Дисертації з теми "Education and training needs"
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Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
Zhang, Hao. "Human systems integration: training and education needs analysis." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Zhang_09007dcc80534b76.pdf.
Повний текст джерелаVita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed August 28, 2008) Includes bibliographical references (p. 89-92).
Jeffree, Pauline. "The education and training needs of practice nurses." Thesis, University of Surrey, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336545.
Повний текст джерелаBlatter, Patricia Joy. "Early childhood educators' perceptions regarding training needs /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758824982369.
Повний текст джерелаCameron, Margaret. "Early childhood environmental education : teacher attitudes and training needs /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.
Повний текст джерелаPreston, Zhanna B. "Challenging Behaviors| Perceived Training Needs of Special Education Paraprofessionals." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701025.
Повний текст джерелаPurpose: The purpose of the study was to identify the most challenging and frequently occurring types of student behavioral problems that paraprofessionals in the K-12 public school setting encounter. In addition, the purpose of the study included identifying the most effective ways to prepare special education paraprofessionals to manage the most challenging and frequently occurring student behaviors through effective professional development practices.
Methodology: The mixed methods study primarily involved collecting and analyzing qualitative and quantitative data through on-line surveys of paraprofessionals, special education teachers, and school principals. Phenomenology and grounded theory elements served as the descriptive study’s theoretical foundations. A policy Delphi method used an expert panel that represented a diverse group of public school districts in Riverside County, California.
Findings: Analysis of data revealed the 12 most challenging student behavior types, including eight most frequently occurring student behaviors in the k-12 school setting. Key topics and effective professional development delivery methods for special education paraprofessionals in the area of managing challenging behaviors were identified.
Conclusions: As a result of the study and review of prior research, an outline of suggested professional development activities was developed. Effective training delivery methods involving the principles of andragogy were also identified.
Recommendations: Schools and districts must (1) include paraprofessionals’, teachers’, and principals’ input when developing professional development activities for special education paraprofessionals; (2) focus the behavioral training for paraprofessionals on the most challenging and frequently occurring student behaviors in the k-12 school setting; (3) apply principles of andragogy when providing professional development to paraprofessionals; (4) make a shift from one-day training events to on-going, systematic, research-based, consistent, relevant training that involves practice time, meaningful feedback, modeling, and activities aiming at the higher level thinking skills identified in Bloom’s taxonomy.
Marsh, Alan John. "Formula funding and special educational needs." Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.
Повний текст джерелаDavies, Peter. "The integration of pupils with special educational needs in one South Wales education authority." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383270.
Повний текст джерелаTerry, Aleshia Renee. "Assessing the Perceptions of the Training Needs for Local School Council Members." Thesis, Chicago State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746675.
Повний текст джерелаMuch literature has been written about the history and induction of local school councils in the State of Illinois. Chicago's Local School Councils (LSCs) were created based on the Chicago School Reform Act of 1988. These LSCs were given power in Principal Selection and Evaluation, School Improvement Planning, and School-Based Budgeting (Moore & Merritt, 2002 p.11). State law currently requires 18 hours of training for newly elected members, but critics contend the large-scale lecture format does not properly prepare panelists (Gewertz, 2002). While some researchers agree that LSCs have made strides in improving schools, others have indicated that there are many troubles that hinder the effectiveness of LSCs such as the lack of skills, commitment, and support (PURE, 2006). Larger citizen participation in school councils can create its own problems. Many future LSC members may not be adequately prepared to assume a leadership role (Cunningham, 2003).
The purpose of this quantitative study is to determine what knowledge LSC members currently possess in order to be effective leaders within the school system. Data was collected from various schools within the Woodlawn community in Chicago, Illinois, to analyze the perceptions of parent and community stakeholders regarding LSC training. A quantitative Needs Assessment survey was designed to assess the participants’ perceptions. An overall analysis of the data indicated that the survey participants were dissatisfied with LSC training. LSC members believed that the mandatory LSC training modules did not prepare them to address issues relevant to their school. Generalized LSC member training programs have been criticized for failing to address the unique issues and scenarios in which LSC members often find themselves (Grendon, 2010). Perceptions of LSC members and community stakeholders are vital in determining what factors are hindering the success of schools in the Chicago Public School (CPS) system. Based on a needs assessment of LSC members, recommendations are developed to assist in determining further training for LSC members to ensure they have the knowledge and skills required for effective decision making within their schools. Also discussed are areas for further research as it relates to LSC training.
