Tesis sobre el tema "Curriculum development"
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Heathcote, G. "Curriculum adaptation as a strategy for curriculum development". Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382829.
Texto completoClarke, Terence. "Curriculum development in religious education". Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294021.
Texto completoLee, Youngmun. "Socratic elenchus and curriculum development /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759055155774.
Texto completoPomerantz, Jeffrey, Barbara M. Wildemuth, Seungwon Yang y Edward A. Fox. "Curriculum Development for Digital Libraries". Association for Computing Machinery, 2006. http://hdl.handle.net/10150/106056.
Texto completoMcBean, Mary Eunice. "Ethical curriculum development and teaching". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2360.
Texto completoOhene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing". University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.
Texto completoAlharbi, Saleh Ali. "Parents’ Perceptions Toward Improving Traffic Safety in Saudi Arabia: An Assessment to Inform Efforts Toward Reducing Young Drivers’ Fatalities". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo152590138090138.
Texto completoWhetten, Darcy L. "Curriculum Development for the Novice Developer". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4166.
Texto completoMina, Fayez M. "Models of Mathematics Curriculum Development in Egypt". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.
Texto completoWilliams, Lorne Murray. "Undergraduate leadership development, augmenting existing curriculum". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59492.pdf.
Texto completoLee, Mindy. "A graphic design curriculum development project". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569031.
Texto completoExamining the design education climate of Los Angeles results in finding a broken art education system and misconceived notions about graphic design. The struggle to implement design education into the lives of high school students leads to some students who have access to art classes with an emphasis on technical digital art and some students who have never taken an art or design class. This project is the work of bringing design education to students in the Los Angeles area. This design curriculum was created to promote creative process, problem solving, play and experimentation, and a deeper understanding of the use of graphic design as a communication tool. This curriculum was implemented at the High School Institutes at Inner-City Arts, a nonprofit that provides free arts education to thousands of youth in Los Angeles.
Schmack, Yvonne Joy. "Curriculum Judaism and pupils' attitude development". Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/10642/.
Texto completoAlsina, Eileen Jackson. "Career development curriculum for welfare recipients". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3168.
Texto completoEasterly, Anita. "Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions". University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.
Texto completoHeiman, Diana L. "Faculty Development (Session Moderator): How to Get Published; Curriculum Development 101; Research Curriculum Development; Teaching Residents and Fellows; Teaching Medical Students". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8168.
Texto completoYe, Wangbei y 叶王蓓. "Power and school-based curriculum development in moral education in China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996799.
Texto completoCrocker, Judith Leslie. "Continuing professional development and curriculum development: enhancing teacher satisfaction andcommitment". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35339883.
Texto completoSmith, Eugene Arlington. "Development of sustainability within a university curriculum". Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28100.
Texto completoLauridsen, Dawn A. "What are teachers' perceptions of the curriculum development process". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054575263.
Texto completoTitle from first page of PDF file. Document formatted into pages; contains xiv, 213 p.; also includes graphics Includes bibliographical references (p. 191-198). Available online via OhioLINK's ETD Center
Burke, Christina. "Educating caregivers of older adults| Curriculum development". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586493.
Texto completoThis curriculum was designed for older adults and their caregivers. The curriculum begins with an overview of the issue and addresses aging issues through six 3-hour sessions. The design was deliberate in nature to bring to light the importance of a social worker. It focuses on competence to work with families who seek caregiver model options, realities, and expectations of both the older adult and the caregiver, and what to look for in assisted living or aging in place. The importance of understanding cultural and spiritual aspects and their meanings in the caregiving process is emphasized. An extensive literature review identified various stressors among older adults and their caregivers and identified effective interventions to address their psychosocial needs based on evidence-based and empirically based research studies. This curriculum was designed to provide information and to bring awareness of the importance of empowerment of older adults and their caregivers.
Doehne, Bryce A. "Supporting Student Veterans Utilizing Participatory Curriculum Development". Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1460681183.
Texto completoMartin, Karl W. "EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGHBIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531829827408491.
Texto completoMokua, Beauty. "An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua". Thesis, North-West University, 2010. http://hdl.handle.net/10394/4863.
Texto completoThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
Mooneyham, John C. "Oral Language Development Workshops". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.
Texto completoCrocker, Judith Leslie. "Continuing professional development and curriculum development enhancing teacher satisfaction and commitment /". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35339883.
Texto completoOwens, Darya. "Teachers' Pedagogical Resistance to Prescribed Curriculum". Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599931.
