Thèses : « Tertiary education level »

1

Kavanagh, Michael Christopher. « Teacher cognition among tertiary-level Chinese English teachers ». Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.

Texte intégral

Résumé :

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.
Bibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill

Styles APA, Harvard, Vancouver, ISO, etc.

2

Sato, Masahisa. « Environmental education at the tertiary level in the Asia-Pacific region ». Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395844.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

3

Dixon, David. « Measuring language learner autonomy in tertiary-level learners of English ». Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.

Texte intégral

Résumé :

The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.

Styles APA, Harvard, Vancouver, ISO, etc.

4

Suen, Nga-ling. « The consultative process in educational policy-making at the tertiary level in Hong Kong ». [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13236143.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

5

Suen, Nga-ling, et 孫雅玲. « The consultative process in educational policy-making at the tertiary level in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31964151.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

6

Hainey, Thomas. « Using games-based learning to teach requirements collection and analysis at tertiary education level ». Thesis, University of the West of Scotland, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729422.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

7

Law, Chu Sau-lan Doris, et 羅朱秀蘭. « An analysis of the provision of adult education at the tertiary level in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975458.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

8

Law, Chu Sau-lan Doris. « An analysis of the provision of adult education at the tertiary level in Hong Kong ». Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B31975458.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

9

Dansieh, Solomon Ali. « Quality issues in teaching and learning English at tertiary level in Ghana ». Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681039.

Texte intégral

Résumé :

Available empirical data relating to quality generally and the application of quality assurance principles to language education at tertiary-level are scanty. This study explores how higher education institutions in Ghana apply QA mechanisms to enhance the teaching and learning of English for Academic Purposes. It examines how institutional contexts and cultures of the four case study institutions impact their QA processes. First, the rhetorical tensions and the apparent lack of consensus on the definition of the term “quality” are acknowledged alongside the enviable status of English as a “global lingua franca”; the relevance and pervasiveness of the EAP discipline in tertiary educational circles within and without Ghana and the resultant need for quality assurance and enhancement in its teaching and learning. One particular component of quality in higher education: the need for ensuring that programmes and services are fit for the purpose for which they were designed, and that the “clients” (students) are getting value for their money serves as the focus of the empirical research. The QA dimension of the research attempts to answer the question of whether students provide written feedback on their teaching and whether this is acted upon by the case study institutions in order to improve the EAP course. A combination of qualitative, quantitative, mixed-method approaches and documentary research is adopted to provide the framework for exploring QA and quality issues at each of the institutions involved in this study. The study first considers the quality challenges of higher education in Sub-Saharan Africa and Ghana within the context of policy. Subsequently, the unique features of each case study institution are quantified. To enhance the depth of understanding so as to establish each case study institution’s QA mechanisms and processes for enhancing EAP teaching and learning, a comparative/multiple case study approach is adopted. The blend of methods facilitated exploring the issues and the drawing of conclusions as the strengths of each complements the other. The assessment of QA practices used in the teaching and learning of EAP in the case institutions revealed a number of interesting similarities and differences in terms of institutional context, quality culture, quality assurance mechanisms, pedagogy, and curriculum designs. Based on these findings, suggestions for EAP teaching quality enhancement in the case study institutions are subsequently made. Unique practices identified in the institutions are recommended for replication in other tertiary educational institutions. Suggestions for further and future research are also made followed by a brief account of the author’s professional and personal development during the DBA programme.

Styles APA, Harvard, Vancouver, ISO, etc.

10

王革 et Ge Wang. « Understanding ethnic multilingual learners at tertiary level : an ethnographic case study in Yunnan, China ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/193062.

Texte intégral

Résumé :

Existing research on multilingual acquisition indicates that multilingual learners confront challenges not only in mastering new linguistic forms, but also in forming new identities, and especially when the languages concerned are socially and linguistically distant. This study shows that ethnic minority students in China (referred in particular as ‘ethnic multilingual learners’ or EMLs in this study) at universities can face more challenges than the ethnic majority, Han, when they choose to study English as their major subject. The Han’s content and method in English learning are straitjacketed upon them. The environment is unfamiliar to EMLs, and the EMLs are often regarded as “strangers” to the place. Their problems include the national examination system, medium of instruction, learning difficulties, psychological issues and cultural exclusion. The current educational policies in China intend to protect the educational rights of ethnic minorities, but ignore the role of education in inheriting and capitalizing their ethnic cultures. The current university curricula mainly focus on subject knowledge building and patriotic education. As a result, the “cultural self-consciousness” and “cultural capital” of EMLs are less emphasized and encouraged. Data are collected on two female ethnic minority students at Yunnan University of Nationalities (YUN) through ethnographic interview, autobiography, oral narrative, online chatting and field observation. It provides information at a micro level, on how the two students, who have successfully navigated through Chinese education system to the tertiary level, try their best to excel in the education system of YUN with English language as their major subject and construct their multiple identities, and what important factors are affecting such identity construction. The findings suggest that they negotiate their multiple identities successfully through their active engagements on and off the university campus to become legitimate participants in various “communities of practice”. These identities are shaped partly by their own heritage and partly by the present sociopolitical realities in China. Drawing mainly on poststructuralist and multicultural education theories, the study also examines the power relationship exercised in YUN and discusses the impact of this power relationship on the identities formation of the target informants. The national and local policies as well as the curriculum structures of YUN are analyzed to identify the implicit power relationship that mainly causes tensions to the education and language learning of EMLs. It is argued that multiculturalism, as a discourse of education, may help to ease the tension between being an ethnic minority and a Chinese national, and reduce the danger of assimilation and marginalization of these EMLs. To achieve the goal of multilingual education based on the notion of multiculturalism, a “collaborative” power relationship which facilitates the empowerment rather than disempowerment of EMLs should be the goal in China according to the framework of “ethnic diversity within national unity”. It is envisaged that with such multicultural mentality, EMLs will be more able to act not only as manpower for raising productivity of the country, but also as agents for social transformation and in the end become citizens of the cosmopolitan world.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

Styles APA, Harvard, Vancouver, ISO, etc.

11

Song, Yanan. « Beliefs of tertiary-level teachers of English in the People's Republic of China about medium of instruction ». Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31541896.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

12

Yu, Ting-fung. « A study of safety and health education construction and construction management programmes at tetiary [i.e. tertiary] level ». Click to view the E-thesis via HKU Scholars Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B3793692X.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

13

Lee, Yuen Fung-king Barbara, et 李袁鳳琼. « A study of the development of tertiary level distance education in Hong Kong : the case of OLI ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3195652X.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

14

Yildirim, Rana. « Adapting an apprenticeship model to the needs of English-medium education at the tertiary level in Turkey ». Thesis, Aston University, 2001. http://publications.aston.ac.uk/14842/.

Texte intégral

Résumé :

Despite the difficulties that we have regarding the use of English in tertiary education in Turkey, we argue that it is necessary for those involved to study in the medium of English. Furthermore, significant advances have been made on this front. These efforts have been for the most part language-oriented, but also include research into needs analysis and the pedagogy of team-teaching. Considering the current situation at this level of education, however, there still seems to be more to do. And the question is, what more can we do? What further contribution can we make? Or, how can we take this process further? The purpose of the study reported here is to respond to this last question. We test the proposition that it is possible to take this process further by investigating the efficient management of transition from Turkish-medium to English-medium at the tertiary level of education in Turkey. Beyond what is achieved by only the language orientation of the EAP approach, and moving conceptually deeper than what has been achieved by the team-teaching approach, the research undertaken for the purpose of this study focuses on the idea of the discourse community that people want to belong to. It then pursues an adaptation of the essentially psycho-social approach of apprenticeship, as people become aspirants and apprentices to that discourse community. In this thesis, the researcher recognises that she cannot follow all the way through to the full implementation of her ideas in a fully-taught course. She is not in a position to change the education system. What she does here is to introduce a concept and sample its effects in terms of motivation, and thereby of integration and of success, for individuals and groups of learners. Evaluation is provided by acquiring both qualitative and quantitative data concerning mature members' perceptions of apprenticed-neophytes functioning as members in the new community, apprenticed-neophytes' perceptions of their own membership and of the preparation process undertaken, and the comparison of these neophytes' performance with that of other neophytes in the community. The data obtained provide strong evidence in support of the potential usefulness of this apprenticeship model towards the declared purpose of improving the English-medium tertiary education of Turkish students in their chosen fields of study.

Styles APA, Harvard, Vancouver, ISO, etc.

15

Lee, Yuen Fung-king Barbara. « A study of the development of tertiary level distance education in Hong Kong : the case of OLI / ». [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553161.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

16

Lillrank, Erik, et Fredrik Nilsson. « Job Market Signalling in the European labour market : Exploring the relationship between tertiary education access and participation in secondary level schooling ». Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435893.

Texte intégral

Résumé :

This study re-examines a theoretical scenario introduced by Kelly Bedard in which increased university access leads to an increase in high school dropouts due to the decreased wage premium of a high school diploma caused by talent departing to higher education. The goal for this empirical study is to expand upon the theoretical framework introduced by Bedard in order to determine whether job market signalling is present in the European labour market. In line with Bedard, we theorise that if signalling holds true, secondary education graduates will decrease when access to tertiary education increases. To test this we construct 3 linear regression models to analyse a panel data set constructed of data gathered by Eurostat. Our research question is: Does increased enrolment in tertiary education have a negative effect on participation in secondary education? Our results differ from earlier studies as they indicate that increased enrolment in European tertiary education correlates with increased participation in secondary education. Ergo, we do not prove the presence of signalling in the European labour market. Our results support continued policy efforts with the aim of increasing participation at all levels of education as we find no evidence of a trade-off between university access and secondary schooling graduate rates.

