Thèses sur le sujet « Gol Gol Public School »

Occupational stress among teachers is a painful, prevalent and costly phenomenon, one which impacts on individuals, families, schools and wider society. A growing body of evidence suggests that individuals' susceptibility to occupational stress is not determined exclusively by environmental or personality factors, but by the cognitive and behavioural transactions between the individual and potentially stressful events. Two major factors which contribute to individual stress are a person's appraisal of events as threatening or demanding, and the strategies they use in coping with those events. The purpose of this study is to explore the relationship between experience, stress levels and coping patterns in a group of primary school teachers. Two groups of teachers were surveyed, 'Starters' who were in their first year of teaching and 'Stayers' who had at least 10 years of teaching experience. Stayers were divided, on the basis of their responses, into Low-stress, Moderate-stress and High-stress groups. The aspects of coping which were explored are: 1. The range of coping strategies used by teachers in each group, 2. The frequency of use of those coping strategies for each group, and 3. The coping styles preferred by teachers in each group. The results of this study show no direct connexion between stress level and any of the demographic variables (sex, age, religion, piety, teaching experience, full-time teaching, part-time teaching and time away from teaching). Nor are significant differences found between the coping patterns of more or less experienced and more or less stress teachers. A pattern is suggested by correlational analysis, wherein inexperienced teachers (Starters) and highly-stressed experienced teachers (High-stress Stayers) show the same preference for coping styles. It is hypothesized that this similarity of preference relates to role of control in reducing stress, and that these groups are examples of different stages of adaptation to teaching. Implications for the use of these preferences in detecting teacher stress, and for the inclusion of coping strategies in teacher training are discussed.

A package intervention, consisting of daily-adjusted goal setting, e-mail feedback, and graphic feedback, was used in a public school attendance office to increase the efficiency with which 3 attendance clerks documented student attendance. During the intervention phase, the attendance secretary set a daily goal for each attendance clerk. This goal was a percentage of student absences to be coded and entered in the school computer program. After establishing a daily goal, the attendance secretary provided daily feedback, in the form of a written e-mail response and graphed feedback to each clerk. If the subjects had attained their daily goal, the attendance secretary also delivered a praise statement along with the e-mail feedback. Results indicated that the intervention package was ineffective in producing change in the attendance clerks' absence coding behavior.

The problem in a Northeastern district is that African American (AA) males need enhanced support in the high school to improve college readiness thereby strengthening access and the opportunity for college success. The purpose of this study was to gather educators' and adult AA males' perspectives of the influence of connectedness, perception, and self-valuation. Using McClelland's need achievement theory as the conceptual framework, the study focused on educators' perspectives of college readiness and AA males' perceptions of goal-valuation, academic self-perceptions, motivation, and attitudes related to teachers and college readiness. This qualitative case study included interviews with 6 administrators and 1 focus group of 7 educators; all selected at the high school level. Additionally, 64 adult AA males completed the School Attitude Assessment Survey-Revised (SAAS-R). Data were analyzed by using the matrix approach to organize patterns and themes. An analysis of the findings revealed that teacher-student relationships are critical to promote learning, and lessons plans should reflect creativity and understanding of how to support male AA student learning. Themes from findings were promoting student engagement in the classroom setting, developing academic skills to be successful in the classroom setting, using instructional strategies with students, and academic preparation prior to the transition to college. A 3-day college and career readiness professional development project was developed for educators to promote effective college readiness for this population. Through the implementation of these strategies, educators will strengthen college readiness for AA males, thereby promoting improved access and opportunity for college success.

In this study, the aim was to investigate the effects of the web-based internet search scaffolding tool (WISST) on the improvement of metacognitive skills of 7th grade students associated with their goal orientation. This study utilized a static-group pretest-posttest design. The first experiment group received web-based metacognitive scaffolding tool treatment
the second experiment group received teacher-based metacognitive scaffolding
and the control group had no scaffolding. The designed tool aimed to scaffold users throughout web searching by emphasizing certain metacognitive skills improvement. Three main instruments were used to gather data: metacognition inventory for Internet search (MIIS), patterns of adaptive learning scale (PALS), and achievement test. 76 7th grade elementary school students in Ankara, Turkey participated in this study. The data gathered from the participants were analyzed through quantitative and qualitative data analysis methods. The results of the study indicated that WISST tool helped students improve certain metacognitive skills including monitoring, planning, controlling, and strategy generation. Its unique effectiveness was on the improvement of controlling skills. Teacher scaffolding group was also successful in improvement of strategy generation skills. No effects of goal orientations on the improvement of metacognitive skills were found in the analyses. Within hierarchical regression models, only pre-MIIS scores significantly contributed to the model. Students having less improved metacognitive skills were found associated with less trials and less visits. Students having poor performance work grades were tended to copy-paste more, try less, and visit less. Task difficulty and task type was observed to influence the search patterns of students. Search patterns and reflections also indicated that scaffolded groups made positive difference in search patterns.

