Thèses sur le sujet « National Committee on Nature Education »
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Birch, Rhiannon. « The policy work of the National Committee of Inquiry into Higher Education in the United Kingdom (the Dearing Committee, 1996-97) ». Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19280/.
Texte intégralMinton, Sylvia S. « The nature of peer coaching at a National Writing Project summer institute ». Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.
Texte intégralPeer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.
The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.
Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.
Haus, David R. « Expertise at war the National Committee on Education by Radio, the National Association of Broadcasters, the Federal Radio Commission and the battle for American radio / ». Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151521658.
Texte intégralHaus, David Russell Jr. « EXPERTISE AT WAR : THE NATIONAL COMMITTEE ON EDUCATION BY RADIO, THE NATIONAL ASSOCIATION OF BROADCASTERS, THE FEDERAL RADIO COMMISSION AND THE BATTLE FOR AMERICAN RADIO ». Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151521658.
Texte intégralLuckhoff, Augusta Henrietta. « An investigation into the use of a nature reserve as a cross-curricular teaching resource ». Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003498.
Texte intégralSeverson, Travis G. « A status report of Wisconsin public secondary technology education programs and their historical, comparative nature with national and state studies ». Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003seversont.pdf.
Texte intégralNaicker, Sigamonev Manicka. « An investigation into the implementation of outcomes based education in the Western Cape province ». University of the Western Cape, 2000. http://hdl.handle.net/11394/8440.
Texte intégralThe aim of this research was to establish how successfully schools in the foundation phase (Grades 1 and 2), where training and implementation of OBE has been completed, were able to reach the goals of OBE. As part of the broader goal, this investigation attempted to clarify whether the inclusionary approach of OBE was working in primary schools in the foundation phase based on its central premise that all students can learn and succeed, but not on the same day and in the same way. More specifically, this investigation attempted to establish: (i) How successfully had the 66 specific outcomes been implemented in Grade 1 and Grade 2? (ii) What was the level of success of implementation in the different learning areas? (iii) What was the level of success in the implementation of mastery learning? (iv) How many learners had been moved from special education sites to regular education sites? (v) Did schools have the resources to deal with diversity? (vi) Had there been sufficient human resource development to ensure teachers had been trained to deal with diversity? And (vii) Did teachers feel they could teach all learners? In order to arrive at the above-mentioned aim, this study included a survey in a sample of primary schools in the Western Cape. A survey was conducted in 108 primary schools which constitutes 10% of the primary schools in the Western Cape Province. The 108 schools were chosen based on socio-economic and rural/urban considerations. Schools were identified on the following basis: 25% of the poorly resourced schools in urban areas, 25% of the well resourced schools in urban areas, 25% of the poorly resourced schools in the rural areas and 25% of the well resourced schools in the rural areas. Regarding the results of the study concerning the specific outcomes and learning areas, in grade one and grade two results relating to the specific outcomes and learning areas revealed that the majority of teachers rated the level of success at average and below. For example, the range of those teachers who indicated average and below in grade 1 was from 41.03% to 81.96% and in grade 2 from 43.56% to 79.50%. In most learning areas, the number of teachers who In Grades one and two, both language, literacy and communication and indicated average and below was substantial, for example, in grade 1; Natural Sciences, 81.96%, Technology, 78.43%, Economics and Management Sciences, 72.87%. Similar results have been found in Grade 2, for example; Natural Sciences, 79,50%, indicated average and below was substantial, for example, in grade 1 levels across geographical and socio-economic contexts. For example, the urban poor had the lowest results in Grade two and the urban rich experienced the lowest results in Grade one. This suggests that the implementation of OBE was generally poor. The poor results of the urban rich in relation to the other categories suggest that the implementation of OBE has failed in affluent urban schools yet it is normally expected that affluent schools would perform well in relation to the other categories. This is another indication that the implementation of OBE has generally been poor.
Al-Thani, Tamader Jassim. « Early Years Education in Qatar : a comparative study of its nature, provision and quality in national and international pre-school settings ». Thesis, Durham University, 2008. http://etheses.dur.ac.uk/1926/.
Texte intégralBraun, Tina Verfasser], Paul [Gutachter] Dierkes et Annette [Gutachter] [Scheersoi. « Efficacy of outdoor environmental education : a cross-national comparative research study investigating nature connectedness, environmental attitudes, knowledge and behavior / Tina Braun ; Gutachter : Paul Dierkes, Annette Scheersoi ». Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2019. http://d-nb.info/1178726061/34.
Texte intégralAbdelrahman, Tarig. « Evaluation of Wales Postgraduate Medical and Dental Education Deanery outcomes at core and higher general surgery before and after national reconfiguration, enhanced selection, and Joint Committee on Surgical Training defined curricular standards ». Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/100975/.