Styles APA, Harvard, Vancouver, ISO, etc.

17

Song, Yanan, et 宋亞南. « Beliefs of tertiary-level teachers of English in the People's Republicof China about medium of instruction ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31541896.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

18

Venter, Catharina Helena. « Determining the need for environmental education in the curriculum of management learners on tertiary level / Catharina Helena Venter ». Thesis, North-West University, 2008. http://hdl.handle.net/10394/4155.

Texte intégral

Résumé :

Dwindling natural resources, the impact of the green house effect and infrastructure that is resource intensive are becoming a global problem. Signs of unsustainability can be identified in various events worldwide. T he above poses an important quest ion: who should be responsible for the protection of natural resources? This question is debatable when reference is ma de to groups such as governments, consumers and business organisations. However, the destruction of the environment cannot continue and it becomes a problem that should be pondered by humanity at large. This leads to the role of education in environmental protection, and in this study specifically to the education of managers. An organisation's base rests on management's philosophy, values, vision and goals. Clearly, a manager 's influence can have immense influence on the organisation, its goals and involvement in environmental protect ion. Taking the above into consideration, this study's objective is to determine if environmental education should be included in the curriculum of management learners on tertiary level. To achieve this objective, exploratory research-was used-to learn more about the dilemma or problem identified. Through interviews (qualitative research) with interest groups such as managers, lecturers and learners in management studies, the attitude of these groups were tested regarding the above objective. Based on the study the following recommendations could be made: • The state of the environment is of great concern and is a global phenomenon affecting all humanity, not only certain groups. • Managers can play a much greater role in the protection of the environment. • Governments and people in leadership positions should decide and put legislation in place that could play an important role in the protection of the environment.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

Styles APA, Harvard, Vancouver, ISO, etc.

19

Atik, Evrim. « Perceptions Of Students Towards English Medium Instruction At Tertiary Level : The Case Of A Turkish Private University ». Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612080/index.pdf.

Texte intégral

Résumé :

This study aimed to examine and describe the perceptions of English-medium instruction of tertiary &ndash
level students in a private university in Turkey. The scale which consists of a demographic inventory, a questionnaire, and a semi-structured interview were used by the researcher. The results of the questionnaire were analyzed through SPSS 15.0. This data gathering instrument was implemented on 233 students studying at three different faculties at Atilim University which offer English-medium instruction. In analyzing the data, descriptive statistics as frequency, percent, and standard deviation and inferential statistics such as one sample t-test and Pearson Product Moment Correlations were used. As the second scale of the present study, semi-structured interviews were conducted with 10 students studying at three different faculties at Atilim University which offer English-medium instruction (EMI). The results of the interviews were analyzed through content analysis. The results of the study revealed that students support EMI at tertiary level and they hold positive attitudes towards EMI in terms of the improvement of language skills in English
nevertheless, they experience some difficulties in the learning of the content delivered in English. Results also showed that there is a positive relationship between students&rsquo
proficiency levels and perceptions towards EMI regarding the learning of the subject matters. Moreover, it was found that there is also a positive relationship between students&rsquo
attitudes towards EMI regarding the learning of the subject matters and their academic success.

Styles APA, Harvard, Vancouver, ISO, etc.

20

Donevska-Todorova, Ana. « Utilizing Technology to Facilitate the Transition from Secondary- to Tertiary Level Linear Algebra ». Doctoral thesis, Humboldt-Universität zu Berlin, 2017. http://dx.doi.org/10.18452/18561.

Texte intégral

Résumé :

Es ist eine weit verbreitete Wahrnehmung, dass der Übergang zwischen der Mathematik der gymnasialen Oberstufe und der Mathematik an der Universität für Studierende problematisch sein kann. Besondere Verständnisschwierigkeiten in Bereich der lineare Algebra (lA) bereiten den Studierenden die verschiedenen Herangehensweisen auf diesen beiden Ebenen. Dies lässt sich auf die strukturell-axiomatischer Herangehensweisen an die lA an der Universität, im Gegensatz zu ihrer arithmetisch-geometrischen Darstellung in der Schule, zurückführen. Dies bedingt ebenfalls Unterschiede im prozeduralen und konzeptuellen Verständnis. Ziel dieser Arbeit ist es, zu untersuchen, wie Schüler konzeptuelles Verständnis, Bezug nehmend auf die Theorien von concept definition/image in Verbindung mit multiplen Modi der Beschreibung und des Denkens von Konzepten wie Bilinearität z.B. Skalarprodukt und Multilinearität z.B. Determinanten gewinnen können. Um dies zu erreichen wurde eine substanzielle Lehr-Lernumgebung unter Verwendung einer dynamischen Geometriesoftware (DGS) entwickelt. Die Lerneinheit wurde an einem Berliner Gymnasium eingesetzt und dabei ein vollständiger design-based research Zyklus durchlaufen und eine multiple-level Datenanalyse durchgeführt. Die Ergebnisse der Untersuchung zeigen nicht nur, dass eine Erweiterung der Vorstellungen der Schüler, eine Entwicklung multipler Denkmodi und ein Gewinn tieferen konzeptuellen Verständnisses in der lA erfolgreich vermittelt werden können, sondern geben auch Einblicke in ein mögliches theoretisches Modell, mit dessen Hilfe sich diese Prozesse weiter untersuchen lassen. Weiterhin werden die interaktiven Lehr-Lernmaterialien für die weitere Verwendung im Rahmen von Lehre und Forschung zur Verfügung gestellt. Es öffnen sich neue Forschungsfragen hinsichtlich lokalen Axiomatisierens in der lA der gymnasialen Oberstufe, welches auf einer Integration geometrischer, algebraischer und axiomatischer Denkmodi, unterstützt durch DGS, basieren könnte.
A common perception among researchers in mathematics education is that the transition between secondary- and tertiary level of mathematics may be problematic for the students. In particular, the exact and abstract nature of the theory of Linear algebra versus its arithmetic-geometric presentation in school appears to be difficult for the novice students. The application of properties for defining concepts at university in contrast to their usage for describing concepts in school points out a possible occurrence of obstacles for learning and discrepancies in procedural and conceptual understanding. The aim of this study is to examine how could upper-high school students develop a conceptual understanding based on concept definition and concept image in connection to multiple modes of description and thinking about concepts such as bi-linearity exemplified by the dot product of vectors and multi-linearity exemplified by determinants. In order to achieve this, I have created a specific teaching/ learning sequence in a dynamic geometry environment (DGE), then implemented it and evaluated it in a high school in Berlin, following a complete cycle of design-based research and conducting a multiple-level data analysis. The findings of the study show not only that widening students' concept images, developing multiple modes of thinking and gaining deeper conceptual understanding can successfully be mediated by dynamic geometries, but also give insights into an eventual theoretical model of how can they be further examined. Moreover, the study promotes authorized open-source interactive teaching/ learning materials for further sustainable practice and research. It opens new research questions about revisiting axiomatic approaches on local levels in upper high-school Linear algebra which may base on the integration of all three modes of description and thinking geometric, algebraic and abstract possibly facilitated by DGE.
Честа перцепција кај многумина истражувачи во областа на математичкото образование е дека транзицијата помеѓу средното и високото образование по математика може да биде проблематична за студентите. Егзакноста и апстрактноста на теоријата по Линеарна алгебра наспроти нејзината аритметичко-геометриска презентација во средното гимназиско образование се покажува како особено тешка за студентите. Примена на својствата на математичките поими за нивно дефинирање на универзитетско ниво наспроти нивното употреба за опишување на претходно дефинирани поими на училишно ниво, укажува на можна појава на тешкотии при нивното изучување и несовпаѓање на процедуралното и концептуалното разбирање на истите. Целта на оваа студија е да истражи како средношколците би можеле да развијат концептуално разбирање на поимите врз основа на концепт дефиниција и концепт слика во врска со мулти-моди на мислење, конкретно за поими како билинеарност, пр. скаларен производ на вектори, и мултилинеарност, пр. детерминанти. За да ја постигнам оваа цел, креирав наставна содржина поддржана од еден динамичен геометриски систем (ДГС) и следејќи целосен циклус на т.н. design-based research и спрoведувајќи мулти-анализа на податоци, истата ја имплементирав и евалуирав во едно средно училиште во Берлин. Резултатите од студијата укажуваат не само на фактот дека проширувањето на концепт сликите на учениците, развојот на мулти-моди на мислење и стекнувањето на длабоко концептуално разбирање на поимите можат да бидат успешно посредувани од ДГС туку овозможија и увид во еден теоретски модел за тоа коко тие можат понатаму да се истражуваат. Уште повеќе, студијата промовира авторизирани open-source интерактивни материјали за предавање и учење на содржините кои може да служат за понатамошни одржливи истражувања и развој. Студијата отвора нови истражувачки прашања за средношколската Линеарна алгебра која може да се базира на интеграција на сите три моди на мислење, геометриски, алгебарски и апстрактен, поддржан од ДГС.

Styles APA, Harvard, Vancouver, ISO, etc.

21

Kenan, Barut. « An Evaluation Of Academic Writing Materials At The Tertiary Level : A Case Study Of Three Universities ». Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615192/index.pdf.