Texto completoResearch indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students’ literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students’ literacy skills. This paper analyzes teachers’ praxis and use of integrated methods of prescribed literacy curriculum in relation to teacher resistance. It answers four key questions: 1) What forms of resistance to the prescribed literacy curriculum do teachers at this elementary school use? 2) Why do teachers use resistance? 3) What do teachers say are the implications of their resistance? 4) What are teachers’ pedagogical choices in relation to resistance?
The study gathered qualitative and qualitative data in order to detail the frequency with which teachers favor their praxis over prescribed literacy curriculum, and to address concepts such as culturally responsive teaching and social participation. The limitations inherent in the research are the lack of diversity among the 18 respondents interviewed (all of them white female teachers from a northeastern U.S. suburban school); and the possibility that respondents might be less than candid in their responses due to concerns about anonymity.
Most of the teachers reported that they felt teachers resist prescribed literacy curriculum by developing their own pedagogical practices within their classroom in order to feel responsible for developing students’ literacy skills. At the same time, participants reported that they tended to completely follow prescribed literacy curriculum consistent with their professional development training. Teachers have strategically adjusted controlled academic environments to serve students, which implies a strategy of politicizing education within their classrooms. The long standing educational systems which were believed to promote education for the sake of preparing students for service jobs and consumerism are adjustable in classrooms where teachers promote students’ social capital instead.
Phan, Ngoc Thach. "Approaches to curriculum development in Vietnamese higher education: A case study". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84906/1/Ngoc%20Thach_Phan_Thesis.pdf.
Texto completoTennant, Stuart Barden. "Personal and moral development : a developmental curriculum intervention for liberal arts freshman /". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253457.
Texto completoMucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools". Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.
Texto completoGonzalez, Reyes Mata. "Improving undergraduate higher education through curriculum reform". Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721035.
Texto completoEmployers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do not possess the proper knowledge or skills to be successful at work or wherever life may take them. Many claim that the curriculum at colleges and universities no longer meets the needs of the students, employers, graduate programs, and society at large. One of the many potential solutions is reforming the undergraduate curriculum.
This research examines the factors that motivated two institutions to reform their curricula in efforts to improve student success. Both of the institutions are relatively small liberal arts educational organizations, one public and the other private. Each institution has differing missions and goals and is at a different point in its development. The study attempts to describe what was important enough to motivate them to change their curricula and why it mattered.
This research investigates the reforms of the two institutions in a case study manner, drawing upon published information and personal interviews to analyze what took place. The inquiry centered upon six basic questions. 1. What was the impetus for changing the curriculum? 2. What was the process used in changing the curriculum? 3. What changes were made to the curriculum? 4. What student outcomes were achieved? 5. How did the curriculum reform impact the institution? 6. What lessons were learned through the reform process?
Reforming a curriculum is a long, complex process, requiring input and consensus from many stakeholders, especially faculty. The manner in which each organization gained faculty endorsement for the reform is analyzed. Actual changes made to the curricula are documented. The research explores student outcomes and the impact that the reform had on the faculty and institutions. Then the researcher attempts to obtain indications that the improvements made by the institutions are achieving the intended goals. Learning is a complex phenomenon to assess, and every organization is challenged to find a way to assess learning effectively.
The research reports on what took place, what was learned, and what other potential curriculum reformers can expect if they, too, embark upon reform. The study shows that faculty and strong faculty leaders (often cited in the literature as causes of ineffectual curricula) are crucial to the reform process and without adequate assessment, the true results of a reform cannot be known. Much remains to be learned about the extent to which curriculum reform can improve higher education and in fact be a cure of societal maladies. Opportunities for improvement abound. The researcher attempts to identify similarities and differences, seeking fundamental conclusions. In this manner the study proposes to be used as a resource for other educational organizations interested in either improving or completely revamping their curricula.
Smith, Megan K. "Development of a K - 3 sexuality education curriculum". Connect to resource, 2006. http://hdl.handle.net/1811/6527.
Texto completoTitle from first page of PDF file. Document formatted into pages: contains 40 p.; also includes graphics. Includes bibliographical references (p. 20). Available online via Ohio State University's Knowledge Bank.
Onay, Durdu Pinar. "A Distributed Online Curriculum And Courseware Development Model". Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608989/index.pdf.
Texto completoFischer, Lauren D. "Development of interpersonal skills through collaboartive artmaking curriculum". Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538511.
