Дисертації з теми "Career learning and development"
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Carden, Lila Lenoria. "Pathways to success for moderately defined careers: a study of relationships among prestige/autonomy, job satisfaction, career commitment, career path, training and learning, and performance as perceived by project managers." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5817.
Повний текст джерелаWilliams, Christine M. "Gender in the Development of Career Related Learning Experiences." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1278702627.
Повний текст джерелаSharp, Mary Anne Rainey. "Career development in academic family medicine: An experiential learning approach." Case Western Reserve University School of Graduate Studies / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=case1055438296.
Повний текст джерелаPanagos, Rebecca J. Huffman. "Self-efficacy and the career development of adolescents with learning disabilities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737846.
Повний текст джерелаDomholt, Kimberly. "Internship Participation: Impacts on Career Outcomes and Starting Salaries." Thesis, North Dakota State University, 2018. https://hdl.handle.net/10365/29006.
Повний текст джерелаMedvide, Mary Beth. "Hope in the Lives of Low Income Students of Color: A Qualitative Study of Experiences in a Work-Based Learning Program." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:103553.
Повний текст джерелаHope theory (Snyder et al., 1991) is a cognitive framework for understanding how individuals plan and stay motivated to achieve their goals. Research suggests that high levels of hope among adolescents are associated with academic achievement and markers of career exploration (Day, Hanson, Maltby, Proctor, & Wood, 2010; Kenny, Walsh-Blair, Blustein, Bempechat, & Seltzer, 2010). However, some scholars have raised criticisms about the conceptual underpinnings of hope and its applicability to the lives of marginalized groups (Tong, Fredrickson, Weining, & Zi, 2010; Riele, 2010). Despite these criticisms, hope theory has been used to study academic achievement among students of color (Chang & Banks, 2007; Roesch, Duangado, Vaughn, Aldridge, and Vilodas, 2010). Existing studies have most often utilized quantitative frameworks that have provided limited insight into how hope is experienced in the daily lives of low income students of color and how it may embody their relational, social, and cultural contexts. A qualitative framework is well suited for addressing these shortcomings. The current study employed a phenomenological methodology to explore how low income students of color defined hope and experienced it in their daily lives. Twenty one students enrolled in a work-based learning program at an urban Catholic high school were interviewed individually and participated in a group written activity on hope in their communities. The results of the study showed that goal pursuit was embedded within a relational context where participants embodied the opportunities and barriers experienced in their families, schools, and communities. The participants defined hope in ways that surpassed existing theory and elucidated the dynamic and sometimes contradictory role of the social context. These findings provide avenues for intervention in the lives of marginalized youth that frame discussions of WBL programs within a larger social context where relational processes are vital for student success
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Johnson, Helena Claire. "Continuing professional development for physiotherapists : exploring their choices in career long learning." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2194/.
Повний текст джерелаPelletier, Christina L. "The Learning Communities of Exemplary Mid-Career Elementary General Music Teachers." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365004386.
Повний текст джерелаGraff, Jens. "Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context." Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.
Повний текст джерелаBarbeite, Francisco. "Importance of learning and development opportunity to job choice decisions." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28567.
Повний текст джерелаCorderman, Julie. "LEARNING-CENTERED PROFESSIONAL STAFF DEVELOPMENT: EXAMINING INSTITUTIONAL AND LEARNER RESPONSIBILITIES." Doctoral diss., Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002021.
Повний текст джерелаOrchard, Patricia. "An examination of learner-centered professional development for reluctant teachers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4835.
Повний текст джерелаThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.
Lokhtina, Irina. "The impact of workplace learning on academic career path development in tertiary education." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37466.
Повний текст джерелаChinyamurindi, Willi Tafadzwa. "Using narratives and storytelling in career development : a South African distance learning perspective." Thesis, Open University, 2012. http://oro.open.ac.uk/54683/.
Повний текст джерелаYecan, Esra. "Investigation Of Early-career Faculty Members." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615168/index.pdf.
