhecimento sobre o objeto. Os sujeitos foram abordados via entrevistas semiestruturadas por possibilitar a emissão de opiniões sobre fatos, sentimentos, planos de ação e condutas, e a análise de aspectos da subjetividade, visto que lida com atitudes e valores perante os fatos. Com base nos dados obtidos podemos dizer que a mesma apresenta características semelhantes a da população brasileira, pois é constituída em sua maior parte de pobre com baixa escolarização. Não obstante o dia a dia no sistema prisional, embora sejam eterogêneos, de certa forma apresentam aspectos comuns a todas as no tocante as formas de controle e contenção dos presos, na disciplina e na estrutura física. Embora as políticas sejam criadas e implantadas sob a égide da recuperação e da ressocialização além de trazerem de forma subliminar um discurso ideológico que sustenta no tripé trabalho profissionalização/educação/assistência, certamente não são poucos os obstáculos que se antepõem à implementação das políticas penais, com um mínimo de êxito, haja vista o interesse político e da sociedade em recuperar.
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Liu, Nian. "Sensibiliser les étudiants ingénieurs chinois au travail en équipe : réflexions autour de l'élaboraion d'un programme de Français sur Objectif Universitaire pour des étudiants en préparation à la mobilité académique en France." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2105.
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Cette thèse fait état d’une recherche menée entre 2015 et 2019 à l’Université Jiaotong du Sud-Ouest en Chine et dans le Groupe des Écoles Centrales françaises, autour de la préparation d’étudiants ingénieurs chinois à la mobilité académique en France. Partant des besoins constatés sur le terrain, le choix a été fait de s’intéresser aux réunions de travail, qui jouent un rôle majeur dans les écoles d’ingénieur et qui sont encore absentes du matériel pédagogique édité en Français sur Objectif Universitaire (FOU).S’inscrivant dans la démarche du FOU, la recherche comporte deux étapes indissociables. La première est le travail de terrain, mené durant une année, qui a permis d’analyser les enjeux, les situations de communication et les discours à l’oeuvre au sein du cursus d’une Ecole Centrale (celle de Lyon), et de collecter de nombreuses données vidéos relatives aux réunions de travail. L’analyse des données a été confrontée au cadre théorique du français sur objectif universitaire, qu’elle remet en partie en cause en ce qui concerne la possibilité d’utiliser les données existantes collectées sur le terrain comme supports de cours de FOU. La seconde étape est élaboration d’un programme de FOU visant à répondre aux besoins de formation linguistique des étudiants ingénieurs chinois par rapport au travail collectif et aux réunions de travail en Ecole Centrale. Ce programme a été constitué à partir des données sollicitées auprès des acteurs du terrain.La thèse inclut une réflexion autour d’un aspect déterminant du FOS-FOU, à savoir la faisabilité et l’étude des leviers institutionnels permettant d’instaurer effectivement un programme innovant en vue d’améliorer la mobilité des étudiants concernésThis thesis reports on research conducted between 2015 and 2019 at the Southwest Jiaotong University in China and in the Group of French Central Schools, on the preparation of Chinese engineering students for academic mobility in France. Based on empirically identified needs, the decision was made to focus on work meetings, which play a major role in engineeringschools but are still absent from the educational materials published in FOU.Within the framework of French for University Objectives (FUO), this research is comprised of two inseparable stages. The first is fieldwork conducted during one year, which allowed us to analyze the issues, communicative situations, and discourses within the curriculum of a Central School in Lyon, and to collect large amounts of video data related to work meetings. The data analysis was held up to the theoretical framework of FUO, which was partly put into question regarding the possibility of using existing data collected in the field as training materials for FUO.The second stage is the elaboration of a FUO program aimed at meeting the linguistic training needs of Chinese engineering students in relation to group work and work meetings in the Central School. This program was created from the data collected during the first stage.This thesis includes a reflection on a key aspect of French for Specific Objectives (FSO) and FUO, namely the feasibility and the study of the institutional roadblocks to the effective implementation of innovative programs aimed at improving the mobility of certain students
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BAUERMANN, Airton Adelar. "Eixos tem??ticos abordados em pesquisas sobre a forma????o do professor universit??rio defendidas em programas de p??s-gradua????o em Ci??ncias Cont??beis no per??odo de 2009 a 2013." FECAP, 2016. http://tede.fecap.br:8080/jspui/handle/jspui/744.
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In order for the sum of the results of processes of scientific research or science to become effective, it is necessary to focus on its formal quality, so as for it not to lose its potential in transforming and advancing science. For that purpose, the communication of scientific production and its constant evaluation are essential aspects. The main objective of this research is to show core themes given in dissertations and theses on the education of university professors, defended in three graduate programs in Accounting, in the period of 2009 through 2013, with the intent of describing methodology aspects and dimensions of education of professors valued by research done in the period investigated. In order for this to be accomplished, an explorative qualitative research was undertaken. The data was collected through documental analysis and analyzed with content analysis. It was noted that the topic of professional formation in dissertations and thesis, in the area of accounting, is still scarce, with only 06 (six) researches out of 287 in the period of 2009 through 2013 focusing on the education of the university professor. It was found, also, that 05 (five) of these studies are on the profession of professors and 01 (one) on politics of education of the professor. Another find had to do with the focus of the researches in evidencing the profile of professional competencies for teaching. Among these, 02 (two) studies focused on the ethic-political education of professors. In conclusion, the theme of education of professors is still not a part of the research that was investigated in graduate programs in Accounting, demonstrating the little interest in this field of study, even though one of the primordial objectives of courses of specialization is the education of professionals for teaching in higher levels.
Para que a acumula????o de resultados dos processos de pesquisa cient??fica ou a ci??ncia se torne eficaz ?? preciso atentar para a sua qualidade formal sob pena de esvaziar o seu potencial de transforma????o e de avan??o cient??fico. Sendo assim, a comunica????o da produ????o cient??fica e a sua avalia????o constante s??o aspectos essenciais. Esta pesquisa tem como objetivo geral evidenciar eixos tem??ticos abordados nas disserta????es e teses sobre forma????o de professores universit??rios, defendidas em tr??s programas de p??s-gradua????o em Ci??ncias Cont??beis, no per??odo de 2009 a 2013, procurando descrever aspectos metodol??gicos e dimens??es da forma????o docente valorizadas pelas pesquisas analisadas no per??odo investigado. Para tanto, realizou-se uma pesquisa explorat??ria, de natureza qualitativa. Os dados foram coletados por meio da an??lise documental e analisados por meio da an??lise de conte??do. Constatou-se que ainda ?? escassa a presen??a da tem??tica da forma????o de professores nas disserta????es e teses, na ??rea cont??bil, sendo que das 287 pesquisas produzidas no per??odo de 2009 a 2013, apenas 06 (seis) t??m como foco de preocupa????o a forma????o do docente universit??rio. Constatou-se, tamb??m, que 05 (cinco) destes estudos s??o sobre profissionalidade docente e 01 (um) sobre pol??ticas de forma????o do docente. Outra constata????o foi quanto ?? preocupa????o das pesquisas em evidenciar o perfil de compet??ncias profissionais para a doc??ncia. Dentre estas, 02 (duas) pesquisas tiveram como preocupa????o a dimens??o ??tico-pol??tica da forma????o docente. Conclui-se que a tem??tica envolvendo a forma????o de professores ainda n??o faz parte das linhas de pesquisas pertencentes aos programas de p??s-gradua????o em Ci??ncias Cont??beis investigados, demonstrando o pouco interesse por este campo de estudos, mesmo que um dos objetivos primordiais da p??s-gradua????o seja a forma????o de profissionais para o magist??rio superior.