Thesis (MPhil)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Gold mining in South Africa is an industry that is more than a century old. The impact of gold mines on communities and the environment are enormous. This thesis is a case study based in one of the major gold producers in South Africa that has been in operation for more than 50 years and has more than 30 years of life still left. Exploring the impact mining has had on communities and the environment, this thesis is a call for leadership action towards sustainable futures. This call is made through a suggested sustainable development leadership framework. Georgius Agricola gave a warning regarding the devastating environmental impacts of mining as early as 1556, however mining still has the same negative impacts to the environment and people. The argument in this thesis is that, it is only through genuine leadership that the impacts of mining can be mitigated. However leadership is looked at not from the position of the leader or the leadership style but from the belief system of the leader when it comes to environmental management and community development. The motivation for the study was based in observing how leadership at our Gold mine rallied behind prevention of mine closure when the mine was faced with electricity crisis in 2008. The electricity crisis demonstrated that it is through genuine and committed leadership that all challenges can be overcome including sustainable development crisis. The call for leadership at our mine is to demonstrate the same leadership commitment in addressing environmental and community development challenges. The literature review begins by highlighting sustainable development global challenges and initiatives to address them. This is followed by impacts of gold mining on society and the environment around the various regions of the world. Leadership belief systems are then discussed, highlighting, how belief systems influence the way a leader responds to environmental issues. In developing the sustainable development leadership framework findings from observations, conversations, interviews and focus group discussion that were conducted throughout the mine are presented. The aim of the research was to determine the understanding of employees on the impact of our company on communities, environment and themselves and also the employees’ opinions of leadership. The findings were that the majority of employees believe that leadership is not genuine in addressing community, employee safety and health, and environmental issues at our company and through interviews with leadership, the findings are that, environment and community issues are done for compliance and reputation purposes with no genuine belief that they should be done. To address this understanding a call to leadership is made through a suggested sustainable development leadership framework that takes into consideration the findings from the case study. The thesis ends by proposing that this suggested framework should be tested further within our company.
AFRIKAANSE OPSOMMING: Goud mynbou in Suid-Afrika is 'n bedryf wat meer as 'n eeu oud is. Die impak van goudmyne op gemeenskappe en die omgewing is enorm. Hierdie proefskrif is 'n gevallestudie wat gebaseer is op een van die groot goudprodusente in Suid-Afrika wat al vir meer as 50 jaar reeds in werking is en wat 'n veredere lewensverwagting van meer as 30 jaar het. Hierdie tesis is 'n ondersoek na die impak wat mynbou op die omliggende gemeenskappe en omgewing het asook 'n beroep om leieskap optrede vir volhoubare ontwikkeling. Hierdie beroep vir volhoubare ontwikkeling word gemaak deur middel van 'n volhoubare ontwikkeling leierskap raamwerk. Georgius Agricola het alreeds in 1556 gewaarsku teen die impak wat mynbou op die omgewing en mense sou hê. Vandag het mynbou het egter nog steeds dieselfde negatiewe impak op die omgewing en die mense. Die argument in hierdie tesis is dat dit slegs deur ware leierskap is dat die impak van mynbou versag kan word. Leierskap word egter nie bekyk uit die posisie van die leier of die leierskap-styl nie, maar eerder uit die gewetens oortuiging oogpunt van die leier wanneer dit kom by omgewingsbestuur en ontwikkeling van die gemeenskap. Die motivering vir hierdie studie is gebaseer op die waarneming van hoe leierskap by ons goudmyn mynsluiting voorkom het gedurende die 2008 elektrisiteitskrisis. Die elektrisiteitskrisis het getoon dat uitdagings sowel as volhoubare ontwikkelings krisisse wel deur ware en toegewyde leierskap oorkom kan word. Die versoek is nou vir ons myn om dieselfde leierskap toewyding toe te pas waar omgewing en gemeenskap ontwikkelings uitdagings aangepak word. Die literatuur oorsig begin deur die globale uitdagings op volhoubare ontwikkeling onder die vergrootglas te plaas en wys hoe om die uitdagings te addresseer. Dan volg die impak wat die goudmynbedryf het op die omgewing en samelewing van verskeie streke in die wêreld. Leierskap geloof oortuiging word dan bespreek met die klem op hoe geloofsoortuiging 'n invloed het op die manier wat 'n leier reageer op omgewings kwessies. Die ontwikkeling van die volhoubare ontwikkelings raamwerk is gebasser op obserwasies, gesprekke, onderhoude en fokusgroepsbesprekings van regoor die myn. Die doel van die navorsing was om die begrip van die werknemers te bepaal aangaande die impak wat ons maatskappy het op die gemeenskap, omgewing en hulself en ook om die werknemers se opinies van leierskap te bepaal. Die bevindinge was dat die meerderheid van die werknemers van mening is dat leierskap by ons maatskappy nie opreg is wanneer dit kom by aanspreek van gemeenskap kwessies, werknemer veiligheid en gesondheid, en omgewingskwessies nie. Deur middel van onderhoude met die leiers van ons maatskappy is ook bevind dat die omgewing en die gemeenskaps kwessies slegs aandag geniet aangesien dit vir die nakoming van vereistes en reputasiedoeleindes verys word en nie as gevolg van 'n werklike oortuiging dat dit gedoen moet word nie. Om hierdie begrip aan te spreek word 'n beroep gemaak tot leierskap deur middel van hierdie voorgestelde volhoubare ontwikkeling leierskap raamwerk wat die bevindings van die gevallestudie in ag neem. Die tesis eindig deur voor te stel dat hierdie voorgestelde raamwerk verder getoets moet word in ons maatskappy.

