Дисертації з теми "Further educational study"
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Strydom, 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.
McBeath, Ursula Clare. "Curriculum dissemination in TAFE : a study of the educational change process in the Technical and Further Education sector in Western Australia." Thesis, Curtin University, 1994. http://hdl.handle.net/20.500.11937/2299.
Повний текст джерелаReid, Adrianne. "Implementing special educational needs and disability policy reform in further education settings : an exploratory case study of named person perceptions." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7057/.
Повний текст джерелаOtiotio, Mary. "An exploratory study on the preparedness of further education teachers to cope with, manage and implement educational change during a college merger." Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/18075/.
Повний текст джерелаBergqvist, Joakim, and Sebastian Breuer. "HIGH SCORE : A qualitative study on how gaming can further awareness in office environments." Thesis, Umeå universitet, Institutionen för informatik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160972.
Повний текст джерелаSooklal, Sandra Sanyagitha. "The structural and cultural constraints on policy implementation a case study on further education and training colleges in South Africa /." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-114248.
Повний текст джерелаParry, Melissa Louise. "An exploratory study of the incorporation of their 'future-self' as part of transition preparation in to and out of further education for young people with learning disabilities." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24045.
Повний текст джерелаCorbett, J. "Integration in further education : A case study." Thesis, Open University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380054.
Повний текст джерелаOjolo, Akin. "Managerial competences and differential performance in further education colleges : a case study of four further education colleges in England." Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/25096/.
Повний текст джерелаKnowles, Robert G. "Further education students and the internet : a case study." Thesis, University of Huddersfield, 2004. http://eprints.hud.ac.uk/id/eprint/10115/.
Повний текст джерелаBlythe, Mark. "Resistance to commodification in further education : a case study." Thesis, University of Wolverhampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360873.
Повний текст джерелаBaughan, Lynn. "Drama in further education : a study in cultural marginality." Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/106900/.
Повний текст джерелаTurner, Stanley. "An interrelated approach to teaching mathematics in further education." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10505.
Повний текст джерелаHall, Michael D. "The new further education teacher as an agent of change : a case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. http://arro.anglia.ac.uk/703813/.
Повний текст джерелаHall, Michael D. "The new further education teacher as an agent of change: A case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. https://arro.anglia.ac.uk/id/eprint/703813/1/Hall_2018.pdf.
Повний текст джерелаFielding, Gerard. "Change in teacher professionalism in further education : a case study." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/14473/.
Повний текст джерелаWhiterod, Lindsey Janet. "A case study of coaching in leadership in further education." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2718.
Повний текст джерелаDoughty, Hannelore. "Critical perspectives on modern languages in Scottish further education 2000-2002." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/40.
Повний текст джерелаSheppard, Michael Robert. "An analysis of the factors which determine success in open and flexible delivery systems in secondary schools and FE colleges : a study of Mid Glamorgan." Thesis, Cardiff University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270529.
Повний текст джерелаKedzierska, Doreen. "Governance and public sector work : a case study in further education." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/24760.
Повний текст джерелаBradley, Don. "The impact of incorporation on further education colleges : a case study." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389160.
Повний текст джерелаPyle, N. T. "Principalship in colleges offering non-advanced further education in the northwest of England and technical and further education in Queensland : An illuminative study." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374152.
Повний текст джерелаThomen, Eva Christine Salzmann. "Policy and practice : an activity systems' analysis of a further diploma in education (technology)." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1004525.
Повний текст джерелаSkeggs, Beverley E. "Young women and further education : a case study of young women's experience of caring courses in a local college." Thesis, Keele University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329612.
Повний текст джерелаHoltzhausen, S. M., and H. Venter. "A performance management system for a further education and training college : a Cinderella case study." Journal for New Generation Sciences, Vol 8, Issue 3: Central University of Technology, Free State, Bloemfontein, 2010. http://hdl.handle.net/11462/568.
Повний текст джерелаThe complexity, uniqueness and importance of performance management systems provide the milieu for the author's demonstration that staff performance remains at the heart of an institution. However, the trick is whether institutions have developed the skill of unleashing this potential. This requires a comprehensive approach, which stresses the merits of improving individual and institutional performance. This article explores one institution's perspective, experiences and challenges that were discovered during the Cinderella case study of a Further Education and Training College in South Africa. One of the distinctive features of a performance management system is that it can become a crucial quality assurance tool to ensure results.
Walford, Robert. "Professional 'lived' experiences of middle managers in Further Education (FE) colleges in Wales : a study of the impact of major change." Thesis, University of Chester, 2019. http://hdl.handle.net/10034/621869.
Повний текст джерелаWright, Anne-Marie. "A reflexive study of students with severe learning disabilities in further education." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/6352/.
Повний текст джерелаLeathwood, Carole. "Gender and the marketisation of further education : a study of two colleges." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10007415/.
Повний текст джерелаHobson, Margaret Mary. "Effective management of change in further education : a study of six colleges." Thesis, University of Liverpool, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421074.
Повний текст джерелаFranklin, William Leslie. "Change in further education : a case study with particular reference to education for a multicultural society." Thesis, Birmingham City University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293271.
Повний текст джерелаMettler, Edwina Michelle. "Science teachers' experience of the transition process from general education and training to further education and training : a multiple case study." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86568.