Texte intégral

Résumé :

This post-use evaluation research aims to investigate the appropriacy of academic writing materials to contextual needs, and to investigate the essential considerations concerning these materials. This case study was conducted with the participation of program designers, teachers, and students at three universities in Hungary, Turkey, and Oman. A unique checklist was developed to evaluate the materials. The data collection process consisted of questionnaires and interviews. The results concur with findings in the literature regarding the benefits of using computer-mediated communication in the writing class, the need to combine process and product pedagogies, the necessity of having discipline-specific themes, and the need to provide students with more guidelines and input. Interestingly, contrary to the literature, the students do not seem to benefit from peer feedback
they value teacher feedback more. Furthermore, despite their increasing role in writing, there are few collaborative writing activities in these materials. The quantitative and the qualitative data also demonstrate that the program designers and the teachers consider in-house writing materials more appropriate than global materials, since they were developed in view of the learning context and the specific requirements. However, neither global nor in-house materials are regarded as motivating and attracting for the students. There are relatively new areas for further research as a result of these findings: the role of free writing in EAP and the ways to manage mixed language levels of the students. All these findings are expected to provide insights to researchers and practitioners in the fields of writing and materials evaluation.

Styles APA, Harvard, Vancouver, ISO, etc.

22

Barut, Kenan. « An Evaluation Of Academic Writing Materials At The Tertiary Level : A Case Study Of Three Universities ». Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615193/index.pdf.

Texte intégral

Résumé :

This post-use evaluation research aims to investigate the appropriacy of academic writing materials to contextual needs, and to investigate the essential considerations concerning these materials. This case study was conducted with the participation of program designers, teachers, and students at three universities in Hungary, Turkey, and Oman. A unique checklist was developed to evaluate the materials. The data collection process consisted of questionnaires and interviews. The results concur with findings in the literature regarding the benefits of using computer-mediated communication in the writing class, the need to combine process and product pedagogies, the necessity of having discipline-specific themes, and the need to provide students with more guidelines and input. Interestingly, contrary to the literature, the students do not seem to benefit from peer feedback
they value teacher feedback more. Furthermore, despite their increasing role in writing, there are few collaborative writing activities in these materials. The quantitative and the qualitative data also demonstrate that the program designers and the teachers consider in-house writing materials more appropriate than global materials, since they were developed in view of the learning context and the specific requirements. However, neither global nor in-house materials are regarded as motivating and attracting for the students. There are relatively new areas for further research as a result of these findings: the role of free writing in EAP and the ways to manage mixed language levels of the students. All these findings are expected to provide insights to researchers and practitioners in the fields of writing and materials evaluation.

Styles APA, Harvard, Vancouver, ISO, etc.

23

Nicks-McCaleb, Lynn J. « Towards a pro-active model of professional development for tertiary level teachers in the United Arab Emirates ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/674.

Texte intégral

Résumé :

This body of work identifies the professional development needs of teachers at Abu Dhabi Men's College in the UAE as their role in the classroom and pedagogical trends change in response to the needs of the 21st century global workforce. The aim of the research was to identify what pedagogical changes had impacted the teaching and learning environment at the college and subsequently to identify strategies and professional development models to prepare the teachers for dynamic developments in their teaching and learning environment. A pragmatic, interpretive approach was taken in the study, drawing on qualitative data to explore ways to reflect and address the pedagogical challenges faced by staff at Abu Dhabi Men's College. The study is presented as a three phased case study: a focus group, student results data comparison and a teacher's workshop, formed the basis of this study. Findings from the study reinforced the perception that teachers need to be prepared to continually respond to the needs of the workforce by embracing lifelong learning and imparting the same philosophy to their students. A framework for professional development at Abu Dhabi Men's College was constructed in response to the identified professional development needs of teachers at the College. It was found that working in a collaborative environment improved the professional learning environment and productivity for staff. The active participation of staff in the design of the professional development framework increased the potential for staff commitment to on-going learning.

Styles APA, Harvard, Vancouver, ISO, etc.

24

Hewison, Donald Edward. « Student outcomes and learning environments at the tertiary level in New Zealand : the develpment of an assessment framework ». Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/895.

Texte intégral

Résumé :

This thesis reports the findings of a case study into the outcomes and learning environments of students studying for a Diploma of Technology at a New Zealand Tertiary Education Institution. The primary focus of the study was to develop an assessment framework that would facilitate simultaneous assessment of the local Institute achievement-based Diploma of Technology and the competency-based assessment of a National Diploma that the local diploma subsumed. From this primary focus on assessment, the study provided the opportunity to undertake a grounded theory study of literature that impacted on the learning environment, supported the necessity to rationalise the student learning outcomes from both an academic and work skill perspective, and presented a suitable situation in which to take a fresh look at the method of grading and marking students’ assessment material.The grounded theory study grew out of the need to condense the vast amount of literature that was gathered in the process of searching for background material to use in the building of a foundation on which to construct a dual assessment model. Although no literature was found that specifically dealt with the simultaneous dual assessment, a large amount of material was found that related to various aspects of the learning environment. Through the process of a grounded theory study, this material was condensed into categories of data that in turn were used to develop a theoretical model of an ‘ideal’ learning environment. Into this model was also added the results of a questionnaire based research study into the perceived need for diploma graduates to have a range of employability skills. This study involved a range of employers who considered themselves likely to employ a diploma graduate. Because the learning outcomes for the two diplomas covered essentially the same material yet the actual wording of the outcomes were substantially quite different, there was a need to rationalise the sets of learning outcomes for each diploma. This process led to a common set of outcomes that in turn were used as a focus for students’ learning and assessment.Once these common outcomes had been identified, a rubric based marking/scoring system was developed so that both students and teacher could quickly grade students’ assessment material and then convert that grade into a mark. The use of the grade facilitated the assessment of achievement against a unit standard and the resultant marks satisfied the need for an achievement mark. The results and findings from the various studies were then translated into a working model that was used for two courses over one semester. Various other research methodologies were then used in order to provide some evaluation of the working model.The thesis does present some of the difficulties facing tertiary teachers in an environment that is becoming more and more of a production line business rather than a service to provide learning opportunities for students. However it also presents solid evidence that teachers can take measures to prove themselves through study and initiative and provide those focussed learning environments where students can attain the outcomes necessary for a successful career in tomorrow’s world.

Styles APA, Harvard, Vancouver, ISO, etc.

25

Ramaipato, Nkutloeleng Mary Corda. « Some Structural Changes in Educational Enrolment and Attainment Levels within the Female Population of South Africa (2004-2007) ». Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4059_1275591949.

Texte intégral

Résumé :

The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo
s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo
s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo
s education in South Africa are also considered as they play major roles in women&rsquo
s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.

Styles APA, Harvard, Vancouver, ISO, etc.

26

Houghton, Stephanie Ann. « Managing the evaluation of difference in foreign language education : a complex case study in a tertiary level context in Japan ». Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2441/.

Texte intégral

Résumé :

In an increasingly interconnected world, people need to learn to respond constructively to cultural difference. Since foreign language learners are regularly presented with cultural difference as a matter of course, foreign language education provides an ideal space within which to explore issues that arise. How should foreign language educators manage the evaluation of difference in foreign language education? I am not aware of any research in this area. Three teaching approaches were identified. Firstly, a non- judgmental stance can be adopted with a view to empathising with others intellectually, which requires the development of certain cognitive and communication skills. Secondly, a judgmental stance can be adopted with a view to raising unconscious values to the conscious level in order to control them and develop critical cultural awareness. Thirdly, in addition to the second approach, teachers can also attempt to change learner values in support of human rights and the development of democratic society. A complex case study based on action research was conducted to examine these teaching approaches in intercultural language education in a tertiary education context in Japan. Qualitative data were gathered over a nine-month period from thirty-six student participants and me as teacher-researcher. Data gathered from the student participants indicate that (1) whilst empathy can develop communication skills and self-awareness, some students may also feel insecure about being influenced by others (2) whilst adopting a judgmental stance may empower students to take responsibility for their choices, many Japanese students may reject the process stating cultural preferences for preserving harmony, and (3) student value and concept change is a likely product of encounters with cultural difference regardless of teaching approach. This thesis will present relevant data in context and present a model that integrates all three teaching approaches. Research is called for in relation to value and concept shift in foreign language education that also considers cultural preferences.

Styles APA, Harvard, Vancouver, ISO, etc.

27

Hewison, Donald Edward. « Student outcomes and learning environments at the tertiary level in New Zealand : the develpment of an assessment framework ». Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17789.

Texte intégral

Résumé :

This thesis reports the findings of a case study into the outcomes and learning environments of students studying for a Diploma of Technology at a New Zealand Tertiary Education Institution. The primary focus of the study was to develop an assessment framework that would facilitate simultaneous assessment of the local Institute achievement-based Diploma of Technology and the competency-based assessment of a National Diploma that the local diploma subsumed. From this primary focus on assessment, the study provided the opportunity to undertake a grounded theory study of literature that impacted on the learning environment, supported the necessity to rationalise the student learning outcomes from both an academic and work skill perspective, and presented a suitable situation in which to take a fresh look at the method of grading and marking students’ assessment material.
The grounded theory study grew out of the need to condense the vast amount of literature that was gathered in the process of searching for background material to use in the building of a foundation on which to construct a dual assessment model. Although no literature was found that specifically dealt with the simultaneous dual assessment, a large amount of material was found that related to various aspects of the learning environment. Through the process of a grounded theory study, this material was condensed into categories of data that in turn were used to develop a theoretical model of an ‘ideal’ learning environment. Into this model was also added the results of a questionnaire based research study into the perceived need for diploma graduates to have a range of employability skills. This study involved a range of employers who considered themselves likely to employ a diploma graduate. Because the learning outcomes for the two diplomas covered essentially the same material yet the actual wording of the outcomes were substantially quite different, there was a need to rationalise the sets of learning outcomes for each diploma. This process led to a common set of outcomes that in turn were used as a focus for students’ learning and assessment.
Once these common outcomes had been identified, a rubric based marking/scoring system was developed so that both students and teacher could quickly grade students’ assessment material and then convert that grade into a mark. The use of the grade facilitated the assessment of achievement against a unit standard and the resultant marks satisfied the need for an achievement mark. The results and findings from the various studies were then translated into a working model that was used for two courses over one semester. Various other research methodologies were then used in order to provide some evaluation of the working model.The thesis does present some of the difficulties facing tertiary teachers in an environment that is becoming more and more of a production line business rather than a service to provide learning opportunities for students. However it also presents solid evidence that teachers can take measures to prove themselves through study and initiative and provide those focussed learning environments where students can attain the outcomes necessary for a successful career in tomorrow’s world.

