Tesi sul tema "National Committee on Nature Education"

Appointed with bi-partisan support in the context of a funding crisis, the National Committee of Inquiry into Higher Education (the Dearing Inquiry) was asked to make recommendations to a new UK Government in the summer of 1997. Employed to tackle complex, difficult and controversial questions, national committees have been a favoured policy instrument in the British tradition. They represent an independent, expert, consultative and deliberative policy process. The thesis is a study of the policy work undertaken by the Dearing Inquiry. Policy work is the totality of people, methods, activities and processes deployed by a national committee to meet its terms of reference and the expectations of ministers and politicians. Based on a systematic analysis of archival documents, an account is given of how the Inquiry approached its work, how evidence was collected and weighed, how expertise was used, and where, when and how these sources informed the National Committee. The main argument of the thesis is that, while external commentary focused on specific issues, the larger purpose of the Inquiry was to equip higher education with the architecture for a post-binary mass phase of development and that in completing its work the Committee undertook a process of codification. The findings highlight three key features. First, the Inquiry demonstrates common features of the National Inquiry form of policy-making, being organised using a hierarchy of groups which developed collective views informed by evidence. Second, the Inquiry demonstrates the adaptability of national inquiries. The Committee supplemented existing data and reports with commissioned research, including a significant national consultation exercise, and sought stakeholder views to inform recommendations. Third, the effectiveness of a national inquiry depends on participating actors. A small group within the Committee provided direction and momentum while the Chair and Secretariat provided coherence, ensuring that the Inquiry met its reporting deadline.

Peer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.

The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.

Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.

This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used

Doctor Educationis
The aim of this research was to establish how successfully schools in the foundation phase (Grades 1 and 2), where training and implementation of OBE has been completed, were able to reach the goals of OBE. As part of the broader goal, this investigation attempted to clarify whether the inclusionary approach of OBE was working in primary schools in the foundation phase based on its central premise that all students can learn and succeed, but not on the same day and in the same way. More specifically, this investigation attempted to establish: (i) How successfully had the 66 specific outcomes been implemented in Grade 1 and Grade 2? (ii) What was the level of success of implementation in the different learning areas? (iii) What was the level of success in the implementation of mastery learning? (iv) How many learners had been moved from special education sites to regular education sites? (v) Did schools have the resources to deal with diversity? (vi) Had there been sufficient human resource development to ensure teachers had been trained to deal with diversity? And (vii) Did teachers feel they could teach all learners? In order to arrive at the above-mentioned aim, this study included a survey in a sample of primary schools in the Western Cape. A survey was conducted in 108 primary schools which constitutes 10% of the primary schools in the Western Cape Province. The 108 schools were chosen based on socio-economic and rural/urban considerations. Schools were identified on the following basis: 25% of the poorly resourced schools in urban areas, 25% of the well resourced schools in urban areas, 25% of the poorly resourced schools in the rural areas and 25% of the well resourced schools in the rural areas. Regarding the results of the study concerning the specific outcomes and learning areas, in grade one and grade two results relating to the specific outcomes and learning areas revealed that the majority of teachers rated the level of success at average and below. For example, the range of those teachers who indicated average and below in grade 1 was from 41.03% to 81.96% and in grade 2 from 43.56% to 79.50%. In most learning areas, the number of teachers who In Grades one and two, both language, literacy and communication and indicated average and below was substantial, for example, in grade 1; Natural Sciences, 81.96%, Technology, 78.43%, Economics and Management Sciences, 72.87%. Similar results have been found in Grade 2, for example; Natural Sciences, 79,50%, indicated average and below was substantial, for example, in grade 1 levels across geographical and socio-economic contexts. For example, the urban poor had the lowest results in Grade two and the urban rich experienced the lowest results in Grade one. This suggests that the implementation of OBE was generally poor. The poor results of the urban rich in relation to the other categories suggest that the implementation of OBE has failed in affluent urban schools yet it is normally expected that affluent schools would perform well in relation to the other categories. This is another indication that the implementation of OBE has generally been poor.