Повний текст джерелаs needs on teaching related issues and examine the effectiveness of an online environment that was designed as a support to a graduate course on teaching in higher education. The study was carried out through two phases including a needs analysis and evaluation of the online environment. Findings of the needs analysis were used as input data in designing the online environment. An exploratory mixed design was employed to investigate graduate assistants&rsquo
perceptions about the effectiveness of the online environment in general, and the components specifically. Results of the first phase revealed that early-career faculty (n=53) were highly willing to participate in faculty instructional development activities, mostly through workshops and internet-based systems. Having students&rsquo
active participation into class was found to be one of the biggest concerns of new faculty. The second phase of the study provided descriptive data related to graduate assistants&rsquo
(n=10) use of an online environment incorporating a discussion forum, exemplary V teaching case and informative videos. Interaction with people from different academic fields helped the graduate assistants to experience and gain different perspectives about teaching. The graduate course itself raised graduate assistants&rsquo
awareness with regard to the teaching aspect of their profession. Online components generally provided the graduate assistants with different perspectives on teaching, and contemplate their future teaching. Based on the findings of the study, it can be concluded that online technologies have a potential to support faculty instructional development through incorporating visual media and communication tools.
Crause, Ewald. "The effect of using a computer-based exploration tool on children's career development learning." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1015020.
Повний текст джерелаPiguave, Pérez Vicenta Rocío. "Importance of creativity development for Commercial Engineering career students from the teaching-learning process." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/116853.
Повний текст джерелаEl objetivo del trabajo es situar la importancia del desarrollo de la creatividad paralos alumnos en contextos universitarios, por lo que se presenta un diagnóstico del tema en los estudiantes que aspiran alcanzar niveles superiores de desarrollo personal y de bienestar emocional en entornos sociales cada vez más complejos y competitivos, ante las exigencias del sector empresarial a los profesionales para solucionar de una manera original e independiente los procesos de toma de decisiones, generación de productos y servicios innovadores que les permitan resolver los problemas del medio, como una forma de elevar su calidad de vida. Este estudio se realizó con estudiantes de la Universidad Laica Eloy Alfaro de Manabí en la carrera de Ingeniería Comercial a través de una encuesta, y adicionalmente se realizó entrevistas a docentes para complementar la información recogida por la encuesta. Se presenta la síntesis de los resultados así como recomendaciones para encaminar tareas docentes, situándolo como el principal promotor de la creatividad desde el proceso de enseñanza aprendizaje.
Weltner-Brunton, Susan Lynn. "Perceived self-competence and career development of adolescent boys with and without learning disabilities /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676261010632.
Повний текст джерелаFittock, Simon. "The socialisation of early career principals in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2309.
Повний текст джерелаGosselin, Donna Gosselin. "Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3773.
Повний текст джерелаEkron, Christelle. "Learning to teach : communication skills in teacher education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96988.
Повний текст джерелаENGLISH ABSTRACT: This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges the premise of conventional wisdom that classroom communication behaviours will develop through regular exposure to situated learning experiences. Whilst acknowledging that learning to teach is a long and challenging process of which the precise nature is seldom clear-cut and distinct, this study claims to make a humble contribution to teacher education curriculum development. Classroom communication from the perspective of this study involves communication at two levels: firstly, interpersonal communication behaviours, which are influenced by nonverbal immediacy, communication apprehension, willingness to communicate and self-perceived communication skills; and secondly, instructional communication behaviours, more specifically clarity and immediacy behaviours. There seems to be a general perception that effective classroom communication will develop naturally by exposure to situated learning experiences, such as teaching practice sessions. Although the relative importance of these specific classroom communication behaviours for quality teaching and learning is acknowledged, whether and how these develop is seldom explicitly monitored. This was the intention of this study. It utilised a longitudinal mixed methods approach to follow Foundation Phase students over the four years of the degree programme in order to answer the following research question: To what extent do perceptions related to the classroom communication behaviours of Foundation Phase student teachers change over the course of a B Ed degree programme? The quantitative phase