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Amicucci, Eliane Marques de Menezes. "Supervisão acadêmica de estágio em serviço social : potencialidades para a formação profissional /." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154174.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta tese apresenta a discussão sobre supervisão acadêmica de estágio em Serviço Social, que consiste num espaço de reflexão teórico-prática sobre o trabalho profissional articulada aos objetivos e conteúdo programático do curso, assim, trata-se de numa práxis educativa. Traz como objeto de estudo a dimensão pedagógica da supervisão acadêmica de estágio em Serviço Social. O objetivo geral desta pesquisa foi analisar a dimensão pedagógica no processo de supervisão acadêmica de estágio nos cursos presenciais de Serviço Social no estado de São Paulo. Delimitou-se como recorte temporal o período de 1996 a 2016. Privilegiou-se o ano de 1996 devido à aprovação das Diretrizes Curriculares da Associação Brasileira de Ensino em Pesquisa em Serviço Social (ABEPSS) que prevê a indissociabilidade entre estágio, supervisão de campo e supervisão acadêmica, sendo um marco na formação profissional. Ainda no corrente período houve o acirrado processo de mercantilização da educação superior e expansão dos cursos de Serviço Social na esfera privada e na modalidade do Ensino à Distância (EAD). A metodologia utilizada pautou-se em pesquisa bibliográfica, pesquisa de campo com abordagem quantitativa e qualitativa e pesquisa documental. Os instrumentos utilizados para o alcance dessa proposta de estudo foi o questionário e roteiros para a realização da técnica de entrevista. As análises foram realizadas através de categorias que emergiram da realidade concreta, como a concepção de supervisão acadêmica; dimensão educativa; unidade teoria-prática; matéria-prima da supervisão acadêmica; articulação entre formação e trabalho profissional e avaliação do processo de ensino-aprendizagem. Os participantes que compuseram a pesquisa foram supervisores de campo, supervisores acadêmicos, estagiários, coordenadores de estágio e coordenadora de curso de graduação em Serviço Social. O universo empírico da pesquisa constituiu-se nas Unidades de Formação Acadêmica (UFAs) na modalidade presencial. Desvelamos que a supervisão acadêmica de estágio em Serviço Social é permeada por “velhos” desafios que acompanham a historicidade da supervisão de estágio em Serviço Social, bem como desafios contemporâneos permeados pelo contexto de precarização do trabalho docente nas UFAs. Por outro lado, identificamos que é uma atividade educativa, consistindo num espaço de reflexão teórico-prática das experiências vivenciadas no campo de estágio, sendo síntese dessa atividade; permite o conhecimento e análise do trabalho profissional a partir da construção de mediações; a relação entre supervisor acadêmico e estagiário pauta-se na perspectiva dialógica. A supervisão acadêmica tem se materializado nas UFAs conforme orientações político-pedagógicas da Política Nacional de Estágio (PNE) da ABEPSS, entretanto, com desafios impostos pela própria lógica do capital que rebate na condição do trabalho docente, bem como limita a garantia da supervisão direta de estágio prevista na Resolução do Conselho Federal de Serviço Social (CFESS) n. 533/2008. Concluímos que através da supervisão acadêmica de estágio é possível contribuir com a construção de um perfil profissional crítico, assim como a formação profissional atrelada aos princípios e valores de uma educação voltada à formação humana
This thesis presents the discussion on academic probation supervision in Social work, consisting of a space for reflection on the theoretical-practical professional work articulated the goals and content of the course, so it is a praxis educational. The objective of this study is to analyze the pedagogical dimension in the process of academic supervision of internships in Social Work courses in the State of São Paulo. Delimited timeframe as the period of 1996 to 2016. Has opted for the year of 1996 due to the approval of the Brazilian Association of curriculum guidelines in research Education in Social Service which provides the inseparability between stage, field supervision and academic supervision, being a landmark in the formation Professional. Even in the current period there`s the harsh process of commercialization of higher education and expansion of Social Service courses in the private sphere and in the distance learning (EAD) modality. The methodology used was based on bibliographical research, field research with quantitative and qualitative approach and documentary research. The instruments used to reach this study proposal were the questionnaire and a roadmap for performing the interview technique, the analyzes were carried out through categories that emerged from the concrete. Participants who composed the research were field supervisors, academic supervisors, interns, internship coordinators, and a coordinator of an undergraduate course in Social Work. The empirical universe of the research consisted of Units of Academic Formation (UAFs) in the face-to-face modality. We reveal that the academic supervision of the Social Service internship is permeated by the “old” challenges that accompany the historicity of supervising the internship in Social Work, as well as contemporary challenges permeated by the precarious context of the teaching work in the UAFs, on the other hand, we identify that is an educational activity, consisting of a space of theoretical and practical reflection of the experiences in the stage field, consisting of the synthesis of this activity; it allows the knowledge and analysis of professional work from the construction of mediations; the relation between academic supervisor and intern is based on the dialogical perspective. The academic supervision has materialized in the UAFs according to political-pedagogical guidelines of the National Policy of Internship (NPI) of ABEPSS, however, with challenges imposed by the logic of capital that rebuts in the condition of teaching work, as well as limits the guarantee of direct supervision of internship provided for in Resolution CFESS n. 533/2008.We conclude that through academic supervision of internship it is possible the professional formation linked to the principles and values of an education focused on human formation.
Presenta tesis la discusión sobre la supervisión de libertad condicional académica en trabajo Social, que consiste en un espacio de reflexión sobre el trabajo profesional teórico-práctico articula los objetivos y contenidos del curso, así que es una práxis educativa. Esta investigación tiene como objeto de estudio la dimensión pedagógica de la supervisión académica de prácticas en el Servicio Social. Trae como objetivo general: analizar la dimensión pedagógica en el proceso de supervisión académica de prácticas en los cursos presenciales de Servicio Social en el estado de São Paulo. El recorte temporal demarcado fue en el período de 1996 a 2016, fue privilegiado el año 1996, debido a la aprobación de las Directrices Curriculares de la Asociación Brasileña de Enseñanza en Investigación en el Servicio Social que prevé la inseparabilidad entre prácticas, supervisión de campo y supervisión académica. La metodología utilizada se basó en la investigación bibliográfica, investigación de campo con abordaje cuantitativo y cualitativo e investigación documental. Los instrumentos utilizados para el alcance de esta propuesta de estudio fueron el cuestionario y un itinerario para la realización de la técnica de entrevista; los análisis se realizaron a través de categorías que surgieron de la realidad concreta. Los participantes que compusieron la investigación fueron supervisores de investigación campo, supervisores académicos, aprendices, coordinadores de prácticas y coordinadora del curso de graduación en el Servicio Social. Desvelamos que la supervisión académica de prácticas en Servicio Social está llena de “viejos” desafíos que acompañan la historicidad de la supervisión de prácticas en el Servicio Social, así como los desafíos contemporáneos en el contexto de la precarización del trabajo docente en las (UFAs). Por otro lado, identificamos que es una actividad educativa, que consiste en un espacio de reflexión teórico-práctica de las experiencias vivenciadas en el campo de práctica, que consiste en la síntesis de esta actividad; permite el conocimiento y análisis del trabajo profesional a partir de la construcción de mediaciones; la relación entre supervisor académico y aprendiz se pauta en la perspectiva dialógica. La supervisión académica se ha materializado en las UFAs de acuerdo con las orientaciones políticopedagógicas de la Política Nacional de Practicas (PNE) de la Asociación Brasileña de Educación e Investigación en Trabajo Social (ABEPSS), sin embargo, con desafíos impuestos por la propia lógica del capital que rebate en la condición del trabajo docente, así como limita la garantía de la supervisión directa de prácticas prevista en la Resolución CFESS n. 533/2008. Concluimos que a través de la supervisión académica de prácticas es posible la formación profesional sujetada a los principios y valores de una educación direccionada a la formación humana.