This study investigated and compared the quality and nature of Arabic and English speaking preschools' curricula in the State of Qatar. To the researcher's knowledge, this is the first study to investigate, compare and assess the preschool curricula currently provided in the State of Qatar. Four major research tools were used including structured teacher's questionnaire, structured teachers' interviews, structured classroom observations and structured mother's questionnaire. The teachers' questionnaire sample consisted of 107 teachers, 81 Arabic school teachers and 26 English school teachers. The classroom observations sample consisted of 17 preschools, 9 Arabic speaking schools and 8 English speaking schools. Teachers' interviews sample consisted of 18 Arabic speaking preschool teachers and 16 English speaking preschool teachers. The mother's questionnaire sample consisted of 50 mothers randomly selected from 17 Arabic speaking schools. Study findings included the following: (1) the English preschools had many advantages over the Arabic preschools in terms of all the seven domains ofthe teacher's questionnaire.(2) the Arabic speaking preschools are of lower quality in terms of all domains of the teacher's interview. These include: teachers' qualifications, experience, duties, wages, teacher-child ratio, type of curriculum, teaching approaches, appropriateness of the curriculum. (3) In terms of classroom observations, the overall mean EeERS score for the English speaking preschool sample was 6.00 compared to 4.8 for the Arabic speaking classrooms sample. (4) Qatari mothers of Arabic preschools children preferred the developmental goals rather than traditional goals to be part of their young children's education but within the Islamic religious and moral values. The findings lead to the conclusion that the Arabic speaking preschool curriculum in Qatar suffered from obvious drawbacks in all the domains studied which required serious consideration from the Ministry of Education and other institutions and organisations interested in early childhood education.

This thesis examines contemporary outcomes of surgical training in Wales and the UK. The hypotheses tested were: Core Surgical Training (CST) outcome is related to specific curricular defined goals, and themed focused CST rotations improve success at National Training Number (NTN)appointment; CST rotations including rural placements provide training comparable with non-rural placements; General Surgery (GS) Certificate of Completion of Training (CCT) curricular guidelines require focused appraisal and rotation planning; GS Higher Surgical Trainee (HST) indicative procedure targets are not in keeping with competence achievement determined by Procedural Based Assessment (PBA); Dedicated Emergency General Surgery (EGS) modules enhance HST training experience; H-Indices are a valid measure of GS consultant academic productivity and identify training research opportunity. Successful ST3 NTN appointment improved from 5.3 to 33.3% (p=0.005) following CST [OR 4.789 (1.666 - 13.763), p=0.004] and is independently associated with success. ST3 appointment was similar irrespective of rural or non-rural CST rotational placement (18.1 vs. 22.1%, p=0.695). Of the 155 UK GS HST CCTs awarded in 2013, global operative log book and academic achievements varied widely, with two-thirds of trainees achieving elective operative targets, but only half the requisite experience in EGS, and 5% nonoperative targets. Wales’ HSTs level 4 GS operative competencies varied 4- fold, ranging from 0.76 to 3.4 times national targets. EGS modular training introduction delivered a high volume of index EGS procedures and higher rates of PBA completion when compared with controls. H-indices were a robust measure of surgeons’ academic activity (p < 0.001).

Management of hypertension and its complications requires health care providers to understand the reason for developing the disease. Complications of hypertension (HTN) are more prevalent when patient interventions are not consistently performed by staff. A gap in staff knowledge regarding the management of patients with HTN was noted at an outpatient clinic in the southwestern United States. A staff education project based on the Eighth Joint National Committee (JNC-8) guidelines for HTN management was developed to address the gap in knowledge. This DNP project sought to understand the impact of an evidence-based staff education program in improving the knowledge of nursing staff on HTN management. The health belief model and social cognitive theory guided the project. Three expert panelists evaluated the education program content and agreed that the content was relevant to clinical practice and would improve staff knowledge regarding management of HTN. Eight nurses participated in the education program, first completing a pretest questionnaire followed by educational program content in digital format. Participants reviewed the program for 1 week followed by a PowerPoint presentation at a staff meeting. Posttest questionnaires were completed by 7 participants using a 5-point Likert scale ranging from completely unaware to completely aware. Posttest results indicated that nursing staff knowledge increased to completely aware (100%) of the JNC-8 guidelines for HTN management compared with completely unaware before the program. The project emphasizes the potential for positive social change when translating evidence to practice through staff education to improve patient management and outcomes for the treatment of HTN.