Styles APA, Harvard, Vancouver, ISO, etc.

28

Caldwell, Candice Anne. « Teaching disciplinary discourse and implementing language-across-the-curriculum at tertiary level problems and prospects ». Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002622.

Texte intégral

Résumé :

The premise of this thesis is that "learning", particularly in terms of students and universities, is capable of being seen as a specific and developed culture. This study is a contribution to the ethnography of that learning, the ultimate aim being to produce a descriptive theory of learning as a cultural system. This research was conducted within the context of the recent proposals made by the South African Commission on Higher Education. The proposals relevant to this study were, broadly, increased access to higher education and national funding for academic staff development programmes. There are, however, serious obstacles in the way of realising the aims of the higher education system outlined by the NCHE. Given the limited time and resources available for higher education development, it is imperative that the major flaws and obstacles in the system be identified and addressed as soon as possible. In view of this need, it was the concern of this study to conduct research which would assist in the designing of staff development programmes for academics teaching in English-medium tertiary institutions, like Rhodes University, where more than half the intake of first-year students already speaks English as a second, or other, language. Founded on the social constructionist view of knowledge, the aim of the study was to identify the needs of academic staff as well as the possible obstacles to the implementation of a "Language Across the Curriculum" policy. A genre-centred, ethnographic approach was used to access a disciplinary discourse community (the Psychology Department) in order to describe the practices of the community as well as to analyse the community's orders of discourse, particularly those which occurred at points of contact between lecturers and first-year students. It is argued that staff development programmes should promote the use of collaborative learning, which implies a reframing of the roles of both academic staff and students.

Styles APA, Harvard, Vancouver, ISO, etc.

29

Khánh, Trẩn Thị Minh. « A study of relating between Vietnamese and native English-speaking teachers in team-teaching EFL students at tertiary level in Vietnam ». Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/61990/.

Texte intégral

Résumé :

The present study examines „relating‟ between Vietnamese teachers of English (VETs) and native English-speaking teachers (NESTs) when teaching EFL students at tertiary level in Vietnam. The aim is to understand the interpersonal dynamics between them and the factors influencing their relationships. A qualitative research study was carried out employing multiple data collection methods including semi-structured interviews, class observation, note-taking, audio/video recording of classes and interactions, and gathering of documents. Data were collected in two phases. In Phase 1 nine teachers were interviewed about their experiences of team-teaching, including the collection of data on 'rapport sensitive' incidents that they experienced when team-teaching. In Phase 2, two teaching pairs were studied through a longitudinal case study, gathering unfolding, narrative accounts of their experiences of team-teaching during one term. The data were analyzed from power relations and rapport perspectives in order to find out how the pairs related and what key factors influenced their relationships. A wide range of factors were found to impact on the smoothness of the teaching pair relationships, including role-related issues, time constraints and unequal workload share in team-teaching, pedagogic beliefs and teaching methods/styles, and communication issues. However, the teachers often formed good relationships outside class, and this ameliorated the relational challenges they experienced professionally. It is argued that since there has been little detail in the education field on theoretical concepts for analyzing team teachers' relationships and few empirical findings, this study contributes to research on 'relating' in team-teaching and suggests that future research into team-teaching would benefit from drawing on conceptual frameworks from within pragmatics.

Styles APA, Harvard, Vancouver, ISO, etc.

30

Zewdie, Marew. « The teaching of English at the tertiary level in Ethiopia with special reference to ESP : an evaluation of objectives, implementation and learning outcomes ». Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303107.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

31

Colby, Stephanie Mae-Fawcett. « An Investigation of the Quality of Online Science Education at the Tertiary Level from the Perspectives of Students, Instructors and University Administrators ». Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/85349.

Texte intégral

Résumé :

This qualitative interview study investigated perceptions of quality held by university administrators, instructors and students of online science courses. The stakeholder groups had differing priorities when evaluating quality; their perceptions were highly dependent on context including the specific science discipline, whether the course was designed for science majors or non-majors, and laboratory goals. This study suggests all stakeholders’ perspectives and educational contexts be considered for constructive discussion of quality in online science courses.

Styles APA, Harvard, Vancouver, ISO, etc.

32

Somhlahlo, Ruby Xoliswa. « An analysis of perceptions and attitudes to the study of IsiXhosa at tertiary level : NMMU a case study ». Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/863.

Texte intégral

Résumé :

This study is about the analysis of perceptions and attitudes concerning the study of isiXhosa at tertiary level Nelson Mandela Metropolitan University (NMMU) in Port Elizabeth. The objective of this study is to investigate negative attitudes of African students with special reference to isiXhosa. Chapter One looks at the objectives of the research, the research problem, and its theoretical framework, as well as the literature review, the significance of the study, the research methods and definition of terms. Chapter Two deals with language planning and the current negative attitudes towards African languages, with special reference to isiXhosa. Chapter Three deals with status planning, the teaching of isiXhosa, language maintenance and multilingual education policy. Chapter Four discusses corpus planning, the role that Xhosa educators and students should play in the development of the language. Chapter Five discusses acquisition planning, the attitudes towards isiXhosa language and the maintenance of the language. Chapter Six concludes the study by presenting the summary and recommendations for the future research.

Styles APA, Harvard, Vancouver, ISO, etc.

33

Lau, William, et 劉威倫. « Task motivation and student motivation in an English for occupational purposes course at the tertiary level in Hong Kong : a case study ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055255.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

34

Fields, Ziska. « A conceptual framework to measure creativity at tertiary educational level / Fields Z ». Thesis, North-West University, 2012. http://hdl.handle.net/10394/8209.

Texte intégral

Résumé :

Creativity only recently became the subject of systematic research, specifically over the past two decades. This is largely due to the fact that creativity is often misunderstood due to inconsistencies concerning the definition of creativity, the methodologies used to explain creativity as a phenomenon and the various measurement instruments to determine creative ability. Even though creativity is misunderstood, it should not be underestimated, because it is the fuel that leads to the development of new knowledge, products, services and other advances to improve human life and is an important knowledge resource in the global knowledge economy. The knowledge economy of today places great value on education and creativity as critical knowledge resources. Education not only provides knowledge, expertise and research capabilities, but plays a critical role in the development of creative skills and educational institutions should therefore be able to measure creativity and to implement practical ways to develop these skills. The focus of this study was to investigate the measurement of creativity specifically at a general and tertiary educational level. The research indicated that there are various creativity models and measures available, but it is important to find a reliable and valid measure for creativity which can impact positively on testing and tracking of creativity in South African at a general level and at a tertiary educational level. The research also indicated that various challenges exist in developing reliable and valid instruments to measure creativity. Several research studies were investigated to form part of a new conceptual framework to measure creativity. From an academic viewpoint, the identification and application of all the relevant influences, identified from these studies, were essential in the construction of a framework that can guide the measurement of creativity at a general and tertiary educational level. The aim of this study was to identify the influences that are most important in measuring creativity in the tertiary educational sector in South Africa. The study led to the invention of two conceptual frameworks using the identified influences and presented the interrelationship between these influences. The primary theoretical background and concepts in creativity and measuring creativity for this study ranged from the history of creativity research, covering a total of twenty–five models between the period 1929 to 2009. The extensive review of literature resulted in the identification of 28 creativity influences that were grouped into 18 cognitive iv psychology influences and 10 personality characteristics influences. These influences were then reduced into a manageable set for this thesis involved selecting the most commonly used reliable and valid creativity influences. This led to the identification of 9 influences to measure creativity at a general level and 11 influences to measure creativity at a tertiary educational level. The empirical study was conducted among a sample of 500 undergraduate students, per questionnaire, from the North–West University in Potchefstroom (NWU). The empirical study based on the selected 9 and 11 influences respectively yielded results that measured the strength of each influence and the interrelationship of influences. The results were analysed by the process of factor analysis, and were presented in the form of two conceptual frameworks to measure creativity (one at a general level and the other at a tertiary educational level). The results of the study confirmed that different influences have different effects on measuring creativity. The conceptual framework to measure creativity at a general level (CF1) included external factors that influence creative potential, for example, religion, culture and family. The conceptual framework to measure creativity at a tertiary educational level (CF2) included cognitive and thinking processes required at tertiary educational level, for example, synthesis, association and experimentation. The uniqueness and value of the study lies in the evaluation of various creativity influences that was collectively assembled in two conceptual frameworks that were then compared by using a comparative analysis to determine the most suitable framework for a tertiary educational setting. The most important contribution of the study is therefore the construction of these conceptual frameworks through which creativity could be measured.
Thesis (PhD (Business Administration))--North-West University, Potchefstroom Campus, 2012.

Styles APA, Harvard, Vancouver, ISO, etc.

35

Winberg, Dan-Erik. « English Academic Word Knowledge in Tertiary Education in Sweden ». Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24981.