collected data using various self-report surveys in order to investigate possible changes in the self-perceptions of Foundation Phase student teachers regarding their communication behaviours over the four-year period. The purpose of the qualitative phase was to investigate possible changes in the perceptions of external evaluators regarding the instructional communication behaviours of student teachers over the degree programme. The qualitative data was obtained from the evaluation reports written by external evaluators on various aspects of the observed lessons. Although some changes occurred during the course of the B Ed degree programme, they were not as substantial as anticipated. From an interpersonal communication perspective, there was one particularly noticeable change: the self-perceived communication competence of the Foundation Phase student teachers improved between the first and second years of the programme, however, thereafter no further changes occurred. From an instructional communication perspective, more noticeable changes occurred: Foundation Phase student teachers improved in some aspects related to clarity, however other aspects still remained challenging. However, there was positive development related to immediacy: the fourth year Foundation Phase student teachers displayed higher levels of immediacy behaviours at the end of the four-year degree programme. Bearing in mind that neither interpersonal nor instructional communication theory was explicitly included in this particular B Ed degree programme; these findings are particularly noteworthy. This study advances the argument that if teacher education intends to address the quality of the teacher graduates entering the profession, classroom communication needs to be included in teacher education curricula.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die ontwikkeling van die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase aan 'n Suid-Afrikaanse universiteit oor die verloop van 'n B Ed-graadprogram. Dit daag die konvensionele opvatting uit dat klaskamer-kommunikasiegedrag sal ontwikkel met gereelde blootstelling aan leerervarings in die praktyk. Alhoewel aanvaar word dat om te leer om te onderrig 'n lang en uitdagende proses is waarvan die presiese aard selde duidelik en onderskeibaar is, word daar met hierdie studie gepoog om 'n beskeie bydrae te lewer tot die ontwikkeling van onderwysersopleidingskurrikulums. Klaskamerkommunikasie behels vanuit die perspektief van hierdie studie twee vlakke: eerstens, interpersoonlike kommunikasiegedrag, wat beïnvloed word deur nie-verbale onmiddellikheid, kommunikasie-angstigheid, gewilligheid om te kommunikeer en self-persepsie van kommunikasievaardighede; en tweedens, onderrigkommunikasie-gedrag, meer spesifiek duidelikheid en onmiddellikheid. Die algemene persepsie bestaan dat doeltreffende klaskamerkommunikasie spontaan sal ontwikkel deur blootstelling aan praktiese ervaring in die klaskamer. Alhoewel die relatiewe belangrikheid van hierdie spesifieke klaskamer-kommunikasiegedrag algemeen erken word, word die ontwikkeling hiervan selde eksplesiet gemoniteer. Juis dít was die doel van hierdie studie. Longitudinale gemengde-metode navorsingsmetodologie is gebruik om Grondslagfase studente se kommunikasie-ontwikkeling oor die verloop van hul graadprogram te volg, met die doel om die volgende navorsingsvraag te beantwoord: Tot watter mate verander persepsies oor die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase oor die verloop van die B Ed-graadprogram? Tydens die kwantitatiewe fase van die studie is data ingesamel deur die gebruik van 'n aantal self-rapporterende opnames ten einde moontlike veranderinge in die Grondslagfase studentonderwysers se selfpersepsie van hulle kommunikasiegedrag oor die tydperk van vier jaar te ondersoek. Die doel van die kwalitatiewe fase was om ondersoek in te stel na moontlike veranderinge in die persepsies van eksterne evalueerders wat betref die onderrig-kommunikasiegedrag van die studetonderwysers oor die verloop van die vier jaar van die kursus. Die kwalitatiewe data is verkry uit evalueringsverslae wat geskryf is deur eksterne evalueerders oor verskillende aspekte van die lesse wat geëvalueer is. Alhoewel daar sommige veranderinge plaasgevind het oor die verloop van die vier jaar van die B Ed-kursus, was hierdie veranderinge nie so substansieel as wat verwag is nie. Vanuit die oogpunt van interpersoonlike kommunikasie was daar slegs een merkbare verandering: die Grondslagfase-studente se selfpersepsie van hulle kommunikasievaardigheid het van die eerste na die tweede jaar verbeter, maar daarna het geen verdere veranderinge plaasgevind nie. Vanuit die oogpunt van onderrigkommunikasie het meer merkbare veranderinge egter plaasgevind: die Grondslagfase-studentonderwysers het verbeter ten opsigte van sommige aspekte wat betref duidelikheid, maar ander aspekte het steeds 'n uitdaging gebly. Daar was egter positiewe ontwikkeling wat betref onmiddellikheid: die Grondslagfase- studentonderwysers het in hulle vierde jaar hoër vlakke van onmiddellikheid getoon as aan die begin van hulle studies. Hierdie veranderings is veral opmerklik as is ag geneem word dat nie interpersoonlike kommunikasie of onderrigkommunkasie eksplesiet onderrig is in die spesifieke kursus nie. Hierdie studie voer aan dat as onderwysersopleiding 'n verskil wil maak aan die kwaliteit van onderwysgraduandi wat die beroep betree, moet onderrigkommunkasie ingesluit word by onderwysersopleiding-kurrikulums.