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Mounou, Yotoungabe. "Professionnalisation par la recherche en formation initiale des agents socio-sanitaires au Tchad." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3072/document.
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La professionnalisation par la démarche de recherche est de plus en plus utilisée par les organismes de formation professionnelle, aussi bien initiale que continue. La présente étude tente d’analyser les composantes et les conditions d’existence d’une telle recherche. En quoi la recherche est-elle professionnalisante et quelles seraient les conditions pour qu’elle le soit. Plusieurs dimensions sont à l’œuvre. La pluralité des formateurs et le déroulement d’un tutorat, la production de savoirs académiques qui ne sont ni théoriques ni d’action, mais en relation avec des représentations nouvelles. Des possibilités offertes par la pratique et, enfin, le passage par une obligation d’écriture scientifique dont les caractéristiques se nichent dans le métissage théorie/pratique des modèles théoriques de santé et du processus d’apprentissage de ceux-ci. L’étude prend comme exemple, l’enseignement des modèles théoriques/pratiques et du processus d’Apprentissage pour la mise en place d’une écriture scientifique en formation initiale des Agents Socio-Sanitaires. La formation professionnelle initiale présentant des caractéristiques plus fragiles face à ce genre de formation compte tenu de sa qualitéThe professionalization by the approach of research is increasingly used by vocational, as well original a organization that continues. This study attempts to analyze the components and the conditions of the existence of such a search. What is research professional and what would be the conditions for it to be. Several dimensions are at work. The plurality of the trainers and the conduct of a tutoring, academic knowledge which are neither theoretical production of action, not in relation to new representations. Opportunities offered by the practice and, finally, passing through an obligation to scientific writing whose characteristics Nestle in the interbreeding theory/practice of theoretical models of health and learning of these processes.The study takes as an example, the teaching of theoretical/practical models and learning process for the establishment of scientific writing in initial training of health staff. Initial vocational training with more fragile characteristics to this sort of training in view of its quality
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Schäfer, Jean Stewart. "An investigation of how visual arts can be used to teach mathematical concepts of space and shape in Grade R." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003514.
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The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.
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Diogenes, Elione Maria Nogueira. "UMA AVALIAÇÃO POLITICA E DO PROCESSO DE IMPLEMENTAÇÃO DA REFORMA DO ENSINO MÉDIO NO CEARÁ." Universidade Federal do Maranhão, 2010. http://tedebc.ufma.br:8080/jspui/handle/tede/762.
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Previous issue date: 2010-02-26Conselho Nacional de Desenvolvimento Científico e Tecnológico
Research into practice with a focus on educational policy "New School: Education is now for life" in two dimensions: political assessment of the policy and implementation process in the State of Ceará, in the period 1996 to 2006.
Pesquisa concretizada com foco na política educacional "Novo Ensino Médio: Educação agora é para a vida" em duas dimensões: avaliação política da política e do processo de implementação no Estado do Ceará, no período compreendido entre 1996 a 2006.
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López, Martínez José Damián. "La enseñanza de la Física y de la Química en la educación secundaria en el primer tercio del siglo XX en España." Doctoral thesis, Universidad de Murcia, 1999. http://hdl.handle.net/10803/11071.
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Este trabajo, en la línea de las investigaciones realizadas sobre la historia de las disciplinas y del currículum, tiene como objetivo fundamental conocer los antecedentes y la evolución de la enseñanza de la física y química en España en la educación secundaria durante el período 1900-1936. Analizamos los planes de estudio, el colectivo de catedráticos de instituto que las impartía, su actualización científico-pedagógica y profundizamos en aspectos que incidieron en la modernización y puesta en práctica de nuevas orientaciones metodológicas. Destacamos la labor realizada por la Junta para Ampliación de Estudios y el Instituto-Escuela de Madrid con profesores renovadores como José Estalella, Andrés León, Miguel Catalán, etc., que proporcionaron nuevos enfoques para la enseñanza de estas materias relativos a los contenidos, libros de texto, realización de experiencias prácticas, material científico y la utilización de las salidas de campo y visitas escolares como recurso importante para la enseñanza de estas disciplinas.This work, in line with the research carried out on the history of school subjects and curriculum, aims to understand the background and status of the teaching of physics and chemistry in Spain in secondary education during the period 1900-1936.We analyzed the curriculum, the group of professors teaching the above subjects, and their scientific and pedagogical updating. Moreover, we thoroughly dealt with some aspects affecting the modernization and implementation of new methodological guidelines. We highlighted the work done by the Junta para Ampliación de Estudios and the Instituto-Escuela of Madrid with some innovative teachers as José Estalella, Andres León, Miguel Catalán, among others. These provided new approaches to the teaching of the subjects related to the contents, textbooks, the carrying out of practical experiences, scientific material and the use of field and school trips visits as an important resource for the teaching of these subjects.
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Daly, Marwa El. "Challenges and potentials of channeling local philanthropy towards development and aocial justice and the role of waqf (Islamic and Arab-civic endowments) in building community foundations." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2012. http://dx.doi.org/10.18452/16511.