Williams, Carol A. Wagner. "Longitudinal training needs assessment of school vocational evaluators in Ohio /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485893837.
Повний текст джерелаJiwani, Alicear Mary. "An analysis of the educational and training needs of industry and individuals : individuals' perception of needs as the basis for the development of education and training policy." Thesis, University of East London, 1994. http://roar.uel.ac.uk/1222/.
Повний текст джерелаBhoyrub, Jeewan Prasram. "An investigation of continuing education needs of community nurses and of appropriate continuing education strategies." Thesis, Queen Margaret University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316619.
Повний текст джерелаPender, Sarah. "Perceived Job Functions, Satisfaction, and Training Needs of Human Service Workers." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3065.
Повний текст джерелаVickerman, Philip Brian. "The training of physical education teachers for the inculusion of children with special educational needs." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/389/.
Повний текст джерелаCarrier, Sarah. "Parental challenges to educational and legal definitions of their children's special educational needs : an examination of decision-making in the field of special educational needs." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3528/.
Повний текст джерелаEllis, Patricia. "Meeting the training needs of adult education practitioners : a study of adult education and training in the English-speaking Caribbean." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255344.
Повний текст джерелаLovelace, Don H. "Identifying Industrial Education and Training Needs: Developing a Community College Custom Program." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2942.
Повний текст джерелаGregory, Michael. "The education, training and personal development needs of sole-practitioner management consultants." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319018.
Повний текст джерелаRandell, Sara. "Parents, teachers, pupils : different contributions to understanding pupils' needs?" Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342709.
Повний текст джерелаKang, Yanrong. "Self-regulatory training for helping students with special needs to learn mathematics." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/688.
Повний текст джерелаMahmood, Abdullah. "Educational interests and needs of owner-managers of small building firms." Thesis, Heriot-Watt University, 1992. http://hdl.handle.net/10399/786.
Повний текст джерелаRivard, Donald Thomas 1953. "Educational needs of Arizona aquaculturists." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276778.
Повний текст джерелаAustin, Kira. "Training needs of paraprofessionals supporting students with autism spectrum disorders." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3056.
Повний текст джерелаJones, Kevin. "The special oral language needs of low-attaining children in mathematics." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303519.
Повний текст джерелаCicilie, Wayne Cyril. "Problems and training needs of women education managers in primary schools in Bloemfontein." Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/63.
Повний текст джерелаWomen Education managers are still in the minority in primary schools in Bloemfontein, despite the many changes education has undergone in recent years. It is against this background that the researcher found it imperative to investigate the problems women education managers might experience in carrying out their managerial duties and responsibilities. The study further sought to investigate the training needs of women education managers. On the basis of the perceptions held by educators, findings of research studies and the little South African literature that exists, the research questions crystallise as follows: What managerial problems do women education managers experience in carrying out their managerial duties? Do women education managers experience problems other than managerial problems in carrying out their duties? What training do they require? The purpose of this investigation was to gain an insight into the problems women education managers in primary schools in Bloemfontein experience in carrying out their managerial duties. The literature review provided a focus as the framework on which this study is based. In order to collect factual information about the managerial problems women education managers in primary schools in Bloemfontein encounter, questionnaires were distributed amongst the target group. Women education managers experience problems in performing their managerial duties. These problems include delegation, finance management, human resource management, planning, formulation of objectives, policy formulation, decision making, problem solving and allocation of time. There are some factors other than managerial competence and leadership style that have an influence on the way women education managers perform their duties. These factors include workplace discrimination, sexual harassment, negative attitudes towards women, emotional influences, promotion myths, lack of self-confidence, lack of support, role models and positive reinforcement, cultural socialization as well as allocation of duties. Other organisational factors women experience include: difficulty to cope with the demands of the post, too much workload, human relations, division of work in the department and when acting as principal when he/she is absent. Based on the findings of the study, it is imperative that relevant training programmes that would address the particular needs of women education managers in primary schools in Bloemfontein, be developed. These training programmes should address the various areas of management which are problematic to women education managers. As education managers, women should seize every opportunity to leave behind the gender discrimination which is still prevalent in the sphere of education and commit themselves to undergo management training to successfully execute their managerial duties. As education managers, women also need training in various organisational issues in which they experience problems. These problems also have an influence on the way women execute their managerial duties. Recommendations for the study: By providing women education managers with the necessary managerial skills, the different areas of management in which women experience problems can be eradicated. They will have to undergo relevant training. Workshops and in-service training sessions need to be conducted to address the managerial areas in which women education managers experience problems. The findings of this study are not representative of the Free State province and further research needs to be conducted in the entire province or even all over South Africa.
Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.
Повний текст джерелаVete, Vili. "Professional development and training needs of school principals in Tonga." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1116.
Повний текст джерелаBaldo, Mohamed Nagi Hamza. "Inclusion of pupils with special education needs in Sudan : teachers perceptions of their competence and their perceived training needs." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020625/.
Повний текст джерелаAl-Rashed, Hamad Abdul Aziz. "Teachers and information communication technology in Saudi Arabia : current use and training needs." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:3562.
Повний текст джерелаKhalid, Omar Haji. "Special needs in inclusive schools in Brunei Darussalam : perceptions, concerns and practices." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365478.
Повний текст джерелаJafre, Mohamad Z. A. "The English language needs of students at the Science University of Malaysia." Thesis, Keele University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293738.
Повний текст джерелаStrydom, Verena Zita. "The support needs of life orientation teachers in the Further Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6837.
Повний текст джерелаENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.
Swoboda, Brenda. "Comfort levels of regular educator's with special education issues an illustration of training needs /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000swobodab.pdf.
Повний текст джерелаHolbrook, Michelle. "Paraeducators in Secondary Transitional Settings: Their Knowledge, Responsibilities, and Training Needs." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3067.
Повний текст джерелаGlynn-Rule, Linnea. "The family as educator : a study of families with children with special needs." Thesis, Cranfield University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359550.
Повний текст джерелаFarag, Raja Saed. "Village and school initiatives : an answer to the educational needs of future generations." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367816.
Повний текст джерелаSurerus, Michelle L. "Flexographic Skills and Training: A Comparison of Flexographic Industry Needs and College Flexographic Preparation." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1349393920.
Повний текст джерелаClayton, W. T. "Welfare assistance as a resource to help with the education and management of children with special educational needs in ordinary primary schools." Thesis, University of Winchester, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290428.
Повний текст джерелаLittle, Ann M. "Perceived Training Needs of Principals in Northeast Tennessee: Analysis of Data in Two Selected Years." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2719.
Повний текст джерелаLou, Zhijian 1957. "Assessing needs of educational administrators in their professional development." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63984.
Повний текст джерелаNirmala, Karuppiah. "Identifying training needs for multicultural education of pre-school teachers : a Singapore case study." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/3108/.
Повний текст джерелаZogheib, Yussef. "Managerial education and training for the hospitality industry in Lebanon : needs and actual provision." Thesis, University of Strathclyde, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248734.
Повний текст джерелаMarg, Debra Harris. "Workforce education and training needs assessment for southwest region of Northcentral Technical College District." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998margd.pdf.
Повний текст джерелаReeckman, Barbara Mary. "The welfare needs of refugee youth in a TAFE program /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000915.
Повний текст джерелаNgure, Susan W. "Stakeholders' perceptions of technical, vocational education and training : the case of Kenyan micro and small enterprises in the motor vehicle service and repair industry." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/597.
Повний текст джерелаHeisner, Mary J. "Meeting the Professional Development Needs of Early Childhood Teachers with Child Development Associate Training." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/50.
Повний текст джерелаClemons, Courtney. "Pre-service Education Teacher Perceptions of Needs, Training, and Self-efficacy for School Mental Health." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588954197384985.
Повний текст джерелаKotb, Heba Mohamed Wagih. "The integration of pupils with special educational needs from special school into mainstream school." Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/488/.
Повний текст джерелаLyles, Ivory W. "The administrative role of the Mississippi County extension coordinators : importance, expectations, behaviors and training needs /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676847118234.
Повний текст джерелаLewis, Sally. "IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.
Повний текст джерелаPh.D.
Education
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