Texte intégralObaze, Doris Adediwura. « Staff Education : Hypertension Management for Adults in Primary Care Settings ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7710.
Texte intégralWilms, Carl E. « How Elementary School Teachers Teach Science : Using Nature of Science to Understand Elementary Teachers's Science Identities and Teaching Practices - A Case Study ». Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406618458.
Texte intégralDick, Ayabulela. « Parental involvement at a School of Skills in the Western Cape ». University of the Western Cape, 2019. http://hdl.handle.net/11394/8291.
Texte intégralParental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance. This quantitative study focused on parental involvement at a school of skills in the Cape metropole, Western Cape. Epstein’s (2009) six typologies of parental involvement in their children’s schooling provided the theoretical framework of the study and guided the formulation of the research instrument and the data analysis of the study. A survey research design was used and 74 parent/caregiver participants were conveniently sampled after all ethical protocols were followed. The findings indicated that participants: (i) indicated a very positive attitude towards being involved in the education of their children at the school of skills and were inspired to be involved in the education of their children, (ii) were highly involved in the following typologies of parental involvement: learning at home, parenting and collaboration with community, (iii) communication between school and the parents as a form of parental involvement was found to be at a moderate level, (iv) participants were found to be minimally involved in decision-making as a form of parental involvement, (v) volunteering as a form of parental involvement was represented by low to moderate levels of involvement, (vi) participants’ marital status, forms of kinship relations with the learners at the school of skills (e.g. biological mother, foster parent) and levels of formal education were not found to have a significant statistical relationship with their levels of parental involvement in their children’s schooling. (vii) The challenges that participants faced with regard to their involvement in their children’s schooling included the following: a) a fair number of about 30% participants frequently found language as a barrier for them to assist their children with homework, b) about 46% of the participants indicated that they were seldom or never recruited by educators to volunteer at the School of Skills, c) about half of the participants indicated that their challenge was that they were not trained on how to offer their talents for volunteering at the school, d) participants also found it difficult to share information with the school about their child’s cultural background, talents, and needs.
Govender, Rajuvelu. « The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992 ». Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6042_1320317218.
Texte intégralHolt, Leanne. « The development of Aboriginal education policy in Australia - voices of the National Aboriginal Education Committee (NAEC) ». Thesis, 2016. http://hdl.handle.net/1959.13/1335368.
Texte intégralIf there is going to be harmony between our two societies then it will have to be through education. When white people have a better awareness of Aboriginals then maybe our kids will have a better time. Stephen Albert. (Ohlsson, 1977, p. 2) I acknowledge the traditional custodians of the lands in which this thesis is connected, is written on and is examined on. I pay my respect to the Elders past and present who have and continue to pass on their knowledge and wisdom for the sustainability of our environment, our culture and our education. Responding to the activist movements of the 1960s, the Commonwealth Government introduced new policy directions that called for the Self-Determination and Self-Management of Aboriginal peoples; to have a strong voice in their own future directions and their own affairs. Education was no exception. In 1973 the Schools in Australia Report identified the poor educational conditions and outcomes of Aboriginal children (Karmel, 1973). In 1977 the National Aboriginal Education Committee (NAEC) was established. The new Committee was to ensure a national Aboriginal voice in the development and implementation of Aboriginal education programs, initiatives and policies across all levels of education for Aboriginal people. The NAEC was active until 1989. The 1970s and 1980s transpired to be a fundamental time for Aboriginal affairs and Aboriginal education. Past policies had stifled Aboriginal people’s progression socially and academically, resulting in extremely low educational outcomes. The 1980s witnessed the biggest growth in the access and participation of Aboriginal people in all levels of education in nearly 200 years. Through the voices of the NAEC members, this study maps the journey of the NAEC and the major priorities at this time. The study also determines the impact of the NAEC on the development of national Aboriginal education policy that would lead the future directions and strategies for the access, participation, retention and success of Aboriginal people through education. An Indigenous methodology that included storytelling is applied to the study. Storytelling is vital in Aboriginal communities to teach and pass on important lessons. Throughout this study participants, as co-researchers, assisted me in sharing their stories that respond to the research question posed in the thesis – How did the NAEC contribute to the development of Aboriginal education policy in Australia? The study revealed that the NAEC contributed significantly to the development of Aboriginal education policy, establishing structures and relationships that empowered Aboriginal communities to have a voice in decision making related to Aboriginal education. This resulted in significant educational outcomes for Aboriginal people and Aboriginal communities that were sustained after the NAEC was abolished.