The education sector can be seen as a cornerstone of today's society, an organization that is under constant change and evolve as society. The compulsory school system is of significant role in society that places high demands on its management. The following study investigates the requirements for documentation in primary school organization and operations, and how these requirements are perceived and affect the school's organization and activities of the study carried out at different levels of the organization so as to get an overall picture of its impact.   In order to analyze and create understanding of the results, the study applies the theory of New Public Management and various reforms that can be linked to the increased documentation requirements and its influence in the public administration. Study results show that there is a mixed picture of the documentation impact on the school system. Shown are both positive and negative effects of the documentation requirements. It also becomes clear that there is a connection between the theory and the increased documentation requirements.

The purpose of the study was to investigate relationships among 7th grade students&rsquo
personal goal orientations, perceptions of classroom goal structure, and learning related variables of efficacy, self-handicapping strategies, cheating behavior, and science achievement. This study was carried out during 2006-2007 spring semester at 12 public elementary schools in Keç
iö
ren, Ankara. A total of 1950 seventh grade students from 62 classrooms participated in the study. Data were collected through Patterns of Adaptive Learning Scales and Science Achievement Test. Hierarchical Linear Modeling (HLM) analyses were conducted due to the nested structure of data. Results revealed that students who demonstrated high efficacy, high science achievement, low cheating behavior, and low self-handicapping strategies, which were all adaptive learning patterns, had higher mastery goal orientations. Findings regarding performance-approach goal oriented students, focusing on demonstrating their ability, however, were not as straightforward. Performance approach goals were associated with high efficacy and high demonstration of cheating behavior. Class level analyses, on the other hand, revealed that students&rsquo
perception of the classroom goal structure was a significant predictor of personal goal orientations they adopted. While learning environments emphasizing understanding of the material and self-improvement promoted students&rsquo
adoption of mastery goals
learning environments focusing on performance and relative ability of students promoted students&rsquo
adoption of performance-approach goals. The current study, thus, demonstrated the influence of goal structure of the learning environment on students&rsquo
personal goal orientations which in turn found to be related with various learning related variables.

This study investigated the effects of grade level and gender on elementary school students&rsquo
motivation towards science learning. This study was carried out during 2007-2008 fall semester at 12 public elementary schools in Yenimahalle districts of Ankara. A total of 2231 students (1121 boys, 1093 girls, 17 did not report their gender) participated in the study. In terms of grade level, 1164 were enrolled in 6th grade level and 1055 in 8th grade (12 did not report their grade level). Data were collected through Students&rsquo
Motivation Towards Science Learning Questionnaire (SMTSL). Two-way Multivariate Analysis of Variance (MANOVA) was conducted in order to identify the effects of grade level and gender on six dimensions of motivation (i.e. self efficacy, active learning strategies, learning environment stimulation, science learning value, achievement goal and performance goal) towards science learning. Two-way MANOVA results showed that grade level and gender had a significant effect on the collective dependent variables. Follow-up univariate analysis indicated that there was a significant difference between 6th and 8th grade students&rsquo
motivation towards science learning regarding mean scores on each motivational variable. In addition, mean scores on each motivational variable, except leaning environment stimulation, were significantly different for boys and girls, in favors of girls. Result demonstrated that students&rsquo
motivation towards science learning declined as the grade level increased and girls had a higher motivation towards science learning than boys.