Texte intégral

Résumé :

The English language has established itself as the academic lingua franca of the world. For example, Swedish universities are mainly using English textbooks in their teaching. For students in tertiary education in Sweden, it is thus necessary to have an academic English vocabulary. This study examines the academic word knowledge of 148 students in different disciplines at a Swedish university. The method used was a vocabulary test. The test design was based on the Vocabulary Levels Test (VLT) and the words were chosen from the Academic Word List (AWL) due to their frequency in academic written texts. There was a rapid decline of the participants' word knowledge the less common the words were according to the AWL. The results indicate that Swedish students’ academic word knowledge in English is generally unsatisfactory, which could make the reading of academic texts troublesome for them.

Styles APA, Harvard, Vancouver, ISO, etc.

36

Mhlongo, Goodfriday Johannes. « The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo ». Thesis, North West University, 2014. http://hdl.handle.net/10394/13174.

Texte intégral

Résumé :

There has been growing concern in the higher education sector in South Africa about the high number of students with low academic literacy (AL) levels who are gaining entry into the sector. This influx necessitated the introduction of academic literacy interventions which are aimed at supporting these students in meeting the academic literacy requirements of university education. As a result, the tertiary sector has seen a growing number of AL interventions, each catering for a different context. However, the available literature reports very little substantial evidence on the impact/effectiveness of such interventions regarding the purpose for which they have been designed. The Vaal Triangle Campus (VTC) of the North-West University has also found that the majority of first year students who register at this Campus in order to attain a tertiary qualification, show inadequate levels of academic literacy in English. However, the academic literacy intervention that is currently used at this campus has never been formally assessed for its effectiveness in improving students’ academic literacy levels. The purpose of the current study was therefore to investigate the impact of the academic literacy intervention on students’ academic literacy levels. This intervention, which consists of two complementary semester modules, is offered over a one-year period to new first year students. As a first step, a comprehensive literature survey was conducted on important changes that took place in the tertiary education sector after 1994. The reason for this enquiry is based on the fact that many of these changes, such as the ‘massification’ of tertiary education, had far-reaching consequences for the tertiary sector in terms of more underprepared students who gained access to university education. Furthermore, available literature on the types of academic literacy interventions in South Africa, as well as specific sources on the reported impact of such interventions, were critiqued. The empirical part of the study made use of both a qualitative and quantitative research paradigm in order to investigate the impact of the AL intervention at the VTC. A highly reliable academic literacy test (the TALL – Test of Academic Literacy Levels) was used to determine whether students showed any significant improvement in their levels of academic literacy as a result of the intervention. This study reports positive findings in this regard. The investigation further gathered opinion-based data through the administration of three questionnaires aimed at determining student and lecturer perceptions of the impact of the intervention. The main findings of the two student questionnaires (one administered for each AL module) show that students generally see the value in attending the academic literacy modules because they feel that they derive benefit from them. The findings of the lecturer survey indicate that although mainstream lecturers are acutely aware of the low academic literacy levels of their students, they do not see the impact of the intervention on improving such levels. They are further not very knowledgeable about what the focus of the intervention entails. The main conclusion of this study is, in brief, that the academic literacy intervention has a definite effect on the improvement of students’ academic literacy levels. However, no conclusive data was found to support the idea that the improvement was due only to the influence of the intervention.
MA (Applied Language Studies), North-West University, Vaal Triangle Campus, 2014

Styles APA, Harvard, Vancouver, ISO, etc.

37

Fouche, Ilse. « Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention ». Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.

Texte intégral

Résumé :

Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. Copyright
Dissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted

Styles APA, Harvard, Vancouver, ISO, etc.

38

Isidora, Votls. « Visoke kognitivne funkcije u nastavi lingvistiĉkih predmeta na tercijarnom nivou obrazovanja ». Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100344&source=NDLTD&language=en.

Texte intégral

Résumé :

Iskustvo u radu sa studentima pokazalo je da studenti nedovoljno ĉesto ostvaruju zadovoljavajuće ishode uĉenja na lingvistiĉkim predmetima na studijama engleskog jezika, što je takoĊe opisano i u stranoj literaturi. Kao jedan od razloga navodi se nastava koja upućuje studente na pasivnost, te oni pribegavaju memorisanju i reprodukciji materijala kao najĉešćim ishodima uĉenja. Biggs (1999) razraĊuje koncepte dubinskog i površinskog pristupa uĉenju, koje relevantna literatura smatra kljuĉnim faktorima za kvalitet ishoda uĉenja. Dubinski pristup uĉenju korelira sa kvalitetnim ishodima uĉenja i funkcionalnim znanjem, a karakterišu ga motivacija, zadovoljstvo usled uĉenja, studentska aktivnost i to aktivnost visokih kognitivnih funkcija. Visoke kognitivne funkcije (Bloom i dr. 1956, Anderson i dr. 2001) i povezane kognitivne radnje (rešavanje problema, analitiĉko, kritiĉko i kreativno razmišljanje) jesu najvaţniji ciljevi visokog obrazovanja jer samo one, usled primene transfera uĉenja, govore o steĉenom i primenljivom, tj. funkcionalnom znanju. Obuka i razvoj visokih kognitivnih funkcija omogući će studentima da uĉenju pristupe dubinski što je još jedan razlog da budu osnovni nastavni cilj svih predmeta na ustanovama tercijarnog obrazovanja. U skladu sa ovim teorijskim postavkama postavljene su osnovna i pomoćna hipoteza: upotreba posebno konstruisanih veţbi za aktivaciju viših kognitivnih funkcija u nastavi lingvistiĉkih predmeta dovešće do sticanja funkcionalnog znanja na teorijskom i praktiĉnom nivou; steĉeno znanje kroz ovakvu eksperimentalnu nastavu i upotreba tog znanja odraţavaće kognitivne funkcije ne samo niţeg nego i višeg reda: primeniti, analizirati, proceniti, stvoriti, kao i kritiĉko i kreativno razmišljanje i rešavanje problema. Kako bi se proverile hipoteze, sproveden je eksperiment sa studentima prve godine engleskog jezika (N=34) na Fakultetu za pravne i poslovne studije dr Lazar Vrkatić u Novom Sadu. U istraţivanju sa paralelnim grupama, eksperimentalna grupa je imala veţbe sa aktivnostima koje razvijaju više kognitivne funkcije na predmetu uvod u opštu lingvistiku tokom zimskog semestra školske 2012/2013. godine. UporeĊeni su kvantitativni rezultati kolokvijuma eksperimentalne i kontrolne grupe na kraju semestra, a potom je sproveden intervju sa po pet studenata iz svake grupe radi utvrĊivanja kvalitativnih razlika u kognitivnim procesima kod ove dve grupe. Obe grupe su ostvarile podjednak uspeh na kolokvijumu, te je osnovna hipoteza odbaĉena. Kodirani podaci iz intervjua pokazali su da obe grupe podjednako koriste kognitivne funkcije po broju i distribuciji, te je i pomoćna hipoteza odbaĉena. Kao objašnjenje za odsustvo većeg uspeha EG navedena su metodološka ograniĉenja istraţivanja: duţina eksperimentalne nastave, problem dokazivosti transfera i problem kodiranja intervjua. Drugi faktori koji mogu objasniti neuspeh su: prethodno steĉene navike u uĉenju, neshvatanje svrhe izuĉavanja predmeta i dr. UporeĊeni su rezultati boljih i slabijih studenata, te je utvrĊeno da bolji studenti pokazuju veći stepen samostalnosti, da upotrebljavaju više kognitivne funkcije kao i duţe nizove kognitivnih radnji. Posmatrajući kvalitativne podatke, bolji studenti eksperimentalne grupe pokazali su promenu gledanja na svet usled izuĉavanja lingvistike i izrazili su zadovoljstvo zbog uĉenja ovog predmeta. Oni pokazuju i upotrebu najduţih nizova vezanih kognitivnih radnji. Iz ovoga se moţe zakljuĉiti da su oni pristupili uĉenju dubinski i zbog toga ostvarili kvalitetnije ishode uĉenja. U cilju donošenja ĉvrstih zakljuĉaka neophodno je sprovesti dugotrajniji i obuhvatniji multidiciplinarni istraţivaĉki projekat, s obzirom da bi pozitivni rezultati bili od velikog znaĉaja za poboljšanje ishoda uĉenja na tercijarnom nivou obrazovanja. Ključne reči: uĉenje i nastava na tercijarnom nivou, taksonomija obrazovnih ciljeva, pristupi uĉenju, više kognitivne funkcije, transfer uĉenja, funckionalno znanje.
The experience of working with university students has shown that the learning outcomes of linguistic courses are infrequently satisfactory, which is also described in literature worldwide. Teaching philosophy in which students are forced into passives roles is one of the causes since such teaching results in low motivation with memorizing and reproduction of learned materials as the most frequent outcomes of learning. Biggs (1999) develops the concepts of deep and superficial learning approaches which have been declared in the relevant literature as key factors for the quality of learning outcomes. Deep approach to learning correlates with high quality learning outcomes, and is characterized by high motivation, satisfaction with learning and student activity of appropriately high cognitive levels. Higher cognitive functions (Bloom et. al. 1956, Anderson at al. 2001) and related cognitive activities (problem solving, analytical, critical and creative thinking) are the most important goals of higher education since these thinking skills are transferable and therefore represent applicable and functional knowledge. The training and development of the higher cognitive skills enables students to use deep approaches to learning, which is an additional reason to consider them as fundamental teaching goals in all courses in tertiary education. Based on this theoretical framework the main hypothesis and sub-hypothesis were formulated as follows: the use of specially designed practices which activate higher cognitive functions (HCF) will result in acquiring functional knowledge at both theoretical and practical levels; the knowledge gained through such teaching will reflect the use of higher cognitive functions: apply, analyze, evaluate, create, as well as show problem solving skills and critical and creative thinking. To test the hypotheses an experiment was conducted with the first year English language students (N=34) at the Faculty of Legal and Business Studies dr Lazar Vrkatić in Novi Sad. In the parallel groups design, the experimental group (EG) was involved with activities which develop HCFs in the course of Introduction to General Linguistics during the winter semester of the 2012/2013. Quantitative data were collected at the end of the semester (the final test) and compared between the two groups to determine whether the EG scored better results than the control group (CG). This was followed by interviews with five respondents from each group to qualitatively compare the cognitive processes. No statistically significant difference between test results in the two groups was found and so the main hypothesis was rejected. The coded data from the interviews showed an equal number of identified CFs with both groups with similar distribution patterns, thus the sub-hypothesis was also rejected. The absence of better scores of the EG can be explained by some methodological limitations of the experiment, such as the length of the experimental activities, the problem of proof of transfer and the coding of the interview data. Other factors include the existing learning habits of students, the inability to grasp the purpose of studying linguistics, etc. The results of better students were compared to those of the weaker ones, which showed that better students are more autonomous, use a greater number of HCFs and string more CFs into a complex response. Qualitative data also showed that better students of the experimental group expressed a change in how they see the world around them and express satisfaction because of studying linguistics. They also string the longest chains of cognitive activities. These findings lead to a conclusion that better students of the EG used deep approaches to learning which resulted in higher quality learning outcomes. In order to achieve conclusive results, a comprehensive long-term multidisciplinary research project should be carried out, since its results would have a significant impact on the quality of learning outcomes in tertiary education.