Kuo, Ching-Fang, et 郭青芳. « The development of Leave No Trace environmental education content framework for Shoushan National Nature Park ». Thesis, 2015. http://ndltd.ncl.edu.tw/handle/43366872345362594679.
Texte intégral國立高雄大學
運動健康與休閒學系碩士班
103
The major theme of Leave No Trace(LNT) is to promote and inspire responsible outdoor recreation to prevent or minimize negative environmental impacts on public land. The purpose of this study is to develop environmental education content framework of LNT for Shoushan National Nature Park by applying Analytical Hierarchical Process(AHP). Moreover, this study conducted an in-depth interview with practitioners to understand the current situation and issues faced by Shoushan National Nature Park in promoting LNT environmental education program. An AHP decision structure with 7 objectives and 2~4 evaluation criteria for each objective is constructed based on literature reviews, field research and in-depth interview of experts. The results showed that the importance of 7 LNT principles are, in descending order: respect wildlife, leave what you find, dispose of waste properly, minimize use and impact from fires, travel and camp on durable surfaces, plan ahead and prepare and be considerate of other visitors. Moreover, the 6 most important evaluation criteria are, in descending order: never feed wildlife, do not set up private rest area, pack it in and pack it out, do not disturb the wildlife, do not make a fire at discretion and do not introduce non-native species. In addition, the results of in-depth interviews have shown that the Planning Office of Shoushan National Natural Park, Friendly Seed Co. and Takaohill Ecology Education Center have made every effort in promoting environmental education and received positive feedback from participants. A more comprehensive environmental education program will be expected when the Planning Office of Shoushan National Nature Park can be officialized. Rrecommendations and suggestions for LNT environmental education program of Shoushan National Natural Park will be provided and serve as a reference for further policy formulation.
Ndlala, Mangena William. « An analysis of the nature and function of the education policies at colleges of education in the National States in South Africa ». Thesis, 1992. http://hdl.handle.net/10530/569.
Texte intégralThe purpose of this study was to investigate how the educational policies formulated by the Department of Education and Training as well as the Departments cf Education and Culture, influence the functioning of the colleges of education in the National States in South Africa. It was also to determine the extent to which policies, evolved within the colleges themselves, are-af-feeted—by—interventions from the various Departments and political movements. Methods of research included, among others, interviews of college rectors, lecturers and students, serving teachers and some educators attached to the Departments of Education and Culture. This researcher intended to establish how these people perceive the influence and impact of these policies on the selected sample of Colleges of Education in the National States. The literature review revealed that policy serves as a guide and a source of reference in any given venture, involving a choice amongst a wide range of alterntives; and that it provides a reasonable guarantee that there will be consistency and continuity in the decisions that are made. This investigation demonstrated, however, that there is a stigma attached to policies formulated by the Education Departments in the National States. This is due to the negative perception that the National States are illegitimate administrative structures created to perpertuate apartheid policies. The policies which are formulated by the Department of Education and Training are also challenged by the students in particular, and lecturers in general, who argue that these policies are oppressive and therefore unacceptable. The negative perception held by students and lecturers on the current educational policies manifests itself in the emerging college culture of violence which is characterised by the rejection of current authority structures. Students seem to rely on coercion and intimidation as means of problem solving instead of the use of negotiation tactics. College policies therefore do not always serve as guides and thus cannot guarantee any consistency and continuity in the decisions that are made. In this way education policies do not empower the college authorities to be fully in charge of their institutions. Emerging from these findings are the following recommendations: * that education policy makers should consider various options which will encourage a wider spectrum of consultation and involvement of interest groups, including Thompson's model of policy development and redefinition cycle (in Monahan, 1982), Muschkat1 s (1986) morphological model and those of Saran and Kogan. that policy makers formulate policies which are based en the rule of law and on the principles of justice and fairness. It is hoped that this research will be a source of reference for further research in policy studies undertaken -especially— for postgraduate studies. It will also serve as a useful source material for educational policies in South Africa, especially with regard to colleges of education.
Collie, Andrew Robert. « Concerns and attitudes of the southern neighbours of the Kruger National Park, towards the park : working towards an environmental education model ». Thesis, 2012. http://hdl.handle.net/10210/5589.
Texte intégralWildlife areas are considered by many to be "wilderness" islands, which do not have anything to do with the local communities surrounding them. These areas are seen as elitist. The Kruger National Park is no exception to these thoughts. Due to its immense size, many neighbours of the park have over the years been ignored. A questionnaire was given to 127 of the neighbours along the southern boundary of the park to determine the environmental literacy of these neighbours. The neighbours sampled were from informal and formal settlements and tourist destinations such as lodges and hotels. From the results it was found that there was very little difference between these neighbours in terms of their environmental literacy. An environmental education model was proposed in order to address the lack of knowledge or misconceptions that the neighbours held about the environment.