Повний текст джерелаENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers are dependent upon their years of teaching experience, the quality of in-service training and workshops, available resources, the support the teacher receives from the school and the Department of Education and how each school is individually managed. The findings in this study further revealed that teachers feel alone and abandoned by the Department of Education, as there is very little to no support and communication between the teachers and the Department. The teachers reported that there is a misalignment between the content and assessment requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10. Teachers then resort to measures such as structuring the GET more like the FET and reorganising and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare learners for Grade 10 Life Sciences. All the teachers who participated in the study revealed that they did not receive sufficient training to assist them with the transition process from GET to FET. Reasons offered included that in-service training and workshops focused more on administration instead of providing teachers with the necessary context-specific training required to implement the National Curriculum Statement. It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are ultimately responsible for implementing new curriculum initiatives.
AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae gerig. Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en fotografiese bewyse ingesamel. Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is nie. Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in ’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei. Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering van nuwe kurrikuluminisiatiewe.
Rogers, D. A. "Performance related pay : a study in a further education college using action research." Thesis, Manchester Metropolitan University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419205.
Повний текст джерелаPage, Damien. "Change, resistance and coping : a study of first tier managers in further education." Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/8081/.
Повний текст джерелаRiley, Christopher John. "Internal and external pressures on further education : a case study of a college." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289469.
Повний текст джерелаMohammad, Javed Khizer, and S. N. Imenda. "A study of factors contributing to underachievement in exponential and logarithmic functions in the Further Education and Training school phase." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1760.
Повний текст джерелаThis study sought to determine the NSC learners’ level of understandings of exponential and logarithmic functions; grade twelve teachers’ self- assessment of their readiness to teach exponential and logarithmic functions; the relationship between the educators’ self-concept about their ability to teach exponential and logarithmic functions and the actual performance of their learners; and whether or not the educators’ MCK and PCK impacted learner achievement in exponential and logarithmic functions. The study developed a conceptual framework from literature which consisted of two major components depicting learner and educator readiness. These models illustrated factors that could possibly affect the ability of the learner to succeed in understanding instruction related to exponential equations and logarithmic functions, as well as those that would prevent educators from delivering optimum instruction to learners. This study used a mixed-methods research paradigm, as there was need to collect both quantitative and qualitative data in order to adequately answer the four research questions. The survey research design was used, and data were collected through a researcher-designed test (for learners) and a researcher-designed questionnaire for educators, focusing on their MCK and PCK. The research sample, consisting of nine school principals, nine mathematics educators, and 242 mathematics learners based in nine randomly selected schools, was drawn from a target population of high schools in the uMkhanyakude education district, KwaZulu-Natal Province, South Africa. Analysis was done using the SPSS version 23 software programme. The results revealed that learners had basic understanding of exponential and logarithmic functions in most aspects of the topic, although their performance was border line. For the educators, although all they were suitably qualified in terms of their minimum requirements for registration with the South African Council for Educators (SACE), their performance on the same test taken by their learners was only marginally above the performance of their learners. The educators’ responses to the question about their readiness to teach exponential equations and logarithmic functions were v mixed shedding some light on why many of them were unable to solve the same problems given to their learners. On the relationship between educators’ self-concept about their ability to teach exponential and logarithmic functions and their learners’ performance, the results showed that learners whose teachers considered themselves to be suitably qualified, knowledgeable and able to teach exponential and logarithmic functions performed significantly lower than learners whose teachers considered themselves not to be suitably qualified, knowledgeable and able to teach exponential and logarithmic functions. The results of the questions which sought to establish the impact of educators’ MCK and PCK on learner performance in exponential and logarithmic functions drew a blank, suggesting that there was no relationship between teachers’ MCK and PCK, on one hand, and learner performance, on another.
Murray, David Williamson. "Drowning under unintended consequences : a specific example of policy mess." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15940.
Повний текст джерелаLowe, Janet. "Integrating learning with life : a study of higher education students in a further education college : 2000-2003." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/66.
Повний текст джерелаJohnston, Craig E. "The other side of the bridge : a study of social capital in further education provision for young disabled people." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5190.
Повний текст джерелаBlomme, Paul. "A study of the models and trends in information science education and their implications for Tafe curriculum planning, computing lecturers and learners." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1029.
Повний текст джерелаKiewiets, Winifred Margaret. "Perceptions relating to students performance in small business management at further education and training colleges." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/463.
Повний текст джерелаMacKenzie, Tyler Christine. "Implementing Key Skills Policy in Further Education : a study of curriculum interpretation and management." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527149.
Повний текст джерелаCurtis, William Jesse. "A-level learning cultures in further education : an ethnographic study of learning and teaching." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444499.
Повний текст джерелаMcLaren, Elizabeth. "An investigation into student self-perceptions of their approaches to study in further education." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4593/.
Повний текст джерелаDoherty, G. D. C. "A study of the development of the Diploma of Higher Education in public sector advanced further education institutions." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380255.
Повний текст джерелаMpofu, Nombulelo Patience. "An investigation into challenges facing Further Education Training (FET) leaners in the study of Isixhosa in the Port Elizabeth district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1013389.
Повний текст джерелаRobinson, Denise. "Further and Higher Education partnerships in England, 1997-2010 : a study of cultures and perceptions." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/10182/.
Повний текст джерелаBarr, Glenn Andrew. "The application of phronesis to teaching and quality management : a case study in further education." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:4451.
Повний текст джерелаBaldwin, John. "The management styles of Further Education managers during rapid and extensive change : a case study." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397285.
Повний текст джерелаSmith, Paul R. "A study of the uses of a blog-based Critical Incident Questionnaire in Further Education." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/623083.
Повний текст джерелаWatts, Michael Kenneth. "Language and identity : a study of adult second-language learners in a further education context." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1653/.
Повний текст джерела