Styles APA, Harvard, Vancouver, ISO, etc.

39

Chen, Yi-Chun, et 陳意淳. « Attainment of Tertiary Level Education in OECD Countries ». Thesis, 2014. http://ndltd.ncl.edu.tw/handle/42958290653063413809.

Texte intégral

Résumé :

碩士
南開科技大學
福祉科技與服務管理所
102
Based on a panel regression procedure, we investigated whether personal characteristics, including cross section variables, lifespan, GDP-per capita, and percentage part-time job, determine the tertiary level education attainment in OECD countries. Lots of literature surveyed the tertiary level educational attainment in the OECD; however indicators to represent the stock of human capital embodied in the population needed to be explained, especially for age 25-64. Moreover, the survey was out-of-date, because the lack of data on appropriate measured of tertiary level education attainment. We used 30 countries from 2004 to 2007 time series data, provided from OECD, to investigate effect both economic condition and lifespan on tertiary level education attainment. Comparing with similar studies, we hired the panel regression model both considers fixed and random effects to avoid the biased estimates and heteroskedasticity problem in general OLS regression. Our results, firstly, showed that the model fitness of period random effects was at statistically significant 1% level, implying time series of all variables were stationary; however, cross random effect, in contrast, provided the much difference across countries, implying both lifespan and GDP per capita had significant effect on tertiary level educational attainment for age 25-64. Moreover, lifespan and GDP-per capita were significantly positive with the tertiary level educational attainment, implying longer lifespan and well-developed economic condition improve tertiary level education attainment. In contrast, the variable percentage of part-time jobs was significantly negative with tertiary level educational attainment, implying poor economic condition costs the opportunity to accept tertiary level educational attainment for age 25-64. Finally, the paper contributed the literature by revealing the effects of economic development and lifespan to tertiary level educational attainment for age 25-64, by using an updated sample and by international evidence.

Styles APA, Harvard, Vancouver, ISO, etc.

40

Diaz, Ilonka Constanza Babarovich. « Students' perspectives of assessment at the tertiary level of education ». Thesis, 2009. http://hdl.handle.net/10539/7013.

Texte intégral

Résumé :

University students worldwide regularly encounter assessments in their courses and the results obtained are used to make important decisions about their movement from one year of study to the next. This makes students vital stakeholders in the assessment practices of institutions and illustrates how issues related to the topic of assessment and assessment practices are critical to students. Many authors and researchers advocate the idea that the perspectives of students’ themselves are important wherever questions of assessment arise. Furthermore, assessments take on various forms and are understood and therefore utilised in a particular manner depending on their context. This study thus aimed to describe assessments used at a specific South African university from the students’ perspective. Seventeen third year level Psychology students participated by completing a demographic questionnaire and taking part in one of four focus groups which were transcribed. The data were analysed using thematic content analysis. The research yielded results pertaining to many different aspects of assessment. Participants perceived the purposes of assessment in the same manner as described in the literature, namely to measure knowledge, ability to cope and institutional standards. They viewed each form of assessment (multiple choice tests, open-ended test and examinations, essay assignments and group work) as having a specific purpose and different advantages and disadvantages and indicated that they prepared for each type of assessment using different strategies, depending on the form. Participants understood assessments in terms of the types of task that each required them to complete but were more concerned about the conditions under which they were expected to complete them. The time constraint element in particular was viewed as detracting from performance rather than as part of the assessment task. Other individual and contextual factors were perceived as important but were often not accounted for or able to be accounted for in assessments. Participants appeared motivated to succeed by achieving high marks rather than by achieving the intended course outcomes and assessment purposes and time management was identified as an important aspect of coping. In general, the participants seemed to perceive assessment and the various forms thereof in a similar manner and in line with literature.

Styles APA, Harvard, Vancouver, ISO, etc.

41

Fraser, NKO. « Understanding how tertiary-level academic institutions create entrepreneurial engineers ». Thesis, 2017. https://eprints.utas.edu.au/27317/1/Fraser_whole_thesis_ex_pub_mat.pdf.

Texte intégral

Résumé :

World economies are demanding a new type of engineer – an Entrepreneurial Engineer – who possesses a multidisciplinary set of technical and entrepreneurial competencies. These new engineers are essential to the fostering of entrepreneurship, innovation, and technological enhancement within an economy. Given the importance of having entrepreneurial engineers, it is necessary for tertiary-level academic institutions to prepare their engineering students to undertake these roles. This is being done by offering entrepreneurship education to engineering students. Despite the recognition of the importance of having and creating Entrepreneurial Engineers, very little research has examined how tertiary-level academic institutions educate engineering students about entrepreneurship. The only exception was the Standish-Kuon and Rice (2002) study, which examined the approaches taken by six academic institutions in the United States to educate engineering undergraduates about entrepreneurship. The findings from this study resulted in the emergence of a typology which presented three models to which entrepreneurship initiatives could be categorised into, and ultimately the three models that academic institutions could follow to educate their engineering students about entrepreneurship. However, since the Standish-Kuon and Rice (2002) study was conducted, a number of developments in this area have occurred; including, for example, an evolution in entrepreneurship education approaches, a greater role played by external stakeholders and networks in the combination of engineering and entrepreneurship, and a greater presence of “university-wide” entrepreneurship education programmes. These developments necessitated a more contemporary investigation of the approaches used to educate engineering students about entrepreneurship in order to understand how educational institutions have responded to the changes that have occurred. The overall aim of this study was to investigate how tertiary-level academic institutions educate engineering students about entrepreneurship. The typology developed by Standish-Kuon and Rice (2002) was used as the theoretical framework to understand and categorise the entrepreneurship initiatives analysed. For this study, all entrepreneurship education initiatives for engineering undergraduates offered at academic institutions in Australia, Canada, New Zealand, the United Kingdom, and the United States were examined. The decision to investigate entrepreneurship initiatives for engineering students outside the United States was made because these countries are all developed economies which rely heavily on engineering, and no research similar to that of Standish-Kuon and Rice (2002) had previously been conducted. The underlying objective was to determine whether the Standish-Kuon and Rice (2002) typology was still representative of present-day entrepreneurship initiatives used to educate engineering undergraduates, or if the typology had to be updated to reflect the changes that have occurred in this area. This study used a mixed methods research methodology, with a multiphase sequential research design divided into three phases. Phase One was qualitative, with a desktop review performed on institution webpage descriptions of entrepreneurship initiatives for engineering undergraduates at 414 academic institutions in the United States. These initiatives were categorised according to the Standish-Kuon and Rice (2002) typology and changes were made where applicable. Phase Two was also qualitative, with a desktop review performed on institution webpage descriptions of entrepreneurship initiatives for engineering undergraduates at 13 institutions in Australia, 24 institutions in Canada, five institutions in New Zealand, and 36 institutions in the United Kingdom. These initiatives were categorised according to the typology identified during Phase One. Phase Three was quantitative, with data collected via an online questionnaire sent to engineering school administrators from 600 academic institutions in Australia, Canada, New Zealand, the United Kingdom, and the United States. Completed surveys were received from 126 of the 600 institutions, which represented a 21% response rate. The findings showed that the Standish-Kuon and Rice (2002) typology had to be updated and expanded to reflect present-day entrepreneurship initiatives for engineering students, proving that the typology was a valuable foundation for this research. Furthermore, the findings showed that today, a total of five models were used to categorise entrepreneurship initiatives for engineering undergraduates, and that academic institutions in the five countries use one (or in some cases more) of the five models to educate their engineering undergraduates about entrepreneurship. As a result, this thesis presents a new typology – the Entrepreneurial Engineering Education (EEE) typology – that is used to categorise present-day entrepreneurship initiatives for engineering students, in addition to collective information regarding entrepreneurship initiatives for engineering students. This research and its findings have implications for both theory and practice. From a theoretical perspective, the research contributes to gaining a more comprehensive understanding of how academic institutions use entrepreneurship to create Entrepreneurial Engineers, and presents the typology that describes how academic institutions are presently educating engineering students to be entrepreneurial. Furthermore, the research provides insight into the similarities and distinct differences that existed among the models of this typology. From a practical perspective, the findings show the models that academic institutions can use to create entrepreneurship initiatives for engineering students, and the models that represent the initiatives that are presently offered for engineering students. Furthermore, the findings provide insight into the models that are commonly used in specific countries.