Legodi, Mapula Rosina. « Issues and trends in shaping black perspectives on education in South Africa : a historical-educational survey and appraisal ». Diss., 1996. http://hdl.handle.net/10500/17195.
Texte intégralEducational Studies
M. Ed. (History of Education)
Stone, Susan. « Understanding the nature and impact of parent support for learning over the transition to high school : evidence from the student life in high schools project and the national education longitudinal study of 1988 / ». 2000. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9990597.
Texte intégralKamenář, Jan. « Slunečno, přes den taje, večer mráz (50. léta v Kutné Hoře) ». Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-345471.
Texte intégralLe, Roux Cheryl Sheila. « The evolution and educational implications of the children's rights movement : a study in time perspective ». Diss., 1995. http://hdl.handle.net/10500/17182.
Texte intégralM. Ed. (History of Education)
Legodi, Mapula Rosina. « The transformation of education in South Africa since 1994 : a historical-educational survey and evaluation ». Thesis, 2001. http://hdl.handle.net/10500/17196.
Texte intégralEducational Studies
D. Ed. (History of Education)
Mordal, Małgorzata. « Potencjał nadmorskich parków narodowych w nauczaniu o przyrodzie nieożywionej ». Doctoral thesis, 2017. https://depotuw.ceon.pl/handle/item/2485.
Texte intégralSummary and key wordsThe purpose of this dissertation is to assess potential of Polish coastal parks forteaching about inanimated nature. To evaluate the main hypothesis it was required to divide itinto several smaller areas concerning aeolian, coastal, limnic, fluvial, glacial and additionalforms and processes.The research was carried out in three main stages:1. acquisition of source data: including cartography (maps, plans, satellite images) andstudy of compact books and book prints (articles in journals);2. field research consisting of: GPS mapping, use of OziExplorer software, photographicand descriptive documentation; selection of geosites, designating them for the purposeof individual exemplification of geological forms and geological sites in the area ofselected parks;3. analysis of the obtained source data: analysis of the suitability of selected geositesbased on the prepared valorisation model prepared for this work; developing results,classifying them and referring to them.The research undertaken was fundamentally aimed at realizing the main intentionwhich was assessing the potential of coastal national parks in the education of young peopleand adults in the field of inanimate elements, with particular emphasis on geomorphologicalcomponents. The area covered the coastal national parks located in Poland. They wereselected for geomorphological features of every established genesis, including maritime.In the first chapter at the "concept" stage, the author focused on the fact that thequestions related to inanimated nature at higher secondary education external exams provedto be extremely difficult. At this stage also the research areas were defined. The next stepwas the selection of research methods. It is worth to emphasise that essential focus wasgiven to the parts devoted to definitions, with reference to the multiplicity of contemporarygeotourism concepts that were not necessary coherent.In the second chapter, the author focused on a detailed description of the SlowinskiNational Park and the Wolinski National Park. Mainly the monographic method and thedocument examination method were used here. Coastal parks have been selected due to thefact that these areas are preserved in an almost natural state and that they hold particularscientific and landscape value. Their choice was not accidental, as they are similar due to theseaside location, and on the other hand they differ in terms of the most important attractions:the SNP (sand dunes) and the WNP (cliffs). So it arised that theywere ideal to test the performance of the constructed indicators.In the third chapter, the results of fieldwork were mainly based on the followingresearch techniques: field observation, text and graphic studies, photographic documentationand mapping (geosites). Data collected during the park inventory and later designing geositesin both parks have allowed author to interpret the usefulness of national parks in the teachingof inanimate nature. To illustrate the collected data: maps, tables, bar charts and radar chartswere used. The final attempt to refer to the hypotheses was performed by the use of thedesignated geosites. Their values were substituted for the model developed by the author(Wes and Wep indicators). The evaluation of the obtained data was made according to theprepared interval scale (1 – 100).The problem presented in this paper does not deplete the whole issue of geotourismand its valorisation or teaching about elements of inanimate nature, but was intentionallynarrowed to the contact of those two surfaces. All aims set by the author were achieved andthe hypotheses confirmed.
Segoe, Bobo Aaron. « Learner support in the provision of distance teaching programmes for under qualified teachers ». Thesis, 2012. http://hdl.handle.net/10500/8559.
Texte intégralCurriculum and Instructional Studies
D. Ed. (Didactics)
Dass, Permeil. « Deciphering Franklin D. Roosevelt's Educational Policies During the Great Depression (1933-1940) ». 2014. http://scholarworks.gsu.edu/eps_diss/105.
Texte intégral