Midock, Randall L. "Family correlates of career maturity attitudes in rural high school students with learning disabilities." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163929/.
Повний текст джерелаGoldman, Madeline B. "The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5513.
Повний текст джерелаPaige, Ronald D. "The relationship between self-directed informal learning and the career development process of technology users." ScholarWorks, 2007. http://scholarworks.waldenu.edu/hodgkinson/13.
Повний текст джерелаMiller, Faye Q. "Knowledge ecosystems of early career academics : a grounded theory of experiencing information use for learning in developmental networks." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71395/2/Faye_Miller_Thesis.pdf.
Повний текст джерелаGarofano, Christina. "INITIAL TESTING OF THE CONTINUOUS EMPLOYEE DEVELOPMENT MODEL: OUTCOME EXPECTATIONS AND WORK-RELATED IMPLICIT THEORY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3269.
Повний текст джерелаPh.D.
Department of Psychology
Sciences
Psychology
Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /." Diss., UMK access, 2005.
Знайти повний текст джерела"A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.
Afolabi, Comfort Y. Georgia State University. "Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/103.
Повний текст джерелаReynolds, Jimmie. "A study of the pattern of learning style characteristics for adult dependent decision-makers." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/49930.
Повний текст джерелаEd. D.
incomplete_metadata
Johnson, Kawana W. "A Case Study Exploration of Internships in Undergraduate Business Education." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7311.
Повний текст джерелаTai, Chih-Che, and Karin Keith. "Preparing College/Career Readiness through Integrating Science Learning with Literacy in Secondary Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1030.
Повний текст джерелаMooney, Marianne Jr. "Family Contributions to the Work Readiness of Youth with Learning Disabilities." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30623.
Повний текст джерелаPh. D.
Tai, Chih-Che, Karin Keith, and Laura Robertson. "Preparing College/Career Readiness Through Integrating Science Learning with Literacy in Grades 6-12." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1021.
Повний текст джерелаMark, Sheron. "An Examination of the Processes of Student Science Identity Negotiation within an Informal Learning Community." Thesis, Boston College, 2012. http://hdl.handle.net/2345/bc-ir:101446.