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Diese Arbeit bietet eine solide theoretische Grundlage zu Philanthropie und religiös motivierten Spendenaktivitäten und deren Einfluss auf Wohltätigkeitstrends, Entwicklungszusammenarbeit und einer auf dem Gedanken der sozialen Gerechtigkeit beruhenden Philanthropie. Untersucht werden dafür die Strukturen religiös motivierte Spenden, für die in der islamischen Tradition die Begriffe „zakat“, „Waqf“ oder im Plural auch „awqaf-“ oder „Sadaqa“ verwendet werden, der christliche Begriff dafür lautet „tithes“ oder „ushour“. Aufbauend auf diesem theoretischen Rahmenwerk analysiert die qualitative und quantitative Feldstudie auf nationaler Ebene, wie die ägyptische Öffentlichkeit Philanthropie, soziale Gerechtigkeit, Menschenrechte, Spenden, Freiwilligenarbeit und andere Konzepte des zivilgesellschaftlichen Engagements wahrnimmt. Um eine umfassende und repräsentative Datengrundlage zu erhalten, wurden 2000 Haushalte, 200 zivilgesellschaftliche Organisationen erfasst, sowie Spender, Empfänger, religiöse Wohltäter und andere Akteure interviewt. Die so gewonnen Erkenntnisse lassen aussagekräftige Aufschlüsse über philanthropische Trends zu. Erstmals wird so auch eine finanzielle Einschätzung und Bewertung der Aktivitäten im lokalen Wohltätigkeitsbereich möglich, die sich auf mehr als eine Billion US-Dollar beziffern lassen. Die Erhebung weist nach, dass gemessen an den Pro-Kopf-Aufwendungen die privaten Spendenaktivitäten weitaus wichtiger sind als auswärtige wirtschaftliche Hilfe für Ägypten. Das wiederum lässt Rückschlüsse zu, welche Bedeutung lokale Wohltätigkeit erlangen kann, wenn sie richtig gesteuert wird und nicht wie bislang oft im Teufelskreis von ad-hoc-Spenden oder Hilfen von Privatperson an Privatperson gefangen ist. Die Studie stellt außerdem eine Verbindung her zwischen lokalen Wohltätigkeits-Mechanismen, die meist auf religiösen und kulturellen Werten beruhen, und modernen Strukturen, wie etwa Gemeinde-Stiftungen oder Gemeinde-„waqf“, innerhalb derer die Spenden eine nachhaltige Veränderung bewirken können. Daher bietet diese Arbeit also eine umfassende wissenschaftliche Grundlage, die nicht nur ein besseres Verständnis, sondern auch den nachhaltiger Aus- und Aufbau lokaler Wohltätigkeitsstrukturen in Ägypten ermöglicht. Zentral ist dabei vor allem die Rolle lokaler, individueller Spenden, die beispielsweise für Stiftungen auf der Gemeindeebene eingesetzt, wesentlich zu einer nachhaltigen Entwicklung beitragen könnten – und das nicht nur in Ägypten, sondern in der gesamten arabischen Region. Als konkretes Ergebnis dieser Arbeit, wurde ein innovatives Modell entwickelt, dass neben den wissenschaftlichen Daten das Konzept der „waqf“ berücksichtigt. Der Wissenschaftlerin und einem engagierten Vorstand ist es auf dieser Grundlage gelungen, die Waqfeyat al Maadi Community Foundation (WMCF) zu gründen, die nicht nur ein Modell für eine Bürgerstiftung ist, sondern auch das tradierte Konzept der „waqf“ als praktikable und verbürgte Wohlstätigkeitsstruktur sinnvoll weiterentwickelt.This work provides a solid theoretical base on philanthropy, religious giving (Islamic zakat, ‘ushour, Waqf -plural: awqaf-, Sadaqa and Christian tithes or ‘ushour), and their implications on giving trends, development work, social justice philanthropy. The field study (quantitative and qualitative) that supports the theoretical framework reflects at a national level the Egyptian public’s perceptions on philanthropy, social justice, human rights, giving and volunteering and other concepts that determine the peoples’ civic engagement. The statistics cover 2000 households, 200 Civil Society Organizations distributed all over Egypt and interviews donors, recipients, religious people and other stakeholders. The numbers reflect philanthropic trends and for the first time provide a monetary estimate of local philanthropy of over USD 1 Billion annually. The survey proves that the per capita share of philanthropy outweighs the per capita share of foreign economic assistance to Egypt, which implies the significance of local giving if properly channeled, and not as it is actually consumed in the vicious circle of ad-hoc, person to person charity. In addition, the study relates local giving mechanisms derived from religion and culture to modern actual structures, like community foundations or community waqf that could bring about sustainable change in the communities. In sum, the work provides a comprehensive scientific base to help understand- and build on local philanthropy in Egypt. It explores the role that local individual giving could play in achieving sustainable development and building a new wave of community foundations not only in Egypt but in the Arab region at large. As a tangible result of this thesis, an innovative model that revives the concept of waqf and builds on the study’s results was created by the researcher and a dedicated board of trustees who succeeded in establishing Waqfeyat al Maadi Community Foundation (WMCF) that not only introduces the community foundation model to Egypt, but revives and modernizes the waqf as a practical authentic philanthropic structure.
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Emanuel, Lesley. "Developing employability: an evaluation of the World of Work Training and Internship Programmes at the University of the Witwatersrand, Johannesburg." Thesis, 2012. http://hdl.handle.net/10539/10946.
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Ph.D. Faculty of Humanities, University of the Witwatersrand, 2011Human Sciences’ training is consistently criticized for a lack of application to the world of work. Industry is skeptical about the value of human science training in terms of direct economic or political benefit and the result is often unemployment, or precarious career prospects for Humanities and Social Sciences students. The case is worse for those Humanities and Social Science students who will graduate from academic programmes that are not specifically oriented to meet the needs of an industry or profession. The World of Work Training and Internship Programmes at the Graduate School (now the Graduate Centre) at the University of the Witwatersrand aimed to address this problem through a non-academic intervention. Although the integration of internships into academic programmes is often positioned in the available literature as the ideal in order to optimize learning, the World of Work Programmes were unique in that they were designed as an “add-on” intervention to address the development of Humanities students’ employability, after completion of their postgraduate degrees. Literature on employability does not does address employability or the employability skills development of those who do not have a professional outcome ‘built in’ to their academic learning process, let alone the needs and challenges of postgraduate Humanities and Social Science students in particular. The World of Work Programmes consisted of two components. The duration of the Training Programme, which took place at the University, was approximately one month. Thereafter, internships (three months) were arranged for participants at various relevant organisations. Interns were closely monitored and mentored by World of Work staff and by a representative from the host organisation. The World of Work Training and Internship Programmes started in 2001 and the last programmes occurred in 2008. The purpose of this doctoral research is to evaluate the World of Work Training and Internship Programmes and their contribution to the development of employability. 2 The evaluation is focused on two key years of the programmes, 2005 and 2006. It includes consideration of the challenges postgraduate Humanities students encounter as they make the transition from academia to the workplace, and how the World of Work Programmes help them manage any difficulties they may have. It also investigates pedagogical approaches for increasing these students’ employability, and how the postgraduate Humanities student’s transition into an organisation impacts on his/her employability development. One of the key findings from the World of Work Programmes’ evaluation was that the multiple roles of mentorship are crucial for students’ successful transitions into workplaces. The unique partnership in the World of Work Programmes’ of the University-based mentor with a workplace supervisor proved to be a compelling subject for further exploration in the final chapter. In 2005, the practise of weblogging was introduced into the World of Work Programmes’ curriculum. There were various aims motivating the introduction of this learning tool, including facilitating learning through reflection, while at the same time improving awareness of, and attitudes towards Humanities and Social Science postgraduate students. We hoped, in this way, to market the potential of Humanities students and their relevance in the workplace. Findings related to these objectives, and also unexpected results from this e-learning project such as the development of a community of practice and how the weblogs provided a sense of Humanities students “in action”, has prompted its inclusion in the final chapter as a significant contribution – especially since there is no literature available on the capacity of weblogs to assist with the development and demonstration of employability specifically. An evaluation of any possible contributions to employability development as a result of such innovations in the World of Work Programmes may be useful for the pedagogical and curricular design of similar programmes.
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Naidu, Karmen. "Learners' experiences of learnership programmes in an information technology organisation." Diss., 2019. http://hdl.handle.net/10500/26545.
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Learnerships are occupational and vocational education training programmes that have been provided to fast-track acquisition of qualifications for unemployed youth, equipping them with knowledge, skills and experience.
This research is an investigation of learners’ experiences of learnership programmes and the factors affecting the retention of the learners. More precisely, the research is about learners’ experiences of learnership programmes in an information technology (IT) organisation in South Africa.
The retention rates of learners in learnership programmes have been comparably low in recent years. In order to understand this phenomenon, one had to investigate the factors that affect such retention rates.