Magister Educationis - MEd
Parental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance. This quantitative study focused on parental involvement at a school of skills in the Cape metropole, Western Cape. Epstein’s (2009) six typologies of parental involvement in their children’s schooling provided the theoretical framework of the study and guided the formulation of the research instrument and the data analysis of the study. A survey research design was used and 74 parent/caregiver participants were conveniently sampled after all ethical protocols were followed. The findings indicated that participants: (i) indicated a very positive attitude towards being involved in the education of their children at the school of skills and were inspired to be involved in the education of their children, (ii) were highly involved in the following typologies of parental involvement: learning at home, parenting and collaboration with community, (iii) communication between school and the parents as a form of parental involvement was found to be at a moderate level, (iv) participants were found to be minimally involved in decision-making as a form of parental involvement, (v) volunteering as a form of parental involvement was represented by low to moderate levels of involvement, (vi) participants’ marital status, forms of kinship relations with the learners at the school of skills (e.g. biological mother, foster parent) and levels of formal education were not found to have a significant statistical relationship with their levels of parental involvement in their children’s schooling. (vii) The challenges that participants faced with regard to their involvement in their children’s schooling included the following: a) a fair number of about 30% participants frequently found language as a barrier for them to assist their children with homework, b) about 46% of the participants indicated that they were seldom or never recruited by educators to volunteer at the School of Skills, c) about half of the participants indicated that their challenge was that they were not trained on how to offer their talents for volunteering at the school, d) participants also found it difficult to share information with the school about their child’s cultural background, talents, and needs.

The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a ‘caretaker’ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.

Research Doctorate - Doctor of Philosophy (PhD)
If there is going to be harmony between our two societies then it will have to be through education. When white people have a better awareness of Aboriginals then maybe our kids will have a better time. Stephen Albert. (Ohlsson, 1977, p. 2) I acknowledge the traditional custodians of the lands in which this thesis is connected, is written on and is examined on. I pay my respect to the Elders past and present who have and continue to pass on their knowledge and wisdom for the sustainability of our environment, our culture and our education. Responding to the activist movements of the 1960s, the Commonwealth Government introduced new policy directions that called for the Self-Determination and Self-Management of Aboriginal peoples; to have a strong voice in their own future directions and their own affairs. Education was no exception. In 1973 the Schools in Australia Report identified the poor educational conditions and outcomes of Aboriginal children (Karmel, 1973). In 1977 the National Aboriginal Education Committee (NAEC) was established. The new Committee was to ensure a national Aboriginal voice in the development and implementation of Aboriginal education programs, initiatives and policies across all levels of education for Aboriginal people. The NAEC was active until 1989. The 1970s and 1980s transpired to be a fundamental time for Aboriginal affairs and Aboriginal education. Past policies had stifled Aboriginal people’s progression socially and academically, resulting in extremely low educational outcomes. The 1980s witnessed the biggest growth in the access and participation of Aboriginal people in all levels of education in nearly 200 years. Through the voices of the NAEC members, this study maps the journey of the NAEC and the major priorities at this time. The study also determines the impact of the NAEC on the development of national Aboriginal education policy that would lead the future directions and strategies for the access, participation, retention and success of Aboriginal people through education. An Indigenous methodology that included storytelling is applied to the study. Storytelling is vital in Aboriginal communities to teach and pass on important lessons. Throughout this study participants, as co-researchers, assisted me in sharing their stories that respond to the research question posed in the thesis – How did the NAEC contribute to the development of Aboriginal education policy in Australia? The study revealed that the NAEC contributed significantly to the development of Aboriginal education policy, establishing structures and relationships that empowered Aboriginal communities to have a voice in decision making related to Aboriginal education. This resulted in significant educational outcomes for Aboriginal people and Aboriginal communities that were sustained after the NAEC was abolished.