This study was conducted in an attempt to integrate a number of cognitive, motivational and behavioral factors in elementary mathematics education, and to develop a theoretical model that explains the direct and indirect relationships among these concepts and their underlying dimensions. In particular, it was intended to examine the interrelationships among students&rsquo
achievement goal orientations, perception of classroom goal structure, self-efficacy, use of self-regulatory strategies, and academic achievement in mathematics. Participants were 1019 seventh grade students, enrolled in public elementary schools, located in four different urban and rural districts in Ankara. A self-report questionnaire and a mathematics achievement test were administered to the participants during their regular class periods. A pilot study was carried out with 250 seventh grade students, for conducting exploratory factor analysis. Structural equation modeling technique was used for data analysis. First, confirmatory factor analyses were conducted for each factor in the questionnaire. Then, a structural equation model was developed for the whole sample. Results revealed that students&rsquo
perceptions of classroom goal structure were directly linked to their adoption of achievement goal orientations. Among these goal orientations, only mastery goal orientation was associated with students&rsquo
use of learning strategies, which, in turn, related to their mathematics achievement. Among the learning strategies, only elaboration was significantly related to students&rsquo
mathematics achievement. Besides, self-efficacy was both directly and indirectly related to students&rsquo
adoption of achievement goals, use of learning strategies, and mathematics achievement.

碩士
國立臺南大學
教育經營與管理研究所碩士班
100
According to the references, no matter what the reason make the organizational conflict in the business community or education, we base the organizational conflict on goal congruence, even these kind of references in education are very limited. Therefore, the study aimed to discuss the organizational conflict base on Goal congruence, and also confirm the relationship between interdependence, relationship quality and organizational conflict.Based on the theoretical investigation and the empirical analysis, this research further proved the cause-effect model and the relationship among goal congruence, interdependence, relationship quality, and organizational conflict. This study uses convenience sampling method to choose administrative staffs of Public Primary Schools in Tainan City as the targets of the questionnaire survey. Totally, 600 questionnaires are sent, and 500 valid questionnaires are returned.After examining the reliability and validity by SPSS and LISREL software, we analyze our structural model by structural equation modeling(SEM) to explore the relationships among the research variables. The major findings are: 1. Goal congruence has significant positive influences on the interdependence and relationship quality, and has a significant negative influence on the organizational conflict. 2. Interdependence has a significant positive influence on the relationship quality, and has a significant negative influence on the organizational conflict. 3. Relationship quality has a significant negative influence on the organizational conflict. Finally, based on the above results, this study proposes the conclusions, suggestions to the practitioners and researchers in the future, and contributions.