This is a study of the lived experiences of learners enrolled in a learnership programmes, conducted to examine their perceptions of a learnership qualification. A qualitative research approach was used to collect the lived experiences of 16 participants selected from one training provider. Semi-structured interviews were undertaken with the learners. The data collected was analysed by adopting thematic analysis and findings presented in a narrative form.
The results from both the theoretical framework and the empirical inquiry suggest that competitive remuneration, career advancement possibilities, exciting jobs and opportunity for personal development improve learner retention, whereas the lack of these attributes is seen to entail turnover.
The study was conducted in only one IT organisation and the results cannot, therefore, be generalisable throughout the IT learnership programmes. Future studies should include learners from a sizeable number of organisations and should also consider organisations in other provinces, and not those in Gauteng alone.Industrial and Organisational Psychology
M. Com. (Industrial and Organisational Psychology)
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Padiachy, Ivan. "An employee assistance programme as applied in a white-collar environment." Diss., 1996. http://hdl.handle.net/10500/15729.
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The aim of the study is to determine the nature and utilisation of an Employee Assistance Programme (EAP) in a white-collar work environment, and, more specifically, in a South African context. Information about the research topic was obtained from accumulate records of the Standard Bank's Employee Well-being Programme (EWP), structured interviews which were conducted with eleven EWP practitioners and a union representative,
and from self-administered questionnaires which were completed by a sample of 153 of the bank's employees.
The study includes an in-depth literature review on EAPs in general and issues such as the nature and scope of the bank's EWP, the extent to which the EWP addresses employees' needs, the nature and extent of the marketing of the EWP, and the extent to which the workforce is utilising the programme, were explored and described.
The main findings are that the EWP shows evidence of acceptance by employees as well as a degree of utilisation that compares favourably with local and international trends. It also shows an incongruence between marketing and employee orientation and training initiatives and reveals that programme evaluation efforts are insufficient and could be significantly improved.
Accordingly, recommendations have been made pertaining to the needs of employees, employee and union involvement, a multi-disciplinary approach to case management, marketing, training and evaluation with regard to the EWP, an EWP database, and a post-treatment follow-up.Social Work
M.A. (Social Work)
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Rage, Osman Hassan. "Do school-based teacher professional development programmes work? : teachers' perceptions on values of school-based professional development programmes." Thesis, 2006. http://hdl.handle.net/10413/1584.
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Middlewood, D. et al. (1998) state that "Development cannot be forced because it is the teacher who develops (active) and not the teacher who is developed (passive)". Active teacher participation in professional development programmes will result in greater school improvement and teacher empowerment. The study is based on the parameter that if the teachers have no real input in the planning stage of the development programmes, such development programmes are likely to be ineffective. This study seeks to investigate whether these school-based professional development activities help teachers to teach effectively or make the school efficient. The study aims to investigate the perceptions of teachers and the role of the school managers regarding the value and usefulness of school-based teacher professional development programmes in school X. Both qualitative and quantitative research methods were used and data was collected through semi-structured interviews with members of the school management and questionnaires with educators. The investigation was limited to the data obtained from all the questionnaires and interviews that were responded to by the entire academic staff of school X. The findings are based on data collected only from the interviews and questionnaires. The findings of the study showed diverse views towards the current form of school-based professional development programmes. There were however all encompassing parameters that can be summed up basically as follows: Both educators and school management regard school-based professional development as important aspects of teaching to improve educator performance. Development programmes should become an integral part of schooling and an official policy should be established in this regard. Development programmes have to be a continuous process and should be related to the subject taught be relevant and practical. Subject knowledge and teaching methods should be improved for effective teaching and learning to take place. Professional development programmes should be evaluated to determine whether meaningful outcomes have been achieved or not, and continuous feedback should be given to educators.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.
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Goolam-Mahomed, M. S. "Measurement of the methodology and effectiveness of the Caltex's training program at Canadian Motors." Thesis, 2004. http://hdl.handle.net/10413/1473.
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Caltex have successfully implemented a training programme (Appendix O) designed in New Zealand where it has shown various levels of success. Based on those successes Caltex want to role out this programme to the rest of the world. The home country is imposing its training schedule on the host country. The Caltex training programme is designed with the premise that one size fits all. Thus the assumption is drawn that the needs and habits of motorists and employees in one country are the same, as in other countries. The reliability of service delivery is often totally within the control of front line employees. When service deteriorates or fails, employees are essential for setting things straight and using their judgement to determine the best course of action for service recovery. The responsiveness of front line employees directly influences customer's perception through their eager willingness to serve customers. The assurance of service quality is highly dependant on the employee's ability to communicate their credibility and to inspire trust and confidence. Empathy to consumers needs shows that the employees are caring and attentive. This attitudinal study is intended to show that the Caltex training program of frontline staff will have a positive impact on customer satisfaction levels. The study aims to show that training and development of frontline staff in a South African context needs more than a general approach but also requires staff assessment and a practical on the job focus.Thesis (MBA)-University of Natal (Durban), 2004.
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Olckers, Catharina Johanna. "A training programme in the DSM system for social workers." Thesis, 2013. http://hdl.handle.net/2263/25541.
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The lack of a scope of practice for social workers in South Africa, and with that their right to do mental health diagnoses or even work with mental health clients, has led to conflict. There is not yet a clear agreement between the role players within South Africa, such as the South African Council for Social Service Professions (SACSSP) and South African Association of Social Workers in Private Practice (SAASWIPP). From the initial investigation, it became clear however that social workers in South Africa are often using the DSM system without training. One of the main concepts, namely ‘clinical social work’, is well defined in international literature. However, very little literature could be found within the South African context pertaining to who is qualified to be a clinical social worker or a social worker with the right to diagnose. This has caused some conflict on a practical level among social workers and ‘clinical’ social workers when operating in the field of mental health since the perception exists that some social workers overstep their boundaries or scope of practice. The research problem was formulated, based on social workers admitting that they are using the DSM system, regardless of their training or lack of training in the DSM system. Social workers do not receive sufficient training in mental health diagnostic systems in undergraduate training. The purpose of this study was to develop, implement and pilot test a programme to train social workers in the utilization of an accredited diagnostic system, namely the DSM system, when dealing with individuals who present with a specific disorder. The hypothesis that directed this research indicated that social workers, who receive formal training in the utilization of the DSM system, would be equipped with knowledge and insight with regard to the mental health of their clients. This could enhance the profession, since social workers would be able to participate in the multi-professional team with insight with regard to mental health terminology and pathology. A combined quantitative/qualitative research approach was followed, more specifically applied intervention research since the aim of the study was to contribute towards addressing a practical issue. The research objectives were to complete a literature study regarding social workers’ assessment in the context of the DSM system; to explore social workers’ knowledge, attitude, and utilization of the DSM system; to develop a training programme and train social workers in the utilization of the DSM; to implement the developed training programme for social workers in the utilization of the DSM; to pilot test the effectiveness and content of the training programme; and to draw conclusions and make recommendations with regard to the benefit for the social work profession as well as to multi-professional teamwork, should social workers receive training programme in the DSM system. The researcher collected data while the respondents attended a two-day training programme in the DSM system. Respondents completed a pre-test questionnaire as well as a post-test questionnaire on completion of the training programme. This data analysis was based on a quasi-experimental design, namely the ‘one-group pre-test-post-test design’. Conclusions and recommendations were made relating to social work training, social work in mental health and the DSM utilization in social work practice. The limitations of this study were the lack of literature, the need for training over a longer period, and especially the uncertainties regarding a nationally accepted scope of practice for social workers. The need for in-depth evaluation and advanced development of the programme is identified as both a limitation and a recommendation for future research.Thesis (DPhil)--University of Pretoria, 2013.
Social Work and Criminology
unrestricted
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Tshikovhi, Elelwani Rosemary. "Training and development programme : performance of employees at a South Africa platinum mine." Diss., 2013. http://hdl.handle.net/10500/9044.
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This study sought to determine the impact of a training and development (T&D) programme on the perceived performance of human resource assistants at a platinum mine in South Africa according to the following four performance dimensions: (i) personal (ii) customer; (iii) internal business; and (iv) learning and growth. A non-experimental design was used for this study, which was predominately quantitative in nature. Data was collected using a structured, self-administered questionnaire, which consisted of closed-ended questions.
Based on the results obtained in this study, it was apparent that the T&D programme contributed significantly to an increase in the performance of employees. However, there are certain areas that can be improved in order to maximise and optimise the learning of employees. Recommendations were made regarding areas for improvement and possible future research.Human Resource Management
M. Tech. (Human Resources Development)
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Pitse, Cynthia Apile. "A needs assessment for a management training programme amongst staff officers and area managers within the South African National Defence Force (SANDF) social work directorate." Diss., 2003. http://hdl.handle.net/2263/29988.
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Management is a process requiring both an art and a skill in order to be effective in service rendering. In order for managers to be efficient and effective then in their managerial practices, there is a need for a formal management training programme by the organization. On the basis of this, the researcher has selected her subject of study to stress the importance of the development of a management training programme amongst staff officers and area managers within the SANDF Social Work Directorate. The study was conducted amongst staff officers and area managers within the SANDF Social Work Directorate consisting of men and women whose ages varies between thirty and fifty years. The researcher's motivation for choice of subject emanates from the observed difficulties experienced by some of the staff officers and area managers in the performance of some of the managerial tasks assigned to them such as the drawing of a budget. This resulted in the development of interest by the researcher in determining the need for a management training programme amongst staff officers and area managers within the SANDF Social Work Directorate. Literature review regarding the topic of management, needs assessment, management training and management training programme was done. The researcher consulted various sources to obtain the literature. Management functions and the different managerial approaches were explored. Needs assessment with the main focus on various levels of analysis, management training with specific reference to knowledge, skills and attitude, and the management training programme were looked into. A needs assessment for a management training programme questionnaire was administered amongst staff officers and area managers within the SANDF Social Work Directorate. According to the researcher, the findings indicate a definite need for a management training programme amongst staff officers and area managers within the SANDF Social Work Directorate. Through this management training programme, service rendering within the SANDF Social Work Directorate will definitely be enhanced.Dissertation (MA)--University of Pretoria, 2013.
Social Work and Criminology
unrestricted
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Govender, Jeeva. "A peer educator programme : participant's evaluation of the training." Thesis, 2001. http://hdl.handle.net/10413/3265.
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Limited research has been conducted on the effectiveness of preventive programmes in addressing the needs of adolescents/youth. This study is aimed at examining the effectiveness of a training programme and whether the training conducted by the researcher contributed to equipping the peer educators with skills to undertake capacity building and empowerment programmes. The research sample consisted of fifteen peer educators who had undergone the training programme. The participants were all grade eleven pupils from the Hillview Secondary School in Newlands East. The majority of the participants in this research study reside in Newlands East. This was an evaluative research study. The data collection instruments were sessional evaluation questionnaires, verbal group evaluation and retrospective evaluation questionnaires. Secondary data were also collected from the school personnel to enhance the research findings. The research findings revealed that the peer educator training undertaken by the researcher was effective and useful in developing skills of the peer educators to initiate and implement capacity-building and empowerment programmes within the school environment.Thesis (M.Soc.Sc.)-University of Natal, Durban, 2001.
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Kruger, Erika. "Learners' and educators' perceptions of the Massage Therapy Institute's combined practicum and community service programme." Thesis, 2012. http://hdl.handle.net/10210/6960.
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M.Phil.Therapeutic massage therapy (TMT) as a profession has undergone major transformations on two levels simultaneously in the past five years. The first is the statutory recognition of TMT as a health profession regulated by the Department of Health and the Allied Health Professions Council of South Africa (AHPCSA) that has propelled the therapy from the services sector into the country's primary health care system. The second is the transformation of the South African education structures requiring TMT to be formalised and accredited by the South African Qualifications Authority's (SAQA) and the accommodation of the qualification on the National Qualifications Framework (NQF) in accordance with the Higher Education Act of 1997. These impetuses have led to a shift in the profession's approach to how it defines itself and how it trains future therapists. The focus of this study is the Massage Therapy Institute's Community Service Programme (MTI CSP), the focal point of the institution's second year programme. The CSP entails the combining of practical sessions and community service in order to expose learners to a wide variety of conditions to encourage theory-practice integration. It also fosters a social awareness through exposure to patients from varied cultural and socio-economic backgrounds in a clinical setting. The purpose of this study was to investigate the perceptions of learners and educators regarding the efficacy of the programme to integrate theory and practice and to prepare TMT therapists for a health profession in the primary health care domain. From the analysis it was apparent that despite a number of shortcomings, learners and educators agreed that the CSP encouraged theory practice integration and personal development. They were also able to hone their professional skills. All participants indicated however, that learners failed to effectively transfer the knowledge and skills gained during the combined practical and community service sessions to written learning tasks that formed part of and tasks outside the programme. This was confirmed by text analysis of treatment and case study reports. The implications for teaching and learning are discussed in the context of language learning and learning through language in order to move beyond the what and the how to the why. It was also clear from the research that participation in the programme led to perspective transformation in the majority of learners' perception of TMT as a health profession located in the PHCS. The analysis showed that the reasons for the exception to this trend, is related more to macro policies rather than the efficacy of the CSP. Finally, a number of recommendations are made to improve the transferability of the knowledge, skills and attitudes gained in the CSP to other learning tasks and beyond that to learners' personal and public lives. The recommendations emphasise metacognitive skills and critical reflection to equip learner-therapists to become fully participating members of a responsible and relevant health profession.
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Borges, Paulo Jorge Costa. "Contributos dos programas de formação contínua para professores do 1º Ciclo para a prática reflectiva, em ambientes colaborativos : estudo de caso." Master's thesis, 2011. http://hdl.handle.net/10400.2/1817.
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Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade AbertaO permanente estado de mudança operado na sociedade actual exige de todos a capacidade de integrar um processo contínuo de aprendizagem ao longo de toda a vida. Decorrente da reconfiguração dos papéis e funções de “ser professor”, a formação contínua é uma exigência natural. Ao longo dos tempos, a formação continua de professor foi sendo desenhada de acordo com as intenções de desenvolvimento do próprio Sistema Educativo. Actualmente, este conceito vai para lá deste objectivo, colocando a ênfase no próprio professor e no seu desenvolvimento pessoal e profissional, contextualmente situado. Numa perspectiva construtivista, o professor torna-se interveniente activo no seu processo de formação. No eixo central do seu desenvolvimento estão práticas e atitudes reflexivas sobre a sua actuação pedagógica – configurando a ideia do “professor reflexivo” descrito e investigado, entre outros, por Schön, Zeichner, Alarcão. A colaboração, na análise e confronto de ideias e práticas, entre o professor,formador e outros professores facilita e potencia a prática reflexiva com efeitos no desenvolvimento pessoal e profissional de cada um. Neste trabalho pretendemos articular os conceitos de formação, reflexão e colaboração, descrevendo-os e analisando-os com base na implementação dos Programas de Formação Contínua para Professores do 1.º Ciclo, proposto pelo Ministério da Educação. Adoptando a metodologia de estudo de caso, debruçámo-nos sobre um conjunto de professores do 1.º ciclo de um Agrupamento de Escolas que participou nos referidos programas de formação contínua, procurando saber o modo como foi por eles vivenciada a formação e o impacto das interacções e reflexões no seu desenvolvimento pessoal e profissional. O estudo leva-nos a concluir que, junto destes professores, a prática reflexiva e o trabalho colaborativo saíram reforçados e potencializados.
The constant changes in today’s society demand from everyone the ability to integrate a continuous learning process throughout life. As a result of the permanent reconfiguration of the roles and functions of “being a teacher”, a continuous training is a natural requirement. Over time, continuous teacher’s formation has been designed in conformity with the developing plans of the Education System. Currently, this concept goes beyond that purpose, emphasizing on the teacher himself and in his personal and professional development, in a specific context. From constructivist perspective, the teacher becomes an active player in his own formation process. At the core of his development are practices and reflective attitudes towards his teaching performance - setting the idea of the “reflective teacher” as described and researched by Schön, Zeichner, Alarcão, among others. The joint collaboration of teacher, instructor and other teachers during the exchange and the analysis of ideas and practices can facilitate and enhance the reflective practice, directly affecting each one’s personal and professional development. In this study we articulate the concepts of formation, reflection and collaboration, describing and analysing them in the light of the “Continuous Formation Programs for Primary School Teachers” proposed by the Ministry of Education. Following a case study methodology, we have looked at a group of Primary School teachers from de same unit of schools who have been involved in this type of continuous training programs; we tried to understand how they experienced the formation process and how the interactions and reflections influenced their personal and professional development. The study led us to the conclusion that, with these teachers, reflective practice and collaborative work were reinforced and leveraged.
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Barron, Charles Donovan. "Missions exposure and training : the development and assessment of a cross-cultural training programme for two-thirds world msiionaries Two-thirds world missionaries." Thesis, 2007. http://hdl.handle.net/10500/541.
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Those who take the Great Commission of Christ seriously realise that enlarging today's mission force is crucial. The Two-thirds World church is in a prime position to meet the need. Cross-cultural mission training would greatly enhance and accelerate the fulfilling of Christ's final mandate to the Church.
As founding director of Missions Exposure and Training (MET), a Christian ministry located in Pretoria, South Africa, the author of the thesis lays out the details of the programme for the reader. MET is the case study being considered, with particular emphasis placed on Missionary Candidate School (MCS), the backbone of MET.
Before MET is introduced, the thesis begins with the challenge facing the universal Church today: the need to strengthen and enlarge the current mission force. The theological implications of Jesus Christ's mandate to the Church, the missionary purpose of the Church, as well as eschatological concerns build a strong argument for the need of a larger mission force. Demographic changes taking place within the Church mean that Two-thirds World Christians should be considered as a primary resource for cross-cultural mission endeavours. To maximise the potential of the new recruits, which the writer refers to as 'missionary candidates,' further discussion is given for the need of systematic training and equipping of Two-thirds World missionaries.
After describing MET and MCS, the programme is critically evaluated. MCS is proven to be effective in training African men and women for intercultural Christian mission service, and as such it becomes a model worth investigating.
The clear findings that result from the candid evaluation, and assessments made in light of current theological and missiological issues, should prove to be beneficial to those developing programmes with the purpose of training and equipping Two-thirds World missionaries.Christian Spirituality, Church History and Missiology
D. Th. (Missiology)
43
Botha, Petro. "A life coaching programme for the support of social work students within an open and distance learning context." Thesis, 2014. http://hdl.handle.net/10500/13675.
Full textAbstract:
Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of?
To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility.
The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process.
An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students.Social Work
D. Phil. (Social Work)
44
Kamfer, Anne Ruth. "Guidelines for a training and development programme for managers at the Haven Right Shelter welfare organisation." Diss., 2005. http://hdl.handle.net/10500/2110.
Full textAbstract:
The growth and expansion of the Haven Night Shelter Welfare Organisation has been accompanied by a pattern of emotional and negative dismissals and resignations of senior managerial personnel. The research project explores how the management capacity of the managers could be enhanced through training, development and maintenance functions of human resource management. The literature study focused on reviewing outcomes-based education, training and development methodology. The empirical study involved examining the biographical information of the research participants. It also sought to explore the organisational culture by identifying managerial competencies of skills, interpersonal relationships, management style, attitudes and beliefs. Investigating the knowledge base of participants, included exploring human resource management practices, training and development legislation and labour relations. The conclusions and recommendations are based on the findings of the survey as completed by the participants. The guidelines for a training programme include outcomes-based learning principles to raise morale, skill and knowledge.Social work
M. Diac. (Social Work)
45
Martin, Ulrica Lizette. "Assessing the implementation of the hands off our children parental guidance programme in the Western Cape." Diss., 2007. http://hdl.handle.net/10500/558.
Full textAbstract:
The effort of this research was focused on the assessment of the implementation process of the Hands off our Children parental guidance programme by social workers in the Western Cape during 2005. This could be seen as an evaluation of the programme in order to adjust it for future implementation.
The objective of this research was to explore the application, experience and implementation of the programme by social workers in the Western Cape. The universe in this study was all social workers that did the training in the HOOC parental guidance programme in the Western Cape. In this study the population was social workers that implemented the HOOC parental guidance programme training in the work place. Participants were selected until saturation of data was reached. The method used in selecting the participants was non-probability sampling. With-in non-probability sampling purposive sampling was used. Conclusions and recommendations on the programme were made in order to empower the Department of Community safety to implement a more effective and streamline project in the future.Social Work
M.Diac. (Play Therapy)
46
Hugo, Jean-Pierre. "The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa." Thesis, 2018. http://hdl.handle.net/10500/24842.
Full textAbstract:
Teachers leaving the profession is an ongoing problem; fewer teachers enter the profession each year and the number of teachers leaving the profession has increased. Many teachers listed job satisfaction as a reason for leaving the education profession, whilst citing the lack of mentoring as a cause of job dissatisfaction. Mentoring is known as the planned paring of a more experienced person with a lesser individual to help with the professional development of that individual and reduce teacher turnover.
The aim of the study is to explore the impact of an effective mentoring programme at primary schools by developing and implementing such a mentoring programme to support and improve job satisfaction among beginner teachers in the province of Mpumalanga entering the profession for the first time. The following quantitative techniques were used during this study: document analysis and Likert-scale questionnaires, completed by 1 000 male and female teachers (principals, deputy principals, heads of departments, teachers and student teachers) from different races and cultures (20 teachers per school) from 50 randomly selected rural primary schools, private primary schools and Quintile 4 and 5 primary schools in the province of Mpumalanga.