Styles APA, Harvard, Vancouver, ISO, etc.

42

Young, Carolyn Gai. « Exploring the art and environment phenomenon through photography and tertiary-level place-based education ». Phd thesis, 2016. http://hdl.handle.net/1885/117148.

Texte intégral

Résumé :

The purpose of my thesis is to develop a better understanding of how visual fine artists, through field-based research, can meld subject disciplines about environment with creative art outputs. The thesis comprises two parts: studio research with accompanying exegesis (60%), and dissertation (40%). The research is inter-disciplinary, with a crossover between visual arts and sciences. The thesis developed from the premise that the world is undergoing an environmental crisis and solutions will require a multifaceted approach that includes the visual fine arts. The purpose of the studio research was to develop a new way of looking at ecosystems - one that is both aesthetic and scientifically informed. The subject of my research was remnant vegetation within farmed systems. The aim was to provide a quality visual record, through the medium of photography, which could be used to promote the public’s awareness of these endangered ecosystems. In developing the studio practice I participated in the Australian National University School of Art Field Study program, experimented with the still life photography genre, and undertook commissions and an art residency. A field-based research method for making scientifically informed and fine art photographs was developed. The Grassy Woodlands series, the final studio research, visually communicates ecological knowledge of grassy woodlands, and changes that happen to plant diversity as a result of human management interventions. The innovative methodology developed provides a foundation for which to share scientific knowledge, through visual art, with new audiences. The purpose of the dissertation research was to explore art and environment education at the tertiary level to better understand the visual fine artists’ experience. A qualitative research design was used to evaluate the experiences of student artists across four School of Art Field Study programs at The Australian National University. Findings indicate that the Field Study program, through applying experiential and action research principles, successfully: (1) inspired art making; (2) enabled meaningful art in response to place; (3) made the environment salient and increased the artists’ environmental awareness; and (4) developed professional skills in field-based research and exhibiting. The research findings are useful to tertiary level art and environment course conveners’ wanting to develop a better understanding of place-based education, in particular helping them to link action to outcome and adjust their curriculum accordingly. As part of the conclusions an extended program is proposed to further develop an artist’s ability to critically examine the nexus between culture and nature, and to work collaboratively within multi-disciplinary projects to solve environmental problems. The proposal is preliminary and recommendations for further research are outlined in the conclusion.

Styles APA, Harvard, Vancouver, ISO, etc.

43

Young, Derrick Aubrey. « Computer-aided evaluation of television instruction in a tertiary-level introductory statistics course ». Thesis, 2014. http://hdl.handle.net/10539/15023.

Texte intégral

Résumé :

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1979.
This study investigated the effectiveness of televised lectures in teaching an introductory statistics course to first year commerce undergraduates, Certain constraints imposed themselves on this introductory course which dictated many of the teaching conditions. Some of these conditions were that the lecture situation formed the major teaching component in the course and that these lectures were administered to large numbers of students (groups of between 70 and 120). The primary aim of the investigation was to determine whether or not the effectiveness of these lectures (when televised) could be assessed. A secondary aim was to determine whether or not (once the effectiveness of the lectures had been assessed) the areas in the lectures which had been identified as ineffective, could be analysed and changed, so as to become effective. In order to conduct this investigation the method employed demanded that three preliminary areas be fully expounded. The first was that the meaning of 'instructional effectiveness' be fully defined in terms of the previling conditions. In order to achieve this a criterion referenced approach to instruction was adapted to the television lectures. Secondly, the 'type' of television lecture had to be disclosed. The televised lectures were traditional in that they were similar to die 'live' lectures except for a few novel innovations. The study did not however set out to compare the effectiveness of the 'live and 'T.V,1 instruction - a point which is fully discussed in the second and sixth chapters, The third preliminary area was the means employed to collect the data which was needed for the evaluation of the lectures. A recently devoWpcd educational computer system was used for this purpose and a full description of this novel system is given in this study. The experimentation was based on two important premises. First, the evaluative means which were used to assess the lectures had to be valid. In other words they had to measure what they were supposed to iii. measure. The validation procedure, adopted is therefore fully discussed. Secondly the variables had to be Identified and controlled when improvements were attempted so as to ensure that the only variable which was allowed to change was the instruction. This procedure is always a difficult one and is fully discussed in chapter six and chapter eight. The results of this investigation indicated that it was both possible to assess and improve the effectiveness of a televised lecture within the prevailing conditions. However this investigation is seen only as a preliminary study into an area which requires scientifically based analyses and conclusions in order to achieve both effective and efficient instruction in this teaching area. Therefore there is much which this study did not do and several criticisms are made in the final chapter.

Styles APA, Harvard, Vancouver, ISO, etc.

44

Tri, Hoang Dang. « English-medium instruction in Vietnamese higher education : ideologies, management, and practices ». Thesis, 2020. http://hdl.handle.net/1959.13/1427161.

Texte intégral

Résumé :

Research Doctorate - Doctor of Philosophy (PhD)
The past few decades have witnessed exponential growth in English-medium instruction (EMI) programmes at the tertiary level where English is used as a vehicle for content subject matter teaching and learning across the globe. Despite the strong interest in EMI implementation and delivery and the growing body of related research, there remain quite substantial gaps in our understanding of what an effective EMI programme is and how it is best implemented. There is indeed little research evidence concerning EMI implementation as well as the factors affecting its effectiveness from a language planning and policy (LPP) perspective. This research study sought to fill this gap by conducting a comprehensive examination of EMI implementation in the tertiary sector in Vietnam and on that basis to propose guiding principles which can improve the effectiveness of EMI implementation and delivery in this country (and more broadly). To that end, the study was based on Spolsky’s (2004, 2009) language policy framework and Ricento and Hornberger’s (1996) LPP model to investigate EMI ideology/beliefs, management, and practices among relevant stakeholders, including university administrators, content lecturers, and students at the national, institutional, and interpersonal levels. Delving into these multilayered dimensions of EMI enabled the researcher to gain a thorough understanding of the strengths and weaknesses of EMI implementation and delivery in Vietnam and to make recommendations for their improvement in the future. The study addressed four key research questions: 1. What ideological beliefs are embedded in EMI implementation and delivery at the national, institutional, and interpersonal levels? 2. How are policy mechanisms nationally and institutionally enacted to manage currently delivered EMI courses or programmes in the Vietnamese tertiary education context? 3. What are the current EMI practices as they are actually conducted in the classroom setting? 4. What are various stakeholders’ perceptions of effective EMI practices? To answer these research questions, the study employed a convergent parallel mixed methods research design for quantitative and qualitative data collection with a total of 412 participants (30 university administrators, 96 content lecturers, and 286 students) from ten universities in Vietnam. A variety of data sources were collected to uncover multilayered EMI implementation in Vietnamese higher education (HE). Specifically, the national level involved national policies and/or directives. The institutional level entailed university-level documentation and university administrators’ (Faculty/Department Deans/Heads) questionnaires and interviews, and the interpersonal level involved content lecturers and students’ questionnaires, interviews, and observations in the classroom setting. The overall findings revealed intricate and dynamic relationships of language ideology, language management, and language practices manifested in each of the levels or layers, affecting the formation of EMI policy in Vietnam. Ideological beliefs converging at the three levels embraced EMI as being nationally, institutionally, and personally beneficial. Such ideological values deeply ingrained in EMI shaped the adoption of EMI and led to the formulation of policy efforts to regulate and manage EMI practices. One unexpected consequence of the wide-ranging adoption of EMI was the emergence of a divide between EMI and Vietnamese-taught programmes, with the former being superior to the latter, inevitably engendering educational inequity as a result. The findings indicated that EMI implementation was not always a smooth process. Rather, EMI processes were complicated by tensions or contradictions between EMI implementation directives, as stipulated in management policies, and actual implementation practices within and between the levels/layers. It was pointed out that inconsistencies in practice resulted from policies enacted at the national level without adequately addressing or considering issues facing universities, content lecturers, and students at the institutional and interpersonal levels. Drawing on the research findings, the study has formulated a set of guiding principles designed to improve EMI implementation and delivery; these principles have specifically been conceived for the needs of the university sector in Vietnam, but they could also be used as a reference framework for other contexts. More generally, this study’s data and findings provide a valuable contribution to a growing body of research on EMI implementation as a dynamic and complex network of different agents/actors who clearly have a stake in EMI – from the national/macro to the interpersonal/micro-level.

Styles APA, Harvard, Vancouver, ISO, etc.

45

Harilal, Jodhika Rani Joice. « The formation of relationships in a multicultural setting at tertiary level ». Thesis, 1996. http://hdl.handle.net/10500/16905.

Texte intégral

Résumé :

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance.
Psychology of Education
D.Ed. (Psychology of Education)

Styles APA, Harvard, Vancouver, ISO, etc.

46

Plötz, Julia Susann. « Gender gap developments in tertiary education : a cross-country time-series analysis on European level ». Master's thesis, 2017. http://hdl.handle.net/10400.14/22361.