Повний текст джерелаScientific proficiency is important, not only for a solid, interdisciplinary educational foundation, but also for entry into and mobility within today's increasingly technological and globalized workplace, as well as for informed, democratic participation in society (National Academies Press, 2007b). Within the United States, low-income, ethnic minority students are disproportionately underperforming and underrepresented in science, as well as mathematics, engineering and other technology fields (Business-Higher Education Forum, 2011; National Assessment of Educational Progress, 2009). This is due, in part, to a lack of educational structures and strategies that can support low-income, ethnic minority students to become competent in science in equitable and empowering ways. In order to investigate such structures and strategies that may be beneficial for these students, a longitudinal, qualitative study was conducted. The 15 month study was an investigation of science identity negotiation informed by the theoretical perspectives of Brown's (2004) discursive science identities and Tan and Barton's (2008) identities-in-practice amongst ten high school students in an informal science program and employed an amalgam of research designs, including ethnography (Geertz, 1973), case study (Stake, 2000) and grounded theory (Glaser & Strauss, 1967). Findings indicated that the students made use of two strategies, discursive identity development and language use in science, in order to negotiate student science identities in satisfying ways within the limits of the TESJ practice. Additionally, 3 factors were identified as being supportive of successful student science identity negotiation in the informal practice, as well. These were (i) peer dynamics, (ii) significant social interactions, and (iii) student ownership in science. The students were also uncovered to be particularly open-minded to the field of STEM. Finally, with respect to STEM career development, specific behaviors were indicative of students' serious consideration of STEM careers and two major patterns in STEM career interests were uncovered. The findings are discussed in relation to existing research in science education, as are implications for future research and practice
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Kember, Deborah Anne. "Shifting the technology context : career-change entrants’ transition into teaching." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/40849/1/Deborah_Kember_Thesis.pdf.
Повний текст джерелаRamlakhan, Nirmala. "A Comparative Investigation of Career Readiness and Decidedness in First Year STEM Majoring Students Participating in a STEM Mentoring Program Imbedded in a Living-Learning Community With Focused Data on Female STEM Students." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5447.
Повний текст джерелаPh.D.
Doctorate
Education and Human Performance
Education; Science Education
Petrunin, Kristin Firmery. "The Teaching of 21st Century Skills through Project-Based Learning and Professional Development for Career and Technical Education." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609129/.
Повний текст джерелаStromberg, Cara A. "Career aspirations : similarities and differences between adolescence with learning disabilities and adolescence not receiving special education services /." Online version of thesis, 2008. http://hdl.handle.net/1850/7542.
Повний текст джерелаAllen, Dianne. "Contributing to learning to change developing an action learning peer support group of professionals to investigate ways of improving their own professional practice /." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050901.105532/index.html.
Повний текст джерелаHendricks, Frederica M. "Career experiences of black women faculty at research I universities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717161.
Повний текст джерелаMathew, Norman F. "The development and implementation of Web-based instruction to create a self-paced learning environment in career and technology studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39614.pdf.
Повний текст джерелаBergmo-Prvulovic, Ingela. "Social representations of career and career guidance in the changing world of working life." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26292.
Повний текст джерелаPaul, Leonie. "The flying Classroom : Study trips in Education for Sustainable Development." Thesis, Uppsala universitet, Institutionen för samhällsbyggnad och industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412668.
Повний текст джерелаNyanjom, Julia Akumu. "The principles and practices of mentoring for educators in a technical college in Africa a self-study enquiry /." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09242009-225124/.
Повний текст джерелаVickers, Wanda Jean. "Curriculum development for disadvantaged students enrolled in nursing courses in career and technical education programs." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2671.
Повний текст джерелаlin, cheng, and 林逸青. "career development & learning need." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/40336845521283505030.
Повний текст джерелаYin, Ya-Yu, and 尹雅鈺. "The Development of Learning Career Exploration Inventory." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/73157776110181676533.
Повний текст джерела國立雲林科技大學
技術及職業教育研究所碩士班
93
The purpose of this study was to combine the students’ interests to learning activities and multiple intelligences, in order to develop a Learning Career Exploration Inventory for high school students. Out of 616 questionnaires distributed, 543 were completed and used in this study. The effective rate was 92.0%. The major findings of this study are summarized as follow: (1) The instrument contained two sub-inventories, including the inventory of learning activities interests and the inventory of self-assessment multiple intelligences. There were 120 4-points scale items in these inventories. Results show that the reliability and validity of the inventory and all subscales is good. (2) The learning activities interests of students were significant different between students with different gender. The learning activities interests of students were not significant different between students with different highest education levels and vocational types of parents. (3) Some learning activities interests were relative higher with some intelligences than with other intelligences, which indicated that we must match the learning activities interests and their correspondent multiple intelligences to help student making their choice for further learning. Based on the findings of this study, some suggestions were provided at the discussion of the article for the reference of the inventory users and the future researchers.
hsieh, chung wu, and 謝忠武. "career development job satisfaction & learning need." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/24117557792006200543.