The analysis of data enabled me to identify a series of factors that were utilised to develop a mentoring programme that school management can implement in their schools to help beginner teachers to cope in their new work environment in order to improve job satisfaction and improve teacher retention. The factors identified include: aspects of job satisfaction that support leaners in achieving their goals; aspects of school management; the contribution of mentoring programme on the job satisfaction of beginner teachers; the responsibility of a mentor in developing a mentoring programme; the responsibility of a mentee in developing a mentoring programme; the responsibility of schools in developing a mentoring programme and characteristics that should be demonstrated by a mentor. From the data gathered, a mentoring programme was developed, namely the Hugo mentoring model. This model outlined the roles and responsibilities of mentors, mentees and school management throughout the mentoring process. The model also provided steps that should be taken into consideration when organising meetings between mentors and mentees.Educational Studies
D. Ed.
47
Brink, Adéle. "Aanwending van werknemerhulpprogramme deur welsynsinstansies." Diss., 2002. http://hdl.handle.net/10500/1098.
Full textAbstract:
Text in AfrikaansThe purpose of this research study is to determine the extent to which employee assistance programmes can be utilised by welfare agencies to ensure that work-related and personal problems do not negatively influence the productivity of social workers. The group of respondents consisted of ten social work supervisors from ten different welfare agencies, which included civil sevice organisations, specialist organisations and family welfare organisations. The conclusion that was reached based on the findings of the empirical study is that social workers have a need for services that will prevent, relieve or eliminate their work-related and personal problems, in order to improve the productivity and general functioning of social workers. It is recommended that welfare agencies in accordence with their unique nature and functioning and the specific needs of the social workers, utilise employee assistance programmes so as to ensure optimal productivity of social workers
Die doel van die navorsingstudie is om te bepaal tot watter mate werknemerhulpprogramme deur welsynsinstansies aangewend kan word ten einde te verseker dat werkverwante en persoonlike probleme nie die produktiwiteit van maatskaplike werkers negatief beinvloed nie. Die ondersoekgroep het bestaan uit tien maatskaplikewerksupervisors van tien verskillende welsynsinstansies, te wete staatsdiensorganisasies, spesialiteitsorganisasies en gesinsorgorganisasies. Na aanleiding van die empiriese ondersoek is daar tot die gevolgtrekking gekom dat maatskaplike werkers 'n behoefte aan dienste het wat hul werkverwante en persoonlike probleme voorkom, verlig of uit die weg ruim ten einde produktiwiteit en algemene funksionering van maatskaplike werkers te bevorder. Daar word aanbeveel dat welsynsinstansies, na gelang van hul unieke aard en funksionering en die spesifieke behoeftes van die maatskaplike werker, werknemerhulpprogramme sal aanwend ten einde optimale produktiwiteit van maatskaplike werkers te verseker.
Social Work
M.Diac. (Social Work)
48
Sarmento, Catarina Alzira Loureiro. "O trabalho em parceria e a formação de adultos na construção da multiculturalidade : uma avaliação externa dos efeitos do projecto Gente Acolhedora." Master's thesis, 2010. http://hdl.handle.net/10400.26/8406.
Full textAbstract:
Este trabalho pretende avaliar externamente os efeitos de um programa de iniciativa comunitária EQUAL no âmbito da imigração, o Gente Acolhedora, e caracterizá-los em termos de eficácia, eficiência, inovação e reprodutibilidade, junto dos parceiros e dos imigrantes envolvidos. O projecto implicou um trabalho em parceria entre 6 instituições locais para construir/ experimentar e disseminar um modelo de acolhimento para os imigrantes a residir na zona de intervenção (5 concelhos do distrito Portalegre), sendo que a actividade de avaliação externa possibilitou também analisar a representação que o projecto faz de teorias, conceitos e conhecimentos sobre temas ligados ao Desenvolvimento e Intervenção Comunitária, bem como à Formação (de adultos). Optou-se por uma metodologia mista (quantitativo + qualitativo) por permitir a triangulação de técnicas, de fontes e de dados. Além de se proceder à análise documental de registos do projecto, entre outros documentos exteriores ao mesmo, recorreu-se ao inquérito nas suas duas versões: questionário e entrevista. O primeiro aplicado a 8 profissionais (técnicos e dirigentes) das entidades parceiras e o segundo a 6 imigrantes a residir na zona de intervenção. Os resultados demonstram que os impactos do Gente Acolhedora são medianamente positivos em termos de eficácia e eficiência e mais favoráveis em termos de inovação e reprodutibilidade. Este conjunto de efeitos não produziu contudo mudanças significativas na ZI, segundo os inquiridos, pelo que se levantam outras questões que podem constituir novas possibilidades de investigação.The aim of this work is to do an external evaluation about the effects of the communitarian EQUAL program “Welcoming People”, in what concerns to immigration and it also aims at characterizing its efficiency, innovation and replication among its partners and involved immigrants. The Project required the partnership between 6 local institutions to construct/try and spread a model to welcome/shelter immigrants who live in the intervention area of 5 municipalities from the Portalegre district. Furthermore, the external evaluation activity also made it possible to analyze the role of this project in what concerns to theories, concepts and knowledges about subjects connected to Communitarian Intervention and Development, as well as Adults’ Education. We chose a mixed methodology (quantities and qualities) for it allows the triangulation of techniques, sources and data. We not only analyzed the documental registrations of the project as well as other documents which were out of it, but we also used a survey in its two versions: questionnaire and interview. The first one was applied to 8 professionals of the partner entities (technicians and managers) and the second one was applied to 6 immigrants who live in the intervention area. The results show that the impacts of the «Welcoming People Project» are of medium quality in terms of efficiency, but they are better in terms of innovation and replication. However, this set of effects did not produce significant changes in the intervention area, according to the inquired people therefore other questions can be put over in order to create new possibilities of investigation.
49
Koti, Mandla. "Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools." Diss., 2016. http://hdl.handle.net/10500/21801.
Full textAbstract:
Learners who take Physical Sciences in the Further Education and Training Phase in Eastern Cape schools have been performing poorly in the subject in the final examinations in Grade 12. This raised the concern of the researcher to determine issues that underlie this. In attempting to determine the cause of the poor results, a Physical Sciences subject advisor and six Physical Sciences teachers were interviewed to gather information on this problem. The following issues were considered: the Physical Sciences curriculum, the nature and structure of the Curriculum and Assessment Policy Statement (Physical Sciences), learner performance in Physical Sciences, a review of literature on science teaching, strategies of teaching and learning, the role of science teachers, classroom interaction between teachers and learners and the challenges experienced with science teaching. Data collected through the interviews were analysed leading to the identification of core issues and recommendations on how to address these.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
50
Lekalakala, Esther Kgauhelo. "Participatory research in organisational change with social work supervision." Diss., 1999. http://hdl.handle.net/10500/17197.
Full textAbstract:
The dissertation presents a participatory research process in organisational change with social
work supervision. The study was conducted with a group of social work supervisors employed by
the Department of Health and Welfare in the Central region of the Northern Province from
September 1997 to November 1998. The participatory research process engaged the participants
in a consciousness-raising and educational process. They were enabled to identify problems
which rendered them ineffective, brought about by the socio-political transformation process in
South Africa since 1994, and were strengthened as a collaborative group to work together to
bring about change in their situation. Going through the process of dialogue as a group, the
participants became empowered and more confident to do participatory supervision, which in tum
would empower the supervisees as direct service providers.Health Studies
M.A. (Social Science (Mental Health))