Texto completoThe purpose of this study was to examine how collaborative artmaking activates and supports the development of interpersonal skills in young children. By means of a qualitative case study, this study explored how collaborative art projects engage children in using problem-solving, cooperation, and negotiation skills. Data were collected through observation of small groups of preschool children as they participated in collaborative art projects. Field notes, videotaping, small group interviews, and conversations with colleagues were the primary methods for data collection. The data were analyzed using the literature from the Reggio Emilia philosophy and research on collaborative artmaking and interpersonal skills development. Thematic groupings from both deductive and inductive coding techniques were used to analyze the data and draw inferences about the findings. Results show that children co-construct knowledge through the visual language of art during collaborative artmaking. Over time, this construction supports children in their interpersonal skill development. The art medium used in the projects and the role of teacher were examined, revealing how the children were supported in developing problem-solving, cooperation, and negotiation skills. This study makes an important contribution to the literature because it draws connections between collaborative artmaking and interpersonal skill development.
August, Karel Thomas. "A curriculum for community development in practical theology". Thesis, Stellenbosch : University of Stellenbosch, 1999. http://hdl.handle.net/10019.1/4675.
Texto completo130 leaves single sided printed, preliminary pages i-x and numbered pages 1-75 includes bibliography and digitized at 300 dpi (OCR), used Bizhub 250.
ENGLISH ABSTRACT: The basic premise of this study is that a curriculum for Theology and Community Development would provide theological institutions with a social purpose in their theological education program. This is necessary for the Church's involvement in social transformation, particularly in the South African context with its alarmingly ever-increasing proportions of unemployment, poverty, violence and crime. The research attempts to provide, as an outcome, theological institutions with a social development purpose by means of curriculum design. The reason for this is based on the conviction that the Church as a community-based organisation, particularly amongst the marginalised poor, can be an effective vehicle for community development. This is due to the Church's Biblical commission and commitment to the poor, its capacity, in terms of resourcefulness, viz. its members and capital, its understanding and experience of social realities and the holistic nature of its activities. The design of the curriculum is aimed at unlocking the Church's resources and building its capacity to become an agent or catalyst for substantial people and societal development. It is presupposed in the study that the Church, although it has a long history of mission and diaconic work, is more and more lacking in capacity to meet the challenges and need of the post-modern society and subsequently cannot effect social transformation - yet it undoubtedly has the potential. The reason for this incapacity can be ascribed to the nature of theological training, which has as a ministerial-formation model a managerial approach to organisation and maintenance of congregational ministry from inside the institutional structure. As the Church finds itself confronted with enormous community needs, the leaders feel inadequate to deal with the "demo-crisis" of society for there is little in their seminary background that could have prepared them to equip the members for ministries incorporating community development. It is argued in this study, based on an analysis of the Church as a community called by God, the essence of community development and the people-centred participatory development process, that the Church as a community-based organisation is essentially best served in effecting social change by orientating itself according to the people-centred participatory development approach. This approach is embedded in the theoretical assumptions of the Humanitarian school of thought combined with the Social Development school. In theological education a new theological paradigm in which theory re-orientates itself to a "new paradigm of humanity" is inevitable. According to this paradigm, the Church should align itself with the humanitarian focus of development because development is ultimately about a new vision for society, about a new humanity, empowerment of the people to experience full life as given by God in full respect of creation. Only in developing a theological understanding of development and in assisting to equip people for development, will it be able to answer to its calling - will it continue the process which was started by God in creating the Church as the "first fruits" of the new humanity. A curriculum for Theology and Community Development, based on the challenges of development, the sources of theology in the teaching tradition of the Church, the realities of the South African context and the principles of the People-centred Participatory Development Approach is designed to empower the Church to be an effective agent and/or catalyst for social transformation, particularly in South Africa.
AFRIKAANSE OPSOMMING: Die basiese uitgangspunt van hierdie studie is dat 'n kurrikulum vir Teologie en Gemeenskapsontwikkeling teologiese instellings sal voorsien met 'n sosiale doelwit in hul teologiese opvoedingsprogram: Dit is noodsaaklik vir die Kerk se betrokkenheid by sosiale transformasie, veral wat die Suid-Afrikaanse konteks aanbetref met sy ontstellende, steeds toenemende, mate van werkloosheid en die daarmee gepaardgaande spiraal van armoede, geweld en misdaad. Die navorsing voorsien as uitkoms, aan teologiese instansies 'n sosiale ontwikkeling doel deur middel van kurrikulumontwerp. Dit is gebaseer op die oortuiging dat die Kerk as 'n gemeenskaps-gebaseerde organisasie, in besonder onder die gemarginaliseerde armes, 'n effektiewe instrument kan wees vir gemeenskapsontwikkeling, gebasseer op die Kerk se Bybelse opdrag en toewyding aan die opheffing van die arme, sy verstaan en ondervinding van sosiale werklikhede en die holistiese natuur van sy aktiwiteite. Die kurrikulum is gemik op die ontsluiting van die Kerk se bronne en die bou van sy kapasitiet sodat die Kerk 'n effektiewe agent of katalisator van substantiewe mense- en sosiale ontwikkeling kan wees. Dit word in hierdie studie op grond van onderhoude en verslae voorveronderstel dat die Kerk, alhoewel hy 'n lang geskiedenis van Sending en Diakonie het, nie paraat is en nie die kapasiteit het om die uitdagings en nood van die post-moderne samelewing volgens die vereistes van sosiale transformasie die hoof te bied nie en gevolglik nie sosiale transformasie kan bewerkstellig nie. Dit terwyl die Kerk ongetwyfeld die potensiaal het. Die rede vir hierdie onvermoë kan herlei word na die Kerk se teologiese opleiding, wat as opleidings model 'n bestuursbenadering tot organisasie en instandhouding van gemeente bediening van binne die institusionele strukture het. Terwyl die Kerk gekonfontreer word met enorme gemeenskapsbehoeftes, voel die leiers onbevoeg om die demo-krisis te hanteer omdat daar baie min in hul teologiese opleiding was wat hulle kon voorberei om die lidmate vir bediening toe te rus wat gemeenskapsontwikkeling insluit. Dit word in hierdie studie geargumenteer, gebaseer op 'n analise van die Kerk as 'n alternatiewe gemeenskap geroep deur God en die wesenlikheid van gemeenskapsontwikkeling binne die verskillende benaderings in die ontwikkelingsproses, dat dit die Kerk as 'n gemeenskaps-gebaseerde organisasie wesenlik die beste sal baat indien dit sosiale verandering wil bewerkstellig om sigself volgens die mens-gesentreerde deelnemende,ontwikkelingsbenadering te orienteer. Hierdie benadering is ingebed in die teoretiese beginsels van die Humanitere Skool gekombineer met die Sosiale Ontwikkelingskool. 'n Nuwe teologies paradigma vir teologiese opvoeding waarin die teorie sigself herorienteer word tot 'n "nuwe paradigma van humaniteit" is onvermydelik. Dit word volgens hierdie paradigma op grond van eksegetiese studie voorveronderstel dat die Kerk erns maak met ontwikkeling omdat ontwikkeling uiteindelik gaan om 'n nuwe visie ten opsigte van die samelewing, 'n nuwe humaniteit - omdat dit gaan oor die bemagtiging van mense om die volle lewe met volle verantwoordelikheid teenoor die skepping te beleef wat deur God gegee is. Slegs deur 'n teologiese begrip van ontwikkeling te ontwikkel en deur saam te werk met ander instansies om mense toe te rus vir ontwikkeling, sal die Kerk in staat wees om waarlik te beantwoord aan sy roeping - sal dit die proses voortdryf wat deur God begin is toe Hy die Kerk as die "eerste vrugte" van die nuwe humaniteit in die lewe geroep het. Vir hierdie doel word die kurrikulum vir Teologie en Gemeenskapsontwikkeling ontwerp, gebaseer op die uitdagings van ontwikkeling, die bronne van teologie in die onderwys-tradisie van die Kerk, die realiteite van die Suid-Afrikaanse konteks en die beginsels van die Mens-gesentreerde Deelnemende Ontwikkelings benadering - om die Kerk te bemagtig om 'n effektiewe agent en/of katalisator vir sosiale transformasie, besonders in Suid-Afrika te wees.
Dozier, Mary Catherine Eakin. "A Case Study of a Curriculum Development Effort". UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/35.
Texto completoParker, Gemma Louise. "Teacher agency : curriculum development in English primary academies". Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3975.
Texto completoChristine, David Wayne. "Baptist Pastoral Leadership: An Analysis for Curriculum Development". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30446/.
Texto completoSisson, Wade B. "Development and Implementation of an Interdisciplinary Psychophysiology Curriculum". Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1303488058.