E-Government or e-Gov initiatives have attracted substantial public investment by governments around the world. This trend is driven by the premise that these systems improve efficiency, transform public services and enable citizen participation in social democratic processes. The paradox, however, is that unfortunately many such initiatives, particularly in emerging economies like Pakistan, fail to achieve these intended outcomes. The reality is that despite huge investments two issues persist: firstly, a low level of adoption of e-Gov services; and secondly, an inability to achieve the desired impact. Adoption is typically explained in the literature with reference to characteristics of technology, while individual technology disposition is ignored. Impact is typically measured by techno-economic parameters, albeit that impact is best determined by those who use the services – citizens, measured in terms of public value (PV). This study examined the antecedents of technology adoption and creation of public value impact thereof for individual citizens. Adoption concerns the interaction between system characteristics and individual dispositions, while impact is determined by perceptions of value created by the uptake of e-Gov systems by citizens. The study used a mixed methods approach, with an online survey to collect data and examined adoption and PV using the multivariate technique of Structured Equation Modelling (SEM). Open-ended questions, supplemented by nine semi-structured interviews with senior managers in the government, served to assess how government can support the adoption and creation of public value in Pakistan. Study findings reveal a significant positive relationship exists between motivating dispositions of optimism and innovativeness and e-Gov use, and a significant negative relationship exists between inhibiting dispositions of discomfort and insecurity and e-Gov use. These results validate the construct of technology readiness (TR) in the context of Pakistan. Both sub-dimensions of TR, motivators and inhibitors were, however, found to have no significant influence on user satisfaction. Conversely, all system characteristics, information, system and service quality appear to influence user satisfaction (US), but with service quality the strongest determinant of US. This latter distinction is important because it emerges that US is more strongly associated with the creation of PV. Both information and service quality positively influence e-Gov use, however system quality appears not to have any significant influence on e-Gov use, presumably because technology is now sufficiently advanced for functionality to be normalised as a user expectation. Addressing a gap in the literature concerning what constitutes success in e-Gov initiatives, this study suggests both use of e-Gov services and associated user satisfaction, which is derived from accessing these services, are important. However, while both considerations are central to success, there is a spectrum in PV creation that ranges from cost-based operational efficiency to user-centred functional effectiveness and to increased public participation in social and democratic processes. These three conditions make up a novel PV impact framework, with two enabling attributes, trust and transparency, also identified. Methodologically, the study identifies a user-centric policy and practice framework for practitioners to direct policy efforts towards e-Gov adoption and creation of PV. The framework includes three tensions that arguably sustain the e-Gov paradox. The first tension is ad-hoc policy which exists due to the lack of an enabling environment, and in this study is characterised by bureaucratic inertia and decision-making stovepipes or silos. A second tension is the tendency for policy to be decoupled from implementation due to lack of an integrating e-Gov practice framework to bridge the digital divide(s). This is evident in the variable access to infrastructure and high cost, as well as varying urban/rural needs, digital literacy and language competence, with a significant majority of users being more comfortable using a local language rather than English, the official language of government. A third tension is the tendency for e-Gov practitioners and the Digital Pakistan Policy (DPP) to be blind to identifying and meeting user or demand-side needs. Key enablers of this user-centric view of PV are design-based trust and the establishment of a system of redressal. In summary, there are direct and indirect factors that drive public value creation, with the core need identified for governments is to shift from a provider-centred focus to a citizen-centred or user focus. The e-Gov policy and practice framework can help practitioners and researchers alike to both inform and examine policy efforts related to e-Gov uptake and PV creation based on measuring what matters most for the user. These study findings are likely to be of keen relevance to decision-makers in the Government of Pakistan and other emerging economies wishing to bridge the e-Gov paradox noted in literature.

O presente Relatório final da Prática de Ensino Supervisionada (PES) elaborado no âmbito do Mestrado em Ciências Religiosas – especialização em Educação Moral e Religiosa Católica tem como objetivo expor uma reflexão sobre o contributo educativo da Educação Moral e Religiosa Católica no momento de dizer Deus numa era tida como pós-secular. A PES foi realizada na EB 2,3 Pedro D’Orey da Cunha e a lecionação incidiu sobre a Unidade Letiva 2 do 9º ano “Deus, o grande Mistério”. A reflexão gira em torno das implicações que o processo de secularização introduziu na sociedade, sobretudo a Ocidental, e qual o lugar e contributo da(s) religião(ões) na atualidade cultural pós-secular. Articula-se, igualmente, o ensino religioso com a laicidade do Estado e do ensino, sublinhando a sua legitimidade e a fundamentação da sua presença na escola pública. O estudo culmina com o contributo educativo que a Educação Moral e Religiosa Católica oferece ao explorar o fenómeno religioso capacitando os alunos para poder dizer Deus, através da pessoa de Jesus Cristo, máxima revelação do Pai, encontrando n’Ele as respostas às inquietudes e o sentido última da existência humana.
This final report of Supervised Teaching Practice (PES) elaborated in the scope of the Master's Degree in Religious Sciences - specialisation in Catholic Moral and Religious Education aims to expose a reflection on the educational contribution of Catholic Moral and Religious Education at the moment of saying God in an age considered as post-secular. The PES was carried out at EB 2,3 Pedro D'Orey da Cunha and the teaching focused on the 2nd Unit of the 9th grade "God, the great Mystery". This reflection revolves around the implications that the secularization process has introduced in society, especially in Western society, and what is the place and contribution of religion(s) in the post-secular cultural actuality. Religious teaching is also articulated with the secularity of the State and of education, underlining its legitimacy and the justification for its presence in public schools. The study culminates with the educational contribution that Catholic Moral and Religious Education offers by exploring the religious phenomenon, enabling students to be able to say God, through the person of Jesus Christ, maximum revelation of the Father, finding in Him the answers to the concerns and the ultimate meaning of human existence.