碩士
國立高雄大學
運動健康與休閒學系碩士班
103
The major theme of Leave No Trace(LNT) is to promote and inspire responsible outdoor recreation to prevent or minimize negative environmental impacts on public land. The purpose of this study is to develop environmental education content framework of LNT for Shoushan National Nature Park by applying Analytical Hierarchical Process(AHP). Moreover, this study conducted an in-depth interview with practitioners to understand the current situation and issues faced by Shoushan National Nature Park in promoting LNT environmental education program. An AHP decision structure with 7 objectives and 2~4 evaluation criteria for each objective is constructed based on literature reviews, field research and in-depth interview of experts. The results showed that the importance of 7 LNT principles are, in descending order: respect wildlife, leave what you find, dispose of waste properly, minimize use and impact from fires, travel and camp on durable surfaces, plan ahead and prepare and be considerate of other visitors. Moreover, the 6 most important evaluation criteria are, in descending order: never feed wildlife, do not set up private rest area, pack it in and pack it out, do not disturb the wildlife, do not make a fire at discretion and do not introduce non-native species. In addition, the results of in-depth interviews have shown that the Planning Office of Shoushan National Natural Park, Friendly Seed Co. and Takaohill Ecology Education Center have made every effort in promoting environmental education and received positive feedback from participants. A more comprehensive environmental education program will be expected when the Planning Office of Shoushan National Nature Park can be officialized. Rrecommendations and suggestions for LNT environmental education program of Shoushan National Natural Park will be provided and serve as a reference for further policy formulation.

A thesis submitted to the Faculty of Education at the University of Zululand in the fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Planning and Administration, 1992.
The purpose of this study was to investigate how the educational policies formulated by the Department of Education and Training as well as the Departments cf Education and Culture, influence the functioning of the colleges of education in the National States in South Africa. It was also to determine the extent to which policies, evolved within the colleges themselves, are-af-feeted—by—interventions from the various Departments and political movements. Methods of research included, among others, interviews of college rectors, lecturers and students, serving teachers and some educators attached to the Departments of Education and Culture. This researcher intended to establish how these people perceive the influence and impact of these policies on the selected sample of Colleges of Education in the National States. The literature review revealed that policy serves as a guide and a source of reference in any given venture, involving a choice amongst a wide range of alterntives; and that it provides a reasonable guarantee that there will be consistency and continuity in the decisions that are made. This investigation demonstrated, however, that there is a stigma attached to policies formulated by the Education Departments in the National States. This is due to the negative perception that the National States are illegitimate administrative structures created to perpertuate apartheid policies. The policies which are formulated by the Department of Education and Training are also challenged by the students in particular, and lecturers in general, who argue that these policies are oppressive and therefore unacceptable. The negative perception held by students and lecturers on the current educational policies manifests itself in the emerging college culture of violence which is characterised by the rejection of current authority structures. Students seem to rely on coercion and intimidation as means of problem solving instead of the use of negotiation tactics. College policies therefore do not always serve as guides and thus cannot guarantee any consistency and continuity in the decisions that are made. In this way education policies do not empower the college authorities to be fully in charge of their institutions. Emerging from these findings are the following recommendations: * that education policy makers should consider various options which will encourage a wider spectrum of consultation and involvement of interest groups, including Thompson's model of policy development and redefinition cycle (in Monahan, 1982), Muschkat1 s (1986) morphological model and those of Saran and Kogan. that policy makers formulate policies which are based en the rule of law and on the principles of justice and fairness. It is hoped that this research will be a source of reference for further research in policy studies undertaken -especially— for postgraduate studies. It will also serve as a useful source material for educational policies in South Africa, especially with regard to colleges of education.

M.Ed.
Wildlife areas are considered by many to be "wilderness" islands, which do not have anything to do with the local communities surrounding them. These areas are seen as elitist. The Kruger National Park is no exception to these thoughts. Due to its immense size, many neighbours of the park have over the years been ignored. A questionnaire was given to 127 of the neighbours along the southern boundary of the park to determine the environmental literacy of these neighbours. The neighbours sampled were from informal and formal settlements and tourist destinations such as lodges and hotels. From the results it was found that there was very little difference between these neighbours in terms of their environmental literacy. An environmental education model was proposed in order to address the lack of knowledge or misconceptions that the neighbours held about the environment.

This study entails a critical investigation into the issue and trends that shaped Black perspectives on education in South Africa in the period between 1652 and 1993. A theoretical-philosophical exposition is presented to establish the fundamental characteristics of education and therefore characteristics valid for every human being under any circumstances at any time. These characteristics were used to eventually appraise the issues and trends underlying the shaping of Black perspectives on education in South Africa. This study has revealed that the shaping of Black perspectives on education in South Africa goes hand in hand with the growing realization among Blacks that education is not merely a political issue but also deeply imbedded in the interconnectedness and/or differences between social realities such as the church, the school itself, teachers' associations, the news media et cetera. This should be accounted for by every citizen in a responsible way.
Educational Studies
M. Ed. (History of Education)

This diploma thesis deals with the history of Kutná Hora in 1950's. It contains a description of the period between years 1948 - 1960. The period, during which the most important political and cultural changes but also the toughest repressions against the people took place all around the Czechoslovakia (majority of the changes and repressions was caused by the communist leadership). These years were the period of huge political purges and processes, violent collectivization and many other precautions which were only meant to provide the communists with all the power over the country. The main aim of this thesis is to introduce the situation in Kutná Hora during 1950's and to give the reader a complex overview of the local political and cultural background. All the institutions which determined everyday life in Kutná Hora are described in this thesis. The author focuses especially on the activity of The Local National Committee, courts and individual cultural institutions. The author used archive funds, historic press and specialized literature.

The dissertation traces events that contributed towards a climate where the status of children changed from property to that of person status with the concomitant recognition of children's rights. Social conditions in England, America and France from late preindustrial times to the early twentieth century were investigated. The United Nations' role in establishing children rights documentation and an evaluation of these d~μrpents in terms of the educational implications thereof were described and discussed. The African perspective towards international children's rights documents events was outlined while the attempts of Africa to address the unique needs of the African child were detailed. In the light of the changing social orientation in the Republic of South Africa, children's rights advocacy in South Africa was reviewed. Criteria for evaluati-ng documents addressing the needs of children were proposed and based on the findings of the study, recommendations regarding the direction of children's rights advocacy were advanced.
M. Ed. (History of Education)

This study entails a critical investigation into the issue and trends that shaped Black perspectives on education in South Africa in the period between 1652 and 1993. A theoretical-philosophical exposition is presented to establish the fundamental characteristics of education and therefore characteristics valid for every human being under any circumstances at any time. These characteristics were used to eventually appraise the issues and trends underlying the shaping of Black perspectives on education in South Africa. This study has revealed that the shaping of Black perspectives on education in South Africa goes hand in hand with the growing realization among Blacks that education is not merely a political issue but also deeply imbedded in the interconnectedness and/or differences between social realities such as the church, the school itself, teachers' associations, the news media et cetera. This should be accounted for by every citizen in a responsible way.
Educational Studies
D. Ed. (History of Education)

Streszczenie i słowa kluczoweCelem niniejszej rozprawy była próba oceny potencjału nadmorskich parków narodowych w nauczaniu o przyrodzie nieożywionej. Aby go osiągnąć w początkowej fazie pracy odrębnie oceniono formy i procesy eoliczne, morskie, limniczne, fluwialne, glacjalne oraz inne.Działania podjęte w celu weryfikacji postawionej hipotezy polegały na:1. pozyskiwaniu danych źródłowych, w tym badaniach kameralnych źródeł bezpośrednich (mapy, plany, zdjęcia satelitarne) oraz badaniach kameralnych źródeł pośrednich (druków zwartych i rozproszonych),2. badaniach terenowych polegających na: inwentaryzacji stanowisk przy użyciu map w formie papierowej i elektronicznej, z wykorzystaniem odbiornika GPS, oprogramowania OziExplorer oraz wykonaniu dokumentacji fotograficznej i opisowej, wyborze punktów badawczych (geostanowisk), wyznaczonych w celu jednostkowej egzemplifikacji form terenu i stanowisk geologicznych na terenie obranych parków,3. analizie uzyskanych danych obejmującej analizę przydatności wybranych punktów (geostanowisk) z użyciem przygotowanego na potrzeby niniejszej pracy modelu waloryzacji, opracowaniu uzyskanych wyników, sklasyfikowaniu ich oraz odniesieniu się do uzyskanych rezultatów we wnioskach.Obszarem badań były nadmorskie parki narodowe położone na terenie Polski. Zostały one wybrane ze względu na występowanie elementów geomorfologicznych o zróżnicowanej genezie, w tym morskiej.W pierwszym rozdziale, na etapie konceptualizacji autorka skupiła się na trudnościach, z którymi nagminnie borykali się uczniowie podczas nauczania na lekcjach geografii. Największe kłopoty sprawiały zawsze zagadnienia związane z elementami przyrody nieożywionej. To stanowiło dla autorki inspirację do ustalenia zakresu i obszaru badań. Następnym etapem był wybór metod naukowych oraz sposobu oceniania potencjału. W zakresie problematyki metodologicznej kluczowym okazał się wybór definicji podstawowych pojęć, szczególnie geoturystyki.W drugim rozdziale dokonano szczegółowego opisu nadmorskich parków narodowych. Było to niezbędne do wyznaczenia geostanowisk, w zakresie zarówno występowania form, ich położenia względem szlaków turystycznych, jak i dróg, ale również w zakresie respektowania środowiska przyrodniczego w odniesieniu do próby zastosowania idei zrównoważonego rozwoju. Wybór poszczególnych parków nie był przypadkowy. Oba parki są do siebie podobne ze względu na nadmorskie położenie, ale różnią je najważniejsze atrakcje: SPN (wydmy) oraz WPN (klify).W trzecim rozdziale autorka skupiła się na prezentacji i analizie uzyskanych danych. Na podstawie informacji uzyskanych o nadmorskich parkach narodowych autorka wyznaczyła dwadzieścia sześć geostanowisk w Słowińskim Parku Narodowym oraz dwadzieścia trzy geostanowiska w Wolińskim Parku Narodowym. Każde z nich zostało udokumentowane za pomocą karty geostanowiska. Następnie geostanowiska zostały poddane waloryzacji przy zastosowaniu wskaźników: Wes (wartość edukacyjna szkolna) i Wep (wartość edukacyjna pozostałych geostanowisk). Uzyskane wyniki zostały przedstawione w formie graficznej, tabelarycznej i opisowej oraz podsumowane za pomocą map i diagramów radarowych. Ewaluacja uzyskanych danych została dokonana przy pomocy skali 1-100 podzielonej na odpowiednie interwały.Przedstawiona w niniejszej pracy problematyka nie wyczerpuje w całości zagadnienia dotyczącego geoturystyki i jej waloryzacji, czy też nauczania o elementach przyrody nieożywionej, natomiast została celowo zawężona do styku tych dwóch płaszczyzn. Wszystkie cele założone przez autorkę zostały osiągnięte, a hipotezy potwierdzone.
Summary and key wordsThe purpose of this dissertation is to assess potential of Polish coastal parks forteaching about inanimated nature. To evaluate the main hypothesis it was required to divide itinto several smaller areas concerning aeolian, coastal, limnic, fluvial, glacial and additionalforms and processes.The research was carried out in three main stages:1. acquisition of source data: including cartography (maps, plans, satellite images) andstudy of compact books and book prints (articles in journals);2. field research consisting of: GPS mapping, use of OziExplorer software, photographicand descriptive documentation; selection of geosites, designating them for the purposeof individual exemplification of geological forms and geological sites in the area ofselected parks;3. analysis of the obtained source data: analysis of the suitability of selected geositesbased on the prepared valorisation model prepared for this work; developing results,classifying them and referring to them.The research undertaken was fundamentally aimed at realizing the main intentionwhich was assessing the potential of coastal national parks in the education of young peopleand adults in the field of inanimate elements, with particular emphasis on geomorphologicalcomponents. The area covered the coastal national parks located in Poland. They wereselected for geomorphological features of every established genesis, including maritime.In the first chapter at the "concept" stage, the author focused on the fact that thequestions related to inanimated nature at higher secondary education external exams provedto be extremely difficult. At this stage also the research areas were defined. The next stepwas the selection of research methods. It is worth to emphasise that essential focus wasgiven to the parts devoted to definitions, with reference to the multiplicity of contemporarygeotourism concepts that were not necessary coherent.In the second chapter, the author focused on a detailed description of the SlowinskiNational Park and the Wolinski National Park. Mainly the monographic method and thedocument examination method were used here. Coastal parks have been selected due to thefact that these areas are preserved in an almost natural state and that they hold particularscientific and landscape value. Their choice was not accidental, as they are similar due to theseaside location, and on the other hand they differ in terms of the most important attractions:the SNP (sand dunes) and the WNP (cliffs). So it arised that theywere ideal to test the performance of the constructed indicators.In the third chapter, the results of fieldwork were mainly based on the followingresearch techniques: field observation, text and graphic studies, photographic documentationand mapping (geosites). Data collected during the park inventory and later designing geositesin both parks have allowed author to interpret the usefulness of national parks in the teachingof inanimate nature. To illustrate the collected data: maps, tables, bar charts and radar chartswere used. The final attempt to refer to the hypotheses was performed by the use of thedesignated geosites. Their values were substituted for the model developed by the author(Wes and Wep indicators). The evaluation of the obtained data was made according to theprepared interval scale (1 – 100).The problem presented in this paper does not deplete the whole issue of geotourismand its valorisation or teaching about elements of inanimate nature, but was intentionallynarrowed to the contact of those two surfaces. All aims set by the author were achieved andthe hypotheses confirmed.

Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general.
Curriculum and Instructional Studies
D. Ed. (Didactics)

Franklin Delano Roosevelt (FDR) was the longest serving president in the history of the United States, and he served during the U.S.’s worst economic crisis. During his tenure, approximately 80,000 public school teachers were left unemployed and 145,700 students had their schools closed. Furthermore, public schools and their teachers were under attack for the large number of unemployed and illiterate people. Despite these public school challenges, the literature rarely mentions FDR’s reactions or thoughts; instead, the literature focuses on the Civilian Conservation Corps (CCC) and the National Youth Administration (NYA), two New Deal youth programs. The New Deal assisted many institutions, and educators assumed public schools would also receive assistance. Under FDR, the federal government became increasingly involved in the lives of its citizens in terms of housing, food, transportation, and employment, but it did not increase its involvement in education. In this dissertation, I decipher FDR’s educational policies by analyzing his administrative actions that supported or hindered education from 1933-1940. In particular, did FDR’s governmental programs emphasize or encourage the education of youth? Did his administrative decisions support public schools? What was FDR’s policy towards federal aid to education and why? Additionally, by analyzing how educational policies were developed within FDR’s administration, educators today will better discern how they can influence policies during each step of the policymaking process. In doing so, educators will be better prepared and positioned to support American schools.