Texto completoWood, Jo Nell Buchanan. "The development of the curriculum supervisor effectiveness instrument /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924946.
Texto completoMylott, Elliot Eckman. "Development of Physics Curriculum for Pre-Health Students". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3779.
Texto completoMasarsky, Daniel N. "A Physical Education Curriculum For Promoting Sociomoral Development". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/417.
Texto completoNtoi, Litšabako. "Incorporating technology into the Lesotho science curriculum: investigating the gap between the intended and the implemented curriculum". Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/1985.
Texto completoThe inclusion of technology in the school curriculum has been a concern in many countries following the 1990 Jomtien World Conference on Education for ALL (Jenkins, 1996). However, there are different perspectives and views about technology education. As a result technology has been included in the school curriculum in varied ways.In recognition of the importance of technology in economic development, Lesotho has attempted to include technology in the school curriculum by incorporating science and technology. This study evaluated the Lesotho science curriculum which incorporates technology. The evaluation study is based on the framework first proposed by Stake (1967). Stake’s model addresses the relationship between the intended curriculum and the implemented curriculum (Stenhouse, 1988). In this study the intended curriculum is defined as the curriculum plan as depicted in the curriculum materials such as the syllabus, the examinations questions papers and the textbook which was used as an exemplary material for teaching the science-technology curriculum. The implemented curriculum is viewed as what actually happened at school level as teachers tried to interpret the curriculum developer’s plan. Although Stake’s model served as a guide in the collection and analysis of empirical data, other theoretical areas supported it. These included Gardner’s (1990) approaches to the incorporation of science and technology; the constant comparative approach (Merriam, 1998); and some aspects of curriculum theory, particularly curriculum development and curriculum evaluation as espoused in the works of certain scholars (e.g. Ornstein and Hunkins, 2004; Stenhouse, 1988). The study was designed as a multiple-site case study (Merriam, 1998). The sites where in-depth study of the implemented curriculum was done were four high schools in Lesotho. The intended curriculum was mainly examined by analysing the curriculum materials such as the syllabus, the examinations question paper and the textbook. The methods that were used for collecting the data were interviews, classroom observations, document analysis, and the achievement tests.
South Africa
Leung, Kwok-wing y 梁國榮. "Exploring curriculum leadership: a case studyof school-based curriculum development in a local primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963092.
Texto completoHaynes, Kelli Welch. "The Importance of Professional Values From Radiologic Technologists' Perspective". Thesis, University of Louisiana at Monroe, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749823.
Texto completoResearch on professional values in radiologic technologists’ is practically nonexistent. Though learning professional values is important, professional values have not been identified and articulated by the radiologic technology profession. The purpose of this study was to determine radiologic technologists’ perception of professional values and determine if radiologic technologists feel it is important to articulate professional values. No original research study evaluating the perception of professional values of practicing radiologic technologists was identified. The purposeful, convenience sample of 716 American Society of Radiologic Technologists (ASRT) members represented a cross sectional view of radiologic technologists. The Radiologic Technologists’ Perceptions of Professional Values Scale (RTPPVS), adapted from the Professionalism in Physical Therapy Core Values Self-Assessment developed by the American Physical Therapy Association, was used to collect quantitative data regarding the importance of professional values from a radiologic technologists’ perspective. Results indicate that professional values are important to radiologic technologists.
The RTPPVS revealed that radiologic technologists perceive the seven professional values, accountability, altruism, compassion/caring, excellence, integrity, professional duty, social responsibility, as important. Overall, altruism indicators were chosen as the most important professional value and social responsibility was chosen as the least important professional value. A sample of American Society of Radiologic Technologists members perceive it is important for the profession to explicitly articulate professional values.
This research did not demonstrate a statistically significant difference among the demographic characteristics. There were no differences in perceived importance of professional values based on gender, age, state of residency, education level, years of experience, or job title. Implications for practice indicate a need for the profession to adopt and articulate professional values.
Krist, Nicole. "Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing". Thesis, Piedmont College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930955.
Texto completoThis qualitative multisite, multiple case study examined teacher tutor experiences and the supports and challenges they encountered while they supported and guided students with the essential skills needed to pass the end-of-the-year standardized test. Four elementary teacher tutors from three northern Georgia school systems participated in the study. The teacher tutors were chosen by using recommendations from the system’s Title I leader or the individual school principal or the after-school program coordinator. Once the four participants were chosen, a timeline of interviews and observations was established. Vygotsky’s zone of proximal development (ZPD) formed the foundation of the conceptual framework for this study. This centered on determining the appropriate level of instruction for cognitive development in order to assist students to move beyond what they process themselves with guidance from a more capable person. Three interviews and six observations were completed for each of the four participants. Field notes were taken during observations and lesson plans were collected. Information obtained through interviews with the participants revealed three overall themes: teaching experience commonalities, a place for standardized testing, and a need for after-school tutoring programs. Findings suggested that all four of the participants felt supported as they implemented their after-school tutoring sessions with the goal of making each one of their students more successful learners in all aspects of their lives, not solely for the end-of-the-year standardized test.
Haupt, Judith Marina. "The recruitment of experience in a university adult education diploma : a curriculum analysis". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8061.
Texto completoBakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.
Texto completoEastman, Michael G. "The Journey from Engineering Educator to Engineering Education Researcher". Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279363.
Texto completoAbstract Despite favorable job-growth predictions for many engineering occupations(NSB, 2010), researchers and government agencies have described a crisis in education in the United States. Several simultaneous events have conspired to sound this alarm. First, when compared to other countries, the United States is losing ground in educational rankings, and research and development output and expenditures (NSB, 2014). Second, within the disciplines of science, technology, engineering, and math (STEM) the ranks of engineering education have been identified as one of the most unwelcoming, inequitable, and homogeneous (Johri & Olds, 2014). Third, engineering educators at the university level has historically been select individuals from the dominant culture considered to be content experts in their fields, but having little or no background in educational theory (Froyd & Lohmann, 2014). Researchers and government agencies have recently claimed the changing demographics and need for more engineers in the United States signal a need for revolutionary changes in the way engineers are prepared and the need for a more welcoming and collaborative environment in engineering education (Jamieson & Lohmann, 2012; NSF, 2014). Understanding how to improve the culture of engineering education is an important and necessary ingredient for addressing national concerns with engineering and innovation.
My study seeks to explore the manifestation of the culture of engineering education in the experiences of five long-time engineering professors, who enrolled as part of a STEM PhD cohort, in a School of Education at a large research university in the northeastern United States. The overarching problem I will address is the persistent culture of engineering education that, despite decades of rhetoric about reform aimed at increasing the number of those historically underrepresented in engineering, continues to promote a hegemonic culture and has failed to take the necessary systemic steps to become more welcoming and more effective for all learners. This research involves the story, and the history, of an engineering education culture quick to identify the haves and the have-nots and dismissive of those individuals “not cut out” to become engineers.
My study is driven by the following research questions: (1) What are engineering educators’ perceptions of teaching and learning? (2) In what ways, if any, have participant experiences with constructivism and social constructivism influenced espoused beliefs, perceptions, and enactments of teaching? (3) What may be potential strategies for shifting the culture of veteran engineering educators toward reflective teaching practices and equitable access to engineering education?
Jones, Carmen Rose. "Examination of Online Community College Students| Community of Inquiry Theoretical Model". Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279238.
Texto completoThe purpose of this study was to examine online community college student completion and the effectiveness of student learning in online courses, which was measured through the anticipated final online course grade using the Community of Inquiry (CoI) theoretical framework. The researcher collected completion rate data for both online and face-to-face courses from the 10-day roster to the end of the semester. Surveys consisting of questions from the CoI survey, demographic questions, and the student’s anticipated final course grade were administered by the Illinois Easter Community College (IECC) district to online students near the end of spring semester. The first research question examined the difference in completion rates for online and face-to-face courses. There was a statistically significant difference with students less likely to complete an online course in comparison to a face-to-face course. Three research questions assessed the relationship between the three components of CoI and a student’s anticipated final course grade. There was no statistically significant correlation between social presence and the student’s anticipated final online course grade. Cognitive presence and teaching presence both had a positive statistically significant relationship with the student’s anticipated final course grade. The final three research questions that guided this study used multiple regression to examine a predictive relationship between the social, cognitive, and teaching presence and a student’s anticipated final course grade. Cognitive presence was the only component of the CoI model that had a statistically significant predictive value on the student’s final course grade. Based on the findings from this study, the IECC district and other community colleges should focus more attention on completion efforts on online courses compared to face-to-face courses and develop and teach online courses that enhance the cognitive presence and teaching presence in an online course.
Tennant, Stuart Barden. "Personal and Moral Development: A Development Curriculum Intervention for Liberal Arts Freshmen". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392807606.
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