Повний текст джерелаWU, JUI-JHE, and 吳睿哲. "Influence of Ontological Security and Reflective Learning on Personal Career Development." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/92f6gt.
Повний текст джерела國立暨南國際大學
諮商心理與人力資源發展學系終身學習與人力資源發展研究所
105
This research is trying to understand what factors infect on everyone’s ontological security and how ontological security infect everyone’s reflective learning, giving themselves special life-meaning, Also referencing to career development mode to understand what kinds of career mission in each Chi Wei Wang’s career development stage. And provide advice on the development of a person's career or the planning of a career development program. The results are summarized as follows: First, people use professional knowledge and skill, family, personal experience correct their self-identity consistently, and obtain the living-environment of trust. The dependence of important people and support can help individual turning a stumbling block into a stepping stone smoothly when they face the accident. Furthermore, when people find that their new method could solve problem, they will enhance strong confident and build a concrete self-identity. Also, more economic or social resource people can use, more efficient reduce the damage and stress produced by impact. It also give strength to people reflecting themselves and making difference. Second, reflexive learning can enhance one’s ontological security, on the contrary, ontological security also induce people process reflexive learning when they encounter impact. Third, of course, important other is people establishing their self-identity and ontological security strongly. However, it also could interfere self-identity and ontological security. It depends on people’s communicating and realizing. Finally, based on the above finding, this research is aimed to providing suggestion to who feel hesitate to career development, interested for career development and future related researcher.
Wang, Shih-Ken, and 王士肯. "The Motivation, Learning Process, and Career Development of Education-Majored Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/24228649325711060139.
Повний текст джерела東海大學
社會學系
96
Since Taiwan’s higher education expanded in the last two decades, the teacher-training programs have been setting up widely and the graduates from education-related departments have no advantages anymore. In this paper, first of all, we try to figure out if the composition of the education-majored students has changed over time. Secondly, the reasons why make students choose education as their major, and then transfer to other majors will be explored. Thirdly, we will investigate the interactions among personal factors and governmental policies. The history of the education reform is reviewed. We collect the literature about the education institution and related law, according to the critical years, rearranged the important reform periods. As a result, the context is presented clearly. We adopt two kinds of research methods, quantitative statistical analysis and qualitative In-depth interview. The data we analyzed is surveyed by official institutions, the special character is nationwide and good representative. As for the later, we interview students in education-related department, according to the principle of purposeful sampling. The type of students set in our research including freshman, senior students, graduates and students who ever converted his major. Our empirical results indicate that, the education-majored students have similar social and economic status: most of them came from families with middle and low income. More than 40% students claim that education-related departments are not their first choice. The proportion and degrees of dissatisfaction of education-related students are significantly worse than those who from other departments. Specifically, the key factors include the quality of curriculum, faculty, and department overall. We also find that with the help of administrative management, the degrees of satisfaction of students could be increased. It implies that policies of multiple levels, i.e., department, university, and the Ministry of Education, should all be reconsidered simultaneously. However, the incentives which make students decide to transfer to other departments are not background factors, rather, are self-interests, personal ambition, and career goals. About the In-depth interview, the results responded to the outcome of statistical analysis partially. The main different is more female samples express their dissatisfaction, the issue of teachers’ profession is mentioned in the process. Personal interest is still the main factor that affect students’ career arrangements. Using data from Taiwan Higher Education Survey, our empirical results show that the proportion and degrees of dissatisfaction of education-related students are significantly worse than those who from other departments. Specifically, the key factors include the quality of curriculum, faculty, and department overall. We also find that with the help of administrative management, the degrees of satisfaction of students could be increased. It implies that policies of multiple levels, i.e., department, university, and the Ministry of Education, should all be reconsidered simultaneously.