Texte intégral

Résumé :

During recent decades, a reversal of the gender gap in tertiary enrollment and a subsequent growing gap in favor of women could be observed in most industrialized countries. This dissertation shows developments of the female-male gender gap in tertiary educational enrollment and analyzes factors behind the widening female-male gap with time-series data on European level. The analysis is based on a model of educational investment, which suggests that gender differences in benefits and costs of tertiary education help to explain gender gaps in tertiary educational investment. Using a first difference model to ensure stationarity, we find that only gender differences in cognitive and non-cognitive skills, as measured by PISA scores in levels and standard deviations, significantly correlate with the gender gap in tertiary educational enrollment. We further find significant differences across time and country subgroup. Whether levels or the dispersion of cognitive and non-cognitive skills have explanatory power varies with country subregions and with the type of the PISA score used (Math or Reading).
Recentemente, na maioria dos países industrializados, verifica-se uma inversão da diferença de genéro nas matrículas no ensino superior e, subsequentemente, um crescimento da diferença em favor das mulheres. Esta tese expõe tendências recentes das diferenças de género mulher-homem no acesso ao ensino superior. Analisa ainda os factores que levam ao aumento das diferenças de género com dados de séries temporais de países europeus. A análise é baseada no modelo básico de investimento educativo que sugere que diferenças de género em benefícios e custos do ensino superior podem ajudar a explicar a evolução no investimento feito no ensino superior. Para garantir estacionaridade, usamos um modelo em primeiras diferenças e concluímos que apenas as diferenças em competências cognitivas e não-cognitivas, medidas pelas classificações de leitura do PISA (níveis ou dispersão), se correlacionam significativamente com as diferenças de género no número de matrículas no ensino superior. Este resultado varia com o tempo e subgrupo de países. O poder explanatório dos níveis ou da dispersão de competências cognitivas e não-cognitivas varia consoante as sub-regiões dos países e a classificação das disciplinas do teste PISA.

Styles APA, Harvard, Vancouver, ISO, etc.

47

Dollman, Luke William. « Orchestral conductor training : an evaluative survey of current international practice at the tertiary level ». Thesis, 2014. http://hdl.handle.net/2440/119695.

Texte intégral

Résumé :

This doctoral dissertation is the outcome of a research investigation into the training of orchestral conductors in tertiary music institutions around the world. The project analyses the conducting programs of seven leading tertiary-level schools and searches for the reasons for their success. The analysis has involved examining the practical, structural aspects of different curricula, as well as engaging with the philosophy behind the teaching methods used. In examining a broad cross section of successful international schools with varying pedagogical methods a deeper understanding of the key ingredients for successful conductor training has been obtained. New primary source materials have been generated in the form of interviews with leading pedagogues, including Jorma Panula, Leif Segerstam, Alexander Polishchuk, Mark Stringer, Johannes Schlaefli, Kenneth Kiesler, Christopher Seaman, John Carewe, James Ross and Markand Thakar. These interviews were carried out by the author and were recorded in Finland, Russia, the United Kingdom, Austria, the United States, and Australia. Quotations from the transcripts of these recorded interviews are used extensively throughout the thesis and form the basis of much of the argument. The thesis is structured in three parts. Following an introduction and literature review, Part One identifies and investigates the main challenges facing a conducting program and discusses the responses to these challenges by leading pedagogues. Part Two consists of a detailed examination of the curricula and processes of seven leading international tertiary level conducting programs, and identifies the unique features of their respective approaches. Part Three presents comparisons and deductions based on the research presented thus far, and outlines areas that are currently neglected and in need of further research. A detailed proposed course structure for a world-class conducting program for implementation in a tertiary institution is then presented.
Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2014.

Styles APA, Harvard, Vancouver, ISO, etc.

48

Adams, CA. « What is the relationship between hybrid flexible delivery and the level of critical engagement in tertiary education ? » Thesis, 2012. https://eprints.utas.edu.au/15886/1/whole-adams-2012.pdf.

Texte intégral

Résumé :

Today many educators in the tertiary education environment face the dilemma of having to provide learning richness and a quality learning experience to growing numbers of students in an environment of reducing resources (Broad et al., 2000; Nunan et al., 2000; Bonk & Graham, 2006). These challenges are influenced a number of factors. Where resources are scarce tertiary education providers need to learn to use what is available to its full potential and to make wise investments by paying closer attention to how technology is used, introduced and managed (Buchan, 2008; Broad et al., 2000; Nunan et al., 2000; Bonk & Graham, 2006). The changes to funding arrangements; a decrease in government subsidies and the trends towards user-pays; pressures on universities to generate other sources of income; a rapid growth in the higher education export markets and changing student expectations are also seen as key factors impacting on the tertiary education environment (Scott et al. 2008). Further, ‘the massification and internationalisation of Australian tertiary education’ has meant that student diversity has increased, and therefore effective teaching requires the ability to manage diversity (Devlin & Samarawickrema, 2010). In order to engage students, teachers must have appropriate pedagogical responses to accommodate a variety of student learning styles and cultural and educational backgrounds (Devlin, 2007c). While flexible course delivery methods have been in use for some time, increasingly we are seeing a move away from sole reliance on either traditional face-to-face or flexible teaching and assessment methods, towards an increase in the number of courses offered by hybrid flexible delivery which is a blend of face-to-face and flexible delivery methods (Selim, 2010; Vaughan, 2010). As stated, effective teaching in tertiary education is linked to technological changes (Devlin, 2007a). Teachers must continually learn new skills and familiarise themselves with new ways of interacting and communicating with students and be capable of teaching in ‘blended’ environments employing technologies and pedagogies suited to the context and student cohort (Benson & Samarawickrema, 2009). Garrison and Vaughan (2008) point out however, that research into many of these significant technological innovations and changes in delivery have been confined to addressing the issues of access and convenience, such as the relevance and suitability of the method, yet the quality of the learning experience has yet to be properly examined. Given the changes to the tertiary education environment this research aims to identify what is the relationship between hybrid flexible delivery and the level of critical engagement in tertiary education. There are many definitions of critical engagement but it is generally seen to be concerned with the extent students are engaging in a range of educational activities that research has shown as likely to lead to high quality outcomes (Coates, 2005). For the purpose of this research students’ perception of their learning engagement is being measured; that is their success in achieving ‘critical engagement’ as the learning outcome embedded in the unit design and required to achieve the specified unit learning outcomes. Student’s perception of their learning engagement is also measured by changes in their confidence levels in achieving the unit learning outcomes at pre-unit and post-unit. Students’ perception is also measured by the change in their level of agreement, at pre-unit and post-unit, regarding the degree the teaching and assessment methods used contribute to learning. Also students’ perception regarding the degree of change regarding whether the unit teaching and assessment methods assist in developing high level academic, critical reasoning skills and useful practical work-related skills is also measured. In summary this research focus is to explore: To what extent are students critically engaged by hybrid flexible delivery? What aspects of hybrid flexible delivery most affect the level of critical engagement? Does the level of critical engagement differ according to age, gender, first language, year of enrolment or the level of student prior achievement? This research involved a mixed-method longitudinal study of predominately international Master of Business Administration students enrolled in a Strategic Management unit. Respondents completed two questionnaires: one pre-unit and one post-unit. From this research it can be concluded that hybrid flexible delivery methods can facilitate critical engagement but any unit offered by this method should include both practical and theoretical elements in its design. Teachers need to ensure that theory is relevant and useful to students and is used to challenge and extend ways of thinking. By embedding each level of Bloom’s Taxonomy a scaffolding approach to learning, within the learning outcomes can facilitate critical engagement in hybrid flexible delivery. It can be concluded from this research that the difference in confidence levels and the performance of students seems to impact on the level of critical engagement. The results suggest that the teacher’s presence, in developing a community of inquiry, and the use of case study workshops, provided support to construct meaning and confirm understanding of the key issues in this unit (Garrison et al., 2004). It appears important for the teacher to consider the whole unit and ‘weave through’ rather than ‘tack on’ hybrid flexible delivery approaches and adopt the constructivist approach to learning. It could also be concluded that there is a 8 relationship between the level of critical engagement and the teacher-student relationship. Generally need the opportunity to build a relationship with the teacher early in the learning experience to achieve critical engagement. The age of students is not a significant factor associated with the level of critical engagement in hybrid flexible delivery with the exception of older students who were more critically engaged than younger students. This study also found there was no significant difference in performance and the level of critical engagement by gender when hybrid flexible delivery methods are used. Males had a higher level of confidence in achieving the learning outcomes than females, but this was not statistically significant. It could be concluded that although there are no significant differences to the level of critical engagement by gender, males may prefer learning experiences that require less collaboration and interaction. It is suggested that a mix of learning strategies to satisfy both males and female learning styles may assist critical engagement in hybrid flexible delivery (Biggs & Tang, 2007). The number of respondents limited reliable assessment of the role of language and prior student level of achievement in critical engagement. In a tertiary education environment which includes combinations of traditional face-to-face, flexible and hybrid flexible delivery methods, this research provides some reassurance that well designed hybrid flexible delivery programs can facilitate critical engagement. If teachers provide a greater emphasis on the correlations between learning outcomes, teaching and assessment methods and the levels of cognitive development, this can produce high levels of critical engagement.

Styles APA, Harvard, Vancouver, ISO, etc.

49

« Managing the evaluation of difference in foreign language education : A complex case study in a tertiary level context in Japan ». UNIVERSITY OF DURHAM, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3347260.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

50

Ernawati, Diyah. « Tourism education at the tertiary level in Indonesia from the perspectives of tourism educators, government officials, industry professionals and students / ». 2002. http://eprints.jcu.edu.au/88.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Thèses sur le sujet « Tertiary education level »

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres