Дисертації з теми "Home economics teachers Training of"
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1
Arifin, Ngah Hamsiah. "Perception of teacher trainees toward the home economics course in the teacher training colleges in Malaysia." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998arifinn.pdf.
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2
Ahmad, Rubiah. "Perceptions, practices and factors to improve food and nutrition education of home economics teachers in teacher training colleges in Malaysia." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ahmadr.pdf.
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3
Kunkwenzu, Esthery D. "Critical competencies for effective teaching : perceptions of home economics teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/918.
Повний текст джерелаАнотація:
Home economics is a multi-faceted, inter-disciplinary, integrated field of study drawing from a multitude of disciplines including sociology, psychology, anthropology, chemistry, physics, architecture and the arts (Henry, 1995). As a school subject, home economics in Malawi is taught at primary school, secondary school as well as at university level. This study explores home economics teachers' perceptions of competencies critical for teaching the subject. Data was collected from secondary school home economics teachers in Malawi. The study is a qualitative investigation of how experienced teachers describe effective teaching of the integrated home economics syllabus, and what they perceive as critical competencies for meeting the goals and objectives of the course. The research design included interviews, Observations and discussions of curriculum and teaching documents. Using the ETHNOGRAPH computer program, the data was analysed to identify significant patterns of meaning and behaviour which related to the teaching of home economics in Malawi. This study noted that home economics teaching in Malawi was faced with problems resulting from the conditions in the environmental context of the schools, These problems did not only affect teaching performance, but also the way teachers perceived competent practice. The findings of this stud) provide useful information to extend the understanding of the nature of home economics teaching in Malawi. The information can be useful for the planning of more effective preservice and inscrvice teacher education programs and for the development of curriculum support materials.
4
Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.
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5
Shommo, Mahasin Ibrahim. "A review of the role of problem solving and other critical thinking skills in the secondary home economics curriculum of the Sudan with an empirical study of the in-service training of teachers." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3806.
Повний текст джерелаАнотація:
Chapter I summarises the development of the Critical Thinking (CT) movement and previous studies of developing Critical Thinking Skills (CTSs), with particular focus on the methods used in teaching them in the Home Economics (HE) context. One method, Problem-Solving (PS)o was chosen to teach CTSs in Sudanese secondary schools for girls. A four-day in-service training course in teaching PS was conducted with all the HE teachers of Omdurman.To investigate the effect of teaching PS on students' learning in HE lessons, achievement tests were developed on 3 HE topics and were conducted on 234 students. Tests on the first two topics were conducted before and after the in-service course. T-test analysis was conducted on the mean scores of the results obtained, to compare students' learning of HE on the two occasions. it was found that the differences between the mean scores of the tests conducted prior to the in-service course and those carried out after it, were very highly significant, in favour of teaching PS-style lessons. A test on the third topic was conducted on all groups of students to investigate differences between classes.To show how trained teachers implemented the PS techniques acquired during the In-service course, a diary study was conducted on the three topics taught.Questionnaires were developed and administered to the teachers who participated in the In-service course to find out their opinions about the experience of teaching PS, both in the in-service course and In their own classes. Teachers' views were also obtained by means of semi-structured interviews.The findings of the study support the use of PS method in teaching HE. Some implications of the findings for the development of initial and in-service teacher training, as well as curriculum modification In Sudanese secondary HE education are highlighted, and suggestions made for further research.
6
Garosas, Elfriede S. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1015966.
Повний текст джерелаАнотація:
[From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
7
Bowen, Cathy Faulcon. "Financial management training needs of Extension home economists /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658174598.
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Smith, Bettye Prelow. "Job satisfaction of Home Economics teachers in Ohio." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225393566.
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9
Dwyer, Sharon K. "The home satisfaction and work satisfaction of home economics teachers in Virginia." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44631.
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Home satisfaction, work satisfaction and the presence or absence of children were quantitatively assessed using responses from 132 Virginia vocational home economics teachers. Analysis of variance was used to examine whether home satisfaction and the presence or absence of children made a significant difference in work satisfaction. Those items which teachers found most and least satisfying in both their work and home situations were also identified. The analysis of variance found that mean home satisfaction scores made a significant difference upon work satisfaction, while the presence or absence of children did not. The interaction of home satisfaction and children made no significant difference. Home and family items teachers identified as being most satisfying were personal habits, housing, health of family members, and personal health. Those least satisfying were amount of time for self! division of household duties, time together as a family, and family schedule. Aspects which were the most satisfying at work were amount of commuting time, amount of control over job, opportunity to work independently, and friendships at work. Those which were least satisfying were flexibility of work schedule, opportunities for advancement, salary, and meal and break times. Overall, this group of vocational home economics teachers indicated a high level of satisfaction with work and home life.
Master of Science
10
Kreter, Diane. "Indiana high school vocational home economics teachers' time management skills." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845950.
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The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education.Department of Home Economics
11
Shore, Diana K. McClanahan. "Home economics teachers' personal and professional practice in wellness behavior /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672631598218.
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Habedi, Marilyn Kgomoco. "Perceptions of home economics teachers and teacher educators regarding the home economics student teaching program at the University of Swaziland /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807821096.
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Keller-Ritter, Kelley A. "How graduate education impacts job satisfaction for family and consumer science teachers /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137718.
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Cope, Jessica. "Perceptions of Working Conditions of Family and Consumer Science Teachers in Kentucky." Thesis, Northern Kentucky University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640325.
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Currently in Kentucky there is a shortage of applicants for filling vacant teaching positions, specifically Family and Consumer Science (FACS) teaching positions. There are more vacancies than there are teachers to fill the positions. This study’s primary purpose was to determine the current working conditions, perceptions of working conditions, and changes that could improve satisfaction for FACS teachers. This research included a survey and three focus groups with FACS teachers in Kentucky. Through these methods, data was collected to identify the areas that could use improvement and how these improvements could be made. The results were that most teachers were very satisfied or usually satisfied. For an increase in satisfaction, teachers indicated smaller class sizes, more money, updated classrooms, updated equipment and more administrative support.
15
Hofmans, Coral. "The Effects of a Parent Training Protocol to Teach Mands during Naturally Occurring Family Routines." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105502.
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Although the current body of research on parent training is limited, research has shown parent training to be an effective way of producing naturalistic learning within the home. The purpose of the current study was to determine whether a language intervention could be taught to parents to increase independent manding responses in their children. Three naturally occurring family routines were chosen by the family, and the parent was trained to implement an echoic-to-mand procedure with her child to increase manding responses. Results indicated that the parent successfully implemented behavior analytic strategies during naturally occurring family routines, increasing her child’s verbal behavior acquisition.
16
Murphey, Ina Crouch. "Current trends in clothing and textiles education: how they have affected selected Virginia home economics teachers." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/33540.
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Serfontein, Michele. "Housing education and training in the general education and training band of the national qualifications framework." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52298.
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Thesis (PhD)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many of the aspirant homeowners are first-time homeowners, they are not necessarily informed about the pitfalls of home ownership. From April 1994 till March 2000 the Department of Housing approved more than 1,1 million housing subsidies. The recipients of these subsidies were first-time homeowners that did not possess the necessary knowledge and skills to make informed and responsible housing-related decisions, thus making them vulnerable to exploitation and creating complex problems that hamper the housing delivery process. The release of the National Housing Code during March 2000 announced that the South African Government had harnessed seven strategies that were aimed at providing housing to a growing low-income market that already exceeded two-and-a-half million households. Although the Government has attempted short-term solutions aimed at equipping these housing consumers with the necessary knowledge and skills to make informed and responsible housing-related decisions, initial research pointed to the need for a sustainable long-term solution in the form of education and training of the housing consumer. The aim of this research was three-fold: Firstly, to determine the knowledge and skills required by the housing consumer to be able to make informed and responsible housingrelated decisions. Secondly, to determine the status of housing education and training in the present primary and secondary school curriculums. Thirdly, to develop an outcomesbased model that would facilitate the inclusion of the identified and refined housing education and training content into the General Education and Training (GET) Band of the National Qualifications Framework (NQF). A culturally diverse group of educators and practitioners participated in four national structured group meetings that were facilitated using the Nominal Group Technique (NGT). The aim of these meetings was to identify the knowledge and skills required by consumers to be able to make informed and responsible housing-related decisions. Sixteen housing education and training core concepts could be isolated using the responses generated during the meetings, namely: "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAR), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing Needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role- Players in Housing" (RP), "Sources of Housing Information" (SRI), "Tenure Options" (TO) and "Types of Housing" (TH). The document analysis performed in the second phase of the research, revealed the paucity of housing education and training core concepts in the current curriculum of the GET and Further Education and Training (FET) Bands of the NQF. Housing education and training core concepts occurred in only 50% of the 318 core subject curriculums. Of the housing education and training core concepts that were present in these documents, less than 40% were rated as "relevant" and could therefore be used for housing education and training of the learners. An outcomes-based model was developed that can be used to facilitate the inclusion of the housing education and training content into the Foundation, Intermediate and Senior Phases of the GET Band using the Critical Cross-Field Outcomes, Learning Areas, Specific Outcomes, Assessment Criteria, Performance Indicators, Phase and Programme Organisers, currently included in the new curriculum. Outcomes were then developed that reflected the knowledge, skills, attitudes and values embedded in the sixteen housing education and training core concepts. The mastering of these 57 outcomes will reduce the ignorance of first time homeowners during the housing process and provide a sustainable, long-term solution to these problems .
AFRIKAANSE OPSOMMING: Behuisingsvoorsiening is 'n nasionale prioriteit in Suid-Afrika. Aangesien baie van die aspirant huiseienaars, eerstemaal-huiseienaars is, is hulle nie altyd bewus van die slaggate van huiseienaarskap nie. Vanaf April 1994 tot Maart 2000 het die Departement van Behuising meer as 1,1 miljoen behuisingsubsidies goedgekeur. Die ontvangers van hierdie behuisingsubsidies was eerstemaal-huiseienaars, en het nie die kennis en vaardigdhede besit wat benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem nie. Daarom kan hulle blootgestel word aan uitbuiting, en is komplekse probleme veroorsaak wat die behuisingsvoorsieningsproses negatief beinvloed. Die vrystelling van die Nasionale Behuisingskode gedurende Maart 2000 het aangetoon dat die Suid-Afrikaanse Regering sewe strategiee sou gebruik om behuising aan die groeiende lae-inkomste behuisingsmark te voorsien, wat alreeds twee-en-'n-half miljoen huishoudings behels het. Die Regering het al korttermyn oplossings op die proef gestel wat daarop gemik is om behuisingsverbruikers met die nodige kennis en vaardigdhede toe te rus om ingeligte en verantwoordelike behuisingsbesluite te neem. Verkennende navorsing het getoon dat daar steeds 'n behoefte bestaan aan 'n langtermyn, volhoubare oplossing in die vorm van opvoeding en opleiding van die behuisingsverbruiker. Die doel van hierdie navorsing was drie-voudig: Eerstens, om te bepaal watter kennis en vaardighede die behuisingsverbruiker benodig om ingeligte en verantwoordelike behuisingsbesluite te kan maak. Tweedens, om die stand van behuisingsinhoud in die huidige primere- en sekondere skoolsillabus te ondersoek. Derdens, om 'n uitkomsgerigte model te ontwikkel wat die insluiting van die geidentifiseerde en verfynde behuisingsinhoud in die Algemene Onderwysvlak (AOV) van die Nasionale Kurrikulum Raamwerk (NKR) sal bewerkstellig. 'n Kultureel diverse groep, wat bestaan het uit opvoeders en behuisingspraktisyns, het deelgeneem aan vier nasionale gestruktureerde fokusgroeponderhoude wat deur middel van die Nominale Groeptegniek (NGT) gefasiliteer is. Die doel van hierdie onderhoude was om vaardigdhede wat deur die verbruiker benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem, te identifiseer. Die inligting wat tydens hierdie fokusgroeponderhoude ingewin is, is gebruik om sestien kembehuisingskonsepte te identifiseer, naamlik "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAH), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role-players in Housing" (RP), "Sources of Housing Information" (SID), "Tenure Options" (TO) en "Types of Housing" (TH). Die dokumentanalise in die tweede fase van die navorsing, het die huidige, gebrekkige behuisingsopvoedingskomponent van die 'kemvakkurrikulums van laer- en hoerskole uitgewys. Slegs 50% van die 318 kemvakkurrikulums het behuisingskonsepte bevat. Minder as 40% van die behuisingskonsepte wat wel in hierdie kurrikulums verskyn het, is as "relevant" geevalueer, en kon dus gebruik word vir die behuisingsopvoeding van die leerders. 'n Model wat voldoen aan die vereistes van uitkomsgebaseerde onderwysmodelle is ontwikkel om die insluiting van hierdie behuingsinhoud in die Grondslag-, Intermediere >- en Senior Fases van die AOV te bewerkstellig. Daar is gebruik gemaak van bestaande kurrikulumkonstrulcte van Kurrikulum 2005. Uitkomste is ontwikkel wat die kennis, vaardigdhede, houdings en waardes, ingesluit in die kernkonsepte, weerspieel. Die '. bemeestering van hierdie 57 uitkomste, sal die onkunde van eerstemaal-huiseienaars gedurende die behuisingsproses verminder, asook 'n volhoubare, langtermyn oplossing vir hierdie probleme daarstel.
18
Ryu, Sang-Hee. "Curriculum orientations and professional teaching practices reported by Korean secondary school Home Economics teachers and teacher educators /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907960049.
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White, Victoria Anne. "Improving management systems in a public school in-home autism services program." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5424/.
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The purpose of this study was to develop and examine the effects of enhanced training and performance management methods for an autism coordinator who managed several paraprofessional therapists providing in-home behavior therapy for young children with autism. Intervention included task clarification, targeted skill development, and improved feedback from the coordinator to the therapists. Results showed that service delivery performance of in-home trainers increased and/or became more consistent after the intervention was implemented. The intervention provided the autism coordinator with an empirically validated training and feedback system that can be successfully utilized in a sporadically supervised environment.
20
Mlambo, Phares Jona Taindisa. "Attitudes of teachers and students to the place of Home Economics in a mixed curriculum : a case study." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/22042.
Повний текст джерелаАнотація:
Bibliography: pages 88-95.The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.
21
Eades, Jerre P. (Jerre Pauline). "The Role Expectations of Academic Counselors in Vocational Education as Perceived by Home Economics Cooperative Education Teachers and Academic Counselors in Texas." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331646/.
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The purposes of this study were to determine the role expectations of academic counselors in vocational education as perceived by home economics cooperative education teachers and academic counselors, to compare the extent of agreement between these two groups, and to determine if selected demographic variables caused significant differences in perceptions of role expectations. This study surveyed randomly selected counselors and teachers by means of a questionnaire designed to ascertain role perceptions and to collect demographic data. The Likert-type scale instrument consisted of 46 items that were categorized into six areas of counseling tasks. A total of 45 teachers and 158 counselors returned usable questionnaires.
22
Story, AlliGrace, Alisha M. Hardman, Marina D. Denny, and Geoff Denny. "Determining Human Development Competency Training Needs of FCS Extension Professionals." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/22.
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Extension agents with Family and Consumer Sciences (FCS) programmatic responsibilities come from a variety of backgrounds but are expected to implement educational programs across FCS knowledge areas. This study examined [state] University Extension personnel’s perceived importance of and perceived ability related to human development competencies. There was a significant difference between how specialists (state-level) and agents (county-level) perceived the importance of three of the five human development concepts. Most agents’ perceived their ability across the human development competencies to be average or just above average. Using the perceived importance and perceived ability data from the agents, next steps include piloting a novel rank-order method which will yield data concerning the relative need for training and the percent of agents needing training in each competency. This information can be used to provide targeted professional development to agents.
23
Werhan, Carol R. "Why Men Enter the Gendered Profession of Family and Consumer Sciences Education: An Exploratory Case Study." Akron, OH : University of Akron, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1225220598.
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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2008."December, 2008." Title from electronic dissertation title page (viewed 12/28/2008) Advisor, Susan Olson; Committee members, Sharon Kruse, Virginia Gunn, Richard Glotzer, Renee Mudrey-Camino; Department Chair, Bridgie A. Ford; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
24
Urdziņa-Deruma, Mara. "HISTORICAL DEVELOPMENT OF HANDICRAFT EDUCATION IN GENERAL SCHOOLS IN LATVIA." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2006. http://hdl.handle.net/2237/12065.
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Brüggen, Laura. "In times of social upheaval, can teachers be the advocates of change? : An investigation into the education on sustainable clothing consumption at Swedish upper secondary schools." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-22057.
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Consumers can shape social environments through their clothing and thereby influence the perception of clothing consumption. However, the human desire of belonging and connectedness within a consumer culture has led to the severity of overconsumption. This is particularly apparent in the dynamic and trend-sensitive field of clothing. Such acts of consumption have a strong impact on the transformation of the Earth’s climatic condition. Nevertheless, global environmental issues are often an elusive picture of the climate crisis what makes it difficult for individuals to associate own lifestyles to it. To combat this dissonance and with Generation Z as the consumers of change, this study focuses on teachers of upper secondary schools and the ways they can be supported in the education on sustainable clothing consumption. For this, eight specific categories of investigation have been crystallised through the data collection, such as sustainable development, teaching and transdisciplinarity, sustainable clothing consumption, lifestyles, social anxiety, overconsumption, mindfulness and teaching materials for sustainable clothing consumption. Within those categories, teachers provided their understanding of how sustainable development is implemented in the Swedish education system and how sustainable clothing consumption could interlink individual contributions to environmental issues. A desired collective shift is facilitated through knowledge development that on the one hand is significant in the students’ perspective but on the other hand is also relevant for teachers within their proficiency and beyond. With a resulting concept of education on sustainable clothing consumption and transdisciplinary teaching, teachers shall be aided in their duty to encourage their students to become responsible citizens.
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Teixeira, Uyara Soares Cavalcanti. "Matemática inclusiva: formação de professores para o ensino de Matemática em classes hospitalares." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8361.
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This research is inserted in the area of Mathematics Concentration in Basic Education and presents as theme mathematical education and school inclusion. It aims to contribute to the process of training teachers who teach mathematics in the hospital classes. Methodologically, the study starts from an exploratory, qualitative-based research with support in action research in the integral and systemic perspective. As a result, among others, the study provided a solid and concise training to the teachers of the Núcleo de Atendimento Educacional Hospitalar (NAEH), built with the support of the actors and authors involved; discussions that referred to new perspectives of formation, involving other areas of knowledge; a continuous space of dialogue, a basis for understanding the concept of continuing education. The research sought to contribute to the strengthening of the group of teachers, presented new work opportunities and expanded knowledge in the field of mathematics, an area presented as a deficit by teachers.
O presente trabalho se insere na área de concentração Matemática no Ensino Básico e traz como tema educação matemática e inclusão escolar. Elege como objetivo contribuir com o processo de formação de professores que ensinam matemática nas classes hospitalares. Metodologicamente, o estudo parte de uma pesquisa exploratória, de base qualitativa com suporte na pesquisa-ação na perspectiva integral e sistêmica. Enquanto resultado, dentre outros, o estudo proporcionou uma formação sólida e concisa aos docentes do Núcleo de Atendimento Educacional Hospitalar (NAEH), construída com apoio e suporte dos atores e autores envolvidos; discussões que remeteram a novas perspectivas de formação, envolvendo outras áreas do saber; um espaço contínuo de diálogo, essência da compreensão do conceito de formação continuada. A pesquisa, em síntese, contribuiu para fortalecimento do grupo, trouxe novas oportunidades de trabalhos e ampliou saberes no campo da matemática, área apresentada como deficitária pelos professores.
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Mitova, Mariana A. "Relationship Between Investments in Self and Post-Graduation Career Satisfaction Among Apparel and Textiles Majors." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491579505475789.
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America, Carina Georgina. "The relevance, importance and applicability of sustainable development in Economic and Management Sciences (EMS) education." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19923.
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Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: One of the main features of the Economic and Management Sciences (EMS) learning area is that it prepares learners to participate in an economically complex society where social justice and a healthy environment are key concerns. Teachers are faced with an important learning outcome in the EMS curriculum, namely Sustainable Growth and Development, requiring them to equip learners with an understanding of sustainability and to encourage critical reflection on the related processes. This research aims to explore EMS teachers’ underlying conceptual understanding of sustainable development and to establish how these understandings relate to their teaching practices. The meaning of sustainable development has elicited multiple and contested reactions in the literature. Many authors are in agreement that development strategies should be consistent with the planet’s resources and linked to a balance between society, economy and the environment. However, increased production and consumption resulting from neoliberal economic policies and intensified global competition invariably disturb the earth’s ecosystem. On the one hand, increased economic activity has the advantage of resource development (capital, natural and human resources) that promotes economic growth. On the other hand, this growth occurs at the expense of resource exploitation which in turn leads to environmental degradation, the erosion of cultural identities, health risks and, in many instances, unsustainable lifestyles. There is a growing consensus that knowledge and a changed mindset are required for developing an enhanced focus towards a sustainable future. Education for Sustainable Development (ESD) provides the knowledge, skills, values and theories for promoting sustainable development. The research was conducted within a constructivist-interpretivist paradigm. A case study design strategy, as part of a qualitative research approach, was selected to best answer the research question. The data collection was done by means of the literature reviewed, in-depth interviews and subject-object interviews (written explanations). This was followed by the systematic categorisation and coding of the data by means of content analysis. The main finding of the study was that EMS teachers had a single focus with regard to sustainable development: their understanding predominantly related to the economic pillar of sustainable development. The interrelatedness of the economy, society and the environment to achieve sustainable development objectives was not subjected to much scrutiny. This research showed that there is a need for ESD to be integrated into the EMS discourse.
AFRIKAANSE OPSOMMING: Een van die uitstaande kenmerke van die leerarea: Ekonomiese en Bestuurswetenskappe (EBW) is dat dit leerders voorberei vir deelname binne 'n ekonomies komplekse samelewing waar maatskaplike geregtigheid en ‘n gesonde omgewing ‘n kern-uitdaging vorm. Onderwysers word gekonfronteer met 'n belangrike leeruitkoms in die EBW-kurrikulum, naamlik Volhoubare Groei en Ontwikkeling, wat van hulle verwag om leerders toe te rus met 'n begrip van volhoubaarheid en om kritiese refleksie oor verwante prosesse te stimuleer. Hierdie navorsing het ten doel om die onderliggende konseptuele begrip van volhoubare ontwikkeling by EBW-onderwysers te verken en vas te stel hoe hierdie begrip betrekking het op hul onderrig praktyke. Die betekenis van volhoubare ontwikkeling het verskeie en omstrede reaksies in die literatuur ontlok. Baie outeurs stem saam dat die ontwikkeling van strategieë in ooreenstemming moet wees met die planeet se hulpbronne en gekoppel moet word aan 'n balans tussen die samelewing, die ekonomie en die omgewing. Verhoogde produksie en verbruik, as gevolg van die neoliberale ekonomiese beleid, versterk egter wêreldwye mededinging en versteur sodoende die aarde se ekosisteem. Enersyds het toenemende ekonomiese aktiwiteit die voordeel van hulpbronontwikkeling (kapitaal, natuurlike en menslike hulpbronne) wat ekonomiese groei bevorder. Andersyds vind hierdie groei plaas ten koste van hulpbronbenutting, wat weer lei tot die agteruitgang van die omgewing, die aftakeling van kulturele identiteit, gesondheidsrisiko's, en, in baie gevalle, nie-volhoubare lewenstyle. Daar is 'n groeiende konsensus dat kennis en 'n verandering in denkwyse nodig is om ‘n sterker fokus op 'n volhoubare toekoms te verseker. Opvoeding vir Volhoubare Ontwikkeling (OVO) verskaf die kennis, waardes en teorieë vir die vestiging van volhoubare ontwikkeling. Hierdie navorsing is onderneem binne 'n konstruktivisties-interpretivistiese paradigma. Om die beste antwoord op die navorsingsvraag te bied, is ‘n kwalitatiewe navorsingsbenadering gekies en ‘n gevallestudie-ontwerpstrategie gevolg. As deel van die data-insameling is die literatuur voortdurend verken en in-diepte onderhoude is gevoer, gevolg deur geskrewe verduidelikings. Hierna is die sistematiese kategorisering en kodering van die data deur middel van 'n inhoudsanalise gedoen. Die belangrikste bevinding van die studie was dat die EBW-onderwysers 'n enkele fokus gehad het ten opsigte van volhoubare ontwikkeling: hul begrip het hoofsaaklik betrekking gehad op die ekonomiese pilaar van volhoubare ontwikkeling. Daar was deurgaans 'n gebrek aan kritiese refleksie oor die interverwantskap tussen die ekonomie, die samelewing, die omgewing en die wyse waarop die doelwitte van volhoubare ontwikkeling bereik kan word. Hierdie navorsing het getoon dat daar 'n behoefte bestaan om OVO binne die EBWleerarea te integreer.
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Prather, JoNataye Arnitra. "A View from the Principal's Office: A Grounded-Theory Exploration of Principals' Perceptions of Non-Academic Barriers to Learning: Implications for School Social Work." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276782016.
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Duvignacq-Croisé, Cécile. "Territoires et représentations du genre dans l’école de la banlieue : l’enseignement féminin dans la banlieue sud-est parisienne de 1880 aux années 1950." Thesis, Paris Est, 2011. http://www.theses.fr/2011PEST0016.
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Les deux dernières décennies du XIXe siècle amorcent l’essor rapide de la banlieue parisienne et le déploiement de l’Ecole d’Etat. Les lois Paul Bert, Ferry et Goblet fondent l’Ecole républicaine laïque et organisent un enseignement féminin public. Dans le sud-est parisien, urbanisation et scolarisation se développent conjointement. L’étude de l’enseignement féminin, tant à travers ses élèves que ses enseignantes, jusqu’à la mise en place de la mixité à la fin des années 1950, révèle alors l’élaboration des modèles éducatifs et des représentations du genre en banlieue. Elle souligne le rôle de l’Ecole dans la codification du rôle social des femmes et de la place qui leur est attribuée dans l’espace de la cité. Elle offre aussi une grille de lecture renouvelée des rapports entre la capitale et ses banlieues, car la différenciation de ces dernières se fonde sur un territoire ressenti aussi bien que construit et sur un imaginaire de l’espace urbain. A travers les représentations qu’il véhicule, l’enseignement féminin souligne la pluralité sociologique du sud-est parisien et ses mutations sociodémographiques. L’évolution des structures et de l’offre scolaire, les attentes des notables et des familles en font le révélateur des différents pouvoirs et acteurs qui structurent cet espace : initiatives et concurrences locales, divergences entre le local et les logiques d’unification départementale ou nationale. L’Ecole concentre les inégalités qui se développent entre Paris et sa banlieue, entre les banlieues. Cette histoire des femmes, de l’Ecole et des banlieues s’articule autour de trois périodes clefs: le tournant du XXe siècle et la politique de laïcisation, l’Entre-deux-guerres et une concurrence scolaire accrue entre les sexes, entre Paris et ses banlieues, les années 1950 lorsque la politique scolaire s’affirme comme un facteur de hiérarchisation urbaine. Entre pouvoirs et société civile, l’enseignement féminin apparaît comme un vecteur fondamental de l’organisation des banlieues sud-est, et de l’affirmation d’une identité banlieusardeIn the last two decades of the 19th century came the fast development of Parisian suburbs and the beginnings of the state school system. Laws bearing the names of Paul Bert, Ferry and Goblet were the foundation of a republican, secular educational system, as well as they designed public education for women. In the south-west of Paris, urbanism and education followed a joint development. A study of female education through learners and teachers until the implementation of coeducation in the late 1950s reveals the evolution of educational models and gender representation in suburban areas. It highlights the part played by schools in the systematization of the social role of women and the place attributed to them within the city; it also allows for a better understanding of the relationship between the capital and its suburbs, the latter differentiated in the way they are experienced not less than in the way they are planned and built, as well as through representations of the urban space. With the representations it promotes, female education highlights the social diversity of the Parisian south-west, and its socio-demographical mutations. Through the evolution of school structures and educational offer, expectations from parents and the elite, it becomes an indicator of the powers and agents at play there – local competitions and initiatives, discrepancies between local efforts and regional or national policies. The school system focuses the inequalities between Paris and its suburbs, and from one suburb to another. This history of women, education and suburbs addresses three distinct eras : the turn of the 20th century and the beginnings of the secularization of the school system, the Interwar period and the growing competition between genders and between Paris and its suburbs, and the 1950s, when educational policies openly factors in urban hierarchical organization. Between political powers and civil society, female education appears as an essential vehicle for the organization of the south-east suburbs, and the creation of a suburban identity
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Kunkwenzu, Esthery Dembo. "Professional experiences of beginning home economics teachers in Malawi : a grounded theory approach." Thesis, 2007. http://hdl.handle.net/10019.1/1408.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.This dissertation is an interpretive analysis of the professional experiences of six beginning Home Economics teachers in Malawi. The specific aim of the study was to explore the opportunities, challenges and problems of the teachers in their first year of teaching. The data for the study were developed using a triangulation of five research methods, including a questionnaire, face-to-face interviews, classroom observations, teachers’ reflective diaries and focus group discussions. Grounded theory was used as the methodology and analytical framework of the study. Research in teacher education acknowledges that learning to teach is a complex process (Calderhead & Shorrock, 1997; Flores, 2001; Flores & Day, 2006; Solmon, Worthy & Carter, 1993) and that the first year of teaching has a very important impact on the future careers of beginning teachers (Stokking, Leender, De Jong and Van Tarwijk, 2003; Solmon et al., 1993). The transition from the teacher training institution to the secondary school classroom is characterised by a type of reality shock in which the ideals that were formed during teacher training are replaced by the reality of school life (Lortie, 1975). The results in this study point at the school context as the ‘reality definer’ in the professional experiences of the teachers. The findings also support previous studies of beginning teachers which have emphasised the vulnerability of beginning teachers and show the first year of teaching as a ‘sink or swim experience’. However, the results show a unique relationship between the school context and school expectations. In this dissertation I contend that it is this relationship that was fundamental to the professional experiences of the six beginning Home Economics teachers. In the dissertation I present a three-stage substantive-level theory of the beginning teachers’ experiences and argue for the redefinition of the perception of teacher learning in Malawi: from a definition of pre-service teacher education as teacher learning, to teacher learning as a ‘triadic process’ comprised of teacher education, school induction and continued professional development.
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Forrester, Heidi J. Adair. "Professional development activities and attitudes of home economics teachers." 1994. http://hdl.handle.net/1993/9801.
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Pelech, Judia. "Influences on the practice of novice home economics teachers." Thesis, 1995. http://hdl.handle.net/2429/3714.
Повний текст джерелаАнотація:
Feiman-Nemser and Floden (1986) described teacher socialization as
learning to be a teacher and negotiating between idealism and what is possible
in particular school settings. This study explored the influences of personal
history and idealisms on novice home economics teachers' images of
teaching. The second aspect of this study examined the ways in which these
influences are recognized and negotiated in teaching practices. The research
focus is of particular interest, because of the subject matter of home
economics education. The home economics teacher enables students to
define and solve problems within family dynamics and it is of interest to
study whether the home economics teacher's personal history influences his
or her practice of teaching.
One first year teacher and three student teachers participated in this
study. Life history and ethnographic interviewing were used to capture the
stories of the subjects. The conversations were audiotaped and transcribed
for analysis.
Two central themes were elicited from analysis of the interviews. The
themes centered on 1) personal history; and 2) being a good teacher. The
theme on personal history included the areas of family, family dynamics and
responsibility, and former teachers. The areas of family, former teachers, and
being a good teacher were common influences to all four subjects. The area of
responsibility applied to two of the subjects.
The findings of this study indicate that people of significance, that is,
parents, grandparents, siblings and former teachers, have some bearing on
novice home economics teachers' images and practices of teaching.
Although the novice teachers recognized these influences, they were not
always comfortable with these influences on their teaching practices. Novice
home economics teachers constantly strive within their practices to realize
their ideals of teaching.
These findings have implications in teacher education, classroom
practice and for future research. Curriculum and instruction courses in
teacher education programs need to provide ways for prospective teachers to
discuss and acknowledge and critically reflect on influences in their life
histories which have led them to teaching and shaped their images of
teaching and their teaching practice. It may be that family has been
particularly influential in the lives of home economics teachers because it is
also the subject matter they teach. Research with novice teachers in other
subject area specializations could provide data to compare with the home
economics teachers in this study.
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Fang, Wu Er, and 吳侕芳. "The study of Technological Literacy of Home Economics Teachers in Junior High Schools." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/47559951829433015830.
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Tsai, Yung-Li, and 翟永麗. "The study of assessing the effectiveness of Adult Education Teachers Training Program. ( An example of The Home Teachers’ Team)." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/15369805513585961548.
Повний текст джерелаАнотація:
碩士國立中正大學
成人及繼續教育研究所
92
The study of assessing the effectiveness of Adult Education Teachers Training Program. An example of The Home Teachers’ Team Adversior：Dr. Wei, Hui-Chuan Student：Tsai, Yung-Li Abstract There are five purposes that are addressed in my research to assess the effectiveness of people attending the adult education-training program to become teachers. First, assess the results of those attending training, which includes such things as goal achieve-ment percentage, trainees’ satisfaction with the training course, learning curve and using training knowledge in class. Secondly, analyze the relationship between trainees’ experience/background and the training program’s effectiveness. Thirdly, address the relationship between the trainees’ motivation and their achievement in the educational environment. Fourthly, address the relationship between the trainees’ satisfaction with training curriculum, individual learning curve and how often they put it in practice by using learning materials. Fifthly, present the relationship among training satisfaction (response), individual learning curve (learning), and practice by using training knowledge. In order to achieve the above five purposes, the researcher gathered related studies from history based on statistic surveys from questionnaires named “The effectiveness survey based on Adult education teachers training program”. In March 2003, 362 trainees were targeted as a sample that attended the Adult education teachers training program, sponsored by the Chinese Culture Revolution Mental Commitment Association. First, 100 trial samples were issued, followed by 258 official samples. Collecting 230 samples which is a 92.82 percent feedback rate, but only 197 of the responses were valid, thus there was a 85.65 valid feedback rate. The analysis of the survey summary is as follows: 1.Effectiveness is outstanding after attending the training courses. 2.Gender, seniority, age, and individual motivation are important factors for goal-achievement. 3.There are positive influences between individual motivation and training program. 4.There is a positive relationship among trainees’ satisfaction, individual achievement and practical use in class. 5.Successful program result can be predicted by the students' improving abilities during class practice,and their satisfaction with their capability to use their improved teaching skills.
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Tun-Yi, Chou, and 周敦懿. "Research on Models and Instruments of Teacher Certification for Home Economics Teachers of High School." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/01052728007293343197.
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Chou, Tun-Yi, and 周敦懿. "Research on Models and Instruments of Teacher Certification for Home Economics Teachers of High School." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/14877389118999885451.
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WU, NI CHEN, and 吳妮真. "A Study of the Process of Curriculum Decision Making by Home Economics Teachers in Senior High School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/91451349839749414192.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
人類發展與家庭研究所
92
A Study of the Process of Curriculum Decision Making by Home Economics Teachers in Senior High School Abstract The purpose of the research were to understand the teaching process and ideas about teaching of home economics teachers in senior high schools, to find out the process of curriculum decision-making and factors to affect it, and to compare the difference between the results and the present official curriculum outline. The qualitative approach was adopted, data gathered through interviews and the interviewees’ provision. The objects are limited to public senior high school home economics teachers. The tools used are outlines of interviews, recording equipment, interviewing journals, and the researcher herself. Six female and one male teachers were interviewed in this research, aged 26 to 47, with teaching experience between 0 (less than 1) to 19 years teaching in senior high schools. It was found that the Joint College Entrance Exam plays a decisive role in the process of becoming home economics teachers, and the factors to consider about career include the influence by the school teachers in their senior high, personal interests and experience, family condition and encouragement. The ideas discovered include (1) home economics is daily life, is the practice of philosophy, is to promote quality of life; (2) home economics is not a pure theory; (3) the cores of home economics are food and nutrition, clothing, and family life; (4) home economics is to manage a home at the point of economics. The aims of home economics curriculum are inclusive of (1) students should have knowledge about food and nutrition, clothing, and family life; (2) students should think critically and have the abilities to choose suitable life styles; (3) students should have self confidence; (4) students should cherish. The process of curriculum decision-making is, the aims of the curriculum, the structure of the curriculum, the source of the materials, the content of the curriculum, time arrangement and unit order, teaching activities and curriculum evaluation, and, the last step, discuss with the students. The aims of the curriculum are set up according to the home economics education they themselves acknowledged, and, secondly, the observation of social phenomenon and problems, in hope of students’ abilities to live and solve problems. The factors of curriculum decision-making are (1) the teacher him or herself; (2) the official course outline and textbooks; (3) factors inside the school; (4) factors outside the school; (5) seasoning and holidays. Compared with the official course outline, the real course-in-practice cannot completely achieve the regulated. Two objectives were to be found ignored in high school teachers’ ideas about teaching, i.e., to develop confidence to establish happy families, and to inspire interests to keep learning home economics, which are regulated in the official course outline. Moreover, it can be found that various parts of materials are added, including the changes of families, the roles of sexes, teatime affairs, and handicraft. At last, some suggestions were proposed, according to the findings in the study, to the revisers of official curriculum outline, the writers of textbooks, the organizations of teacher education, the school administration, the home economics teachers and further studies.
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Ruff, Robin René. "Environment, education and everyday : narrative inquiry into the thinking and practice of environmental education by Home economics teachers." 2004. http://hdl.handle.net/1828/572.
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Wen, Ching-Hor, and 溫敬和. "A Study on Curriculum Development Progress of a Home Economics Teachers’ Learning Community in a Senior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ppqfex.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
教育學系
105
In response to new guidelines of 12-year Compulsory Education in high school curriculum, high schools have tried to obtain the governmental subsidies through the competing projects of curriculum and instruction to innovate high school elective courses. Following the perspectives of naturalistic model in curriculum development, this study observes the developmental progress of featured elective courses from a group of Home Economics teachers, pursuing the same concepts to shape the model of curriculum development. With the same ideas and vision to pursue students’ high-quality learning, school administers and teachers’ professional learning communities (PLC) are the two pillars of school curriculum development. The principal actively set up a school-level platform for empowering co-creating curriculum development to root pioneering vision, have democratic dialogue and trust in teachers. Teachers have become the leaders of PLC to lead the faculty members to get involved in curriculum development voluntarily, playing key roles between the school and the subject levels. For about one year, these Home Economics teachers have built up their PLC to extend the senior high school curriculum framework, improve both of their subject-base and instructional professions, and, moreover, combine the local community resources with the experts in other fields to create an elective home economics course to bring in the practical wisdom of curriculum. With the thinking of food education in a global perspective, this home economics elective curriculum, partly included in the guideline of 12-year Compulsory Education, expends the learning space to do the agricultural experience courses, leading high school students to implement the projects of life practical programs to change the world. Meanwhile, the edible schoolyard has also bridged the interactive dialogue among other subject teachers, school administrators and students, to implement the curriculum vison of co-creation. And, the progress of this elective course will also open the door of international education courses.
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Mtshali, Muntuwenkosi Abraham. "An exploration of grade 10 teachers' experiences of the new further education and training (FET) economics curriculum." Thesis, 2008. http://hdl.handle.net/10413/1175.
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Political changes of the post 1994 general elections witnessed significant innovations within the education sector of the Republic of South Africa. Most significant of these was the rapid transformation of the existing school curriculum into the new curriculum 2005 (C2005). This confirmed the removal of the unnecessary variations in the curricula used by the different departments, created alongside racial groups. This brought about new challenges for teachers as it was to influence their experiences of how teaching was to be conducted in the context of these changes. As a teacher of Economics, I developed an interest in seeking ways in which teachers could be professionally developed to teach Economics in the new curriculum currently implemented in the FET band, acknowledging that the Department of Education supported the new curriculum by a training programme in the form of a cascading model.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.
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Lin, Chih-Yao, and 林芝瑤. "The Effects of Teachers’ Self-disclosure on Subjective Well-being and Teaching Effectiveness by Internet Blogging : A Case of Teachers in Hign School of Home Economics & Commerce." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/91558787139708237615.
Повний текст джерелаАнотація:
碩士元智大學
資訊傳播學系
98
With the development in information technology and prevalence of Internet, science and technology affect human life in all fields; teacher-student relationship extends from classroom to the internet. This research aims to study it’s helpfulness for teacher-student communication if teachers could do self-disclosure via web-log in the generation of web 2.0. In this study, we conduct an empirical case study through questionnaires for a private School of Home Economics & Commerce. To understand the degree of teachers’ self-disclosure ( external behavior ) and self-disclosure support( internal valuation ), we conduct quantitative analysis based on two-way analysis of variance to evaluate the affect of teachers'' subjective well-being (emotionally) and teaching effectiveness ( cognitive, behaviorally ). The results found: It exists obvious interaction effects between “degree of self-disclosure” and “self-disclosure support” on subjective well-being and teaching effectiveness. Further analysis shows that: (1) for the group of high degree of self-disclosure, subjective well-being and teaching effectiveness will be various for the different degree of their self-disclosure support. Comparing with different supports on high degree, subjective well-being and teaching effectiveness on higher support are better. (2) for the group with low degree of self-disclosure, the subjective well-being and teaching effectiveness will not be impacted by the various supports. (3) for the group with high degree of self-disclosure support, the subjective well-being is not much easy to be impacted by the various degree of self-disclosure but the teaching effectiveness is. At the time, the teaching effectiveness is better for higher degree of self-disclosure. (4) For the group with low degree of self-disclosure support, the subjective well-being is impacted by the degree of self-disclosure. The subjective well-being is better for higher degree of self-disclosure. On the other hand, for the group with low degree of self-disclosure support, the teaching effectiveness is not easy to be impacted by various degree of self-disclosure.
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Ju, Chen Ying, and 陳盈如. "A study of certification instrument for assessing the minimum competencies of home economics teachers at high school level- developing a paper-pencil test." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/57423319786140846303.
Повний текст джерелаАнотація:
碩士國立師範大學
家政教育學系
86
In response to the new policy of teacher education, the study aims to identify the minimum home economics competencies of home economics teachers at high school level for developing and validating the assessment instrument to assess and certify home economics teachers. In the meanwhile, the instrument can be used in assessing the competencies of students at home economics teacher education program. It is expected that the study will be of value in upgrading the quality of home economics teachers and home economics teaching in general. The research methods of this study included documents analysis, panel discussion and questionnaire survey. First, through documents analysis and panel discussion to identify the minimum competencies of home economics teachers at high school level. In addition, a blueprint of "Paper-Pencil Test of Minimum Home Economics Competencies" was constructed by panel discussion. Second, the test was developed and submitted to an expert panel for testing content validity. And then the test was piloted and examined the reliability and validity. Finally, the passing score of the test for certification of minimum home economics competencies was proposed. Main conclusions of this study were as follows:1. The majority of home economics competencies included the knowledge of "Means of Home Economics", "Individual and Family", "Management of Consume and Resources", "Food ", "Clothes" and "Living".2. The "Paper-Pencil Test of Minimum Home Economics Competencies" is a test that has good reliability and validity.3. The instruments of teacher certification should included basic-skill test, subject-content test and basic-pedagogy test. In it, subject-content test could be developed by paper-pencil test.Suggestions for future study, test use, student teacher education and teacher employments of home economics were proposed.
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Wu, Kuan-Han, and 吳冠翰. "A Survey Study of Aesthetic Experience, Creativity Teaching and Understanding of the New Curricula of Skill-based Senior High School Teachers in Home Economics Group Departments." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fndha9.
Повний текст джерелаАнотація:
碩士台南應用科技大學
生活服務產業系生活應用科學碩士班
106
This study aimed to explore the relationships among this nation’s skill-based senior high school home economics teachers'' aesthetic experience, creativity teaching, and understanding of the new curricula (to be implemented in 2019 academic year). This study took the skill-based senior high school home economics teachers in Taiwan as samples, used questionnaires to collect empirical data, and further to explore the current situation and differences of the skill-based senior high school home economics teachers'' aesthetic experience, creativity teaching, and understanding of the new curricula. These provided the skill-based senior high schools with home economics group departments a reference basis for the implementation of the new curricula. According to the in for mation by the Ministry of Education in the 2018 academic year, there were 103 vocational high schools which had at least one home economics group department. The researcher used cluster analysis and stratified random sampling methods to select 27 schools according to the proportion of teachers in the school. Two hundred and fifty five paper questionnaires were recovered (response rate: 98%), and 56 online questionnaires were recovered, the total effective sample size was 311. The questionnaire included four parts: basic information, aesthetic experience, creativity teaching, and understanding of new directions for curricula. The results of the study were as follows: (1) Skill-based senior high school teachers in home economics group departments had a high sense of identity for aesthetic experience, creativity teaching and understanding of the new curricula. (2) teachers’ aesthetic experience, creativity teaching, and understanding of new directions for curricula, the teachers who participated in the study were significantly higher than those who did not participate in the seminars or workshops. (3) In terms of teachers’ understanding of new directions for curricula, teachers aged 31-40 were significantly higher than teachers aged 41-50. (4) In the influence of teachers'' aesthetic experience on their teaching subjects, teachers of Dept. of Clothing Making or Beautification were significantly higher than teachers of Dept. of Early Childhood Care and Education. (5) With regard to the influence of different academic qualifications, those teachers’ with master''s degree or doctoral degree were significantly higher than those with university degrees in aesthetic experience, creative teaching and understanding of new directions for curricula. (6) Teachers’ with different positions had significant differences in understanding of new directions for curricula. Those serving concurrently as administrators of school affairs were higher than the others on this variable. (7) Teachers’ aesthetic experience, creativity teaching, and understanding of the directions for curricula were positively related to each other. (8) Researcher used the partial least squares (PLS) method to test the model and explore the relationship between the variables. The results showed that the aesthetic experience had a positive impact on understanding of new directions for curricula, and the creative teaching variable had partial mediating effects. It was inferred if the teacher''s aesthetic experience was strengthened, the creativity teaching ability could be improved, and understanding of new directions for curricula could be effectively promoted.
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SHIH, MENG-JUNG, and 石孟容. "A Study on the Key Factors of the Training Strategy of Family Skills Contest in the National Home Economics Students - Taking the Beauty Group as an example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/40979491103618288568.
Повний текст джерелаАнотація:
碩士輔仁大學
織品服裝學系碩士在職專班
105
ABSTRACT A Study on the Key Factors of the Training Strategy of Family Skills Contest in the National Home Economics Students - Taking the Beauty Group as an example (Total Pages：107) AUTHOR: Meng-Jung Shih SUPERVISOR:Dr.Bin-Tsann Yang DEGREE:MS Textiles and Clothing Fu Jen Catholic University Graduate Institute of Textiles and Clothing: Research Section. DATE OF GRADUATION:July 25, 2017 KEY WORDS: training strategy, Beauty cluste Skills competition has been in Taiwan for many years, would have a lot of talent, but in terms of academic research for family class do the beauty section of factors, so the purpose of this study is to investigate the family science art contest beauty training strategy of the group. Through document analysis to sort out the skills competition training strategy, and through expert interviews for the amendments to form AHP based analysis questionnaire, identify family Department students of national skills competition competitor training key factors. The findings, attention factors were : school resources and external resources, guidance and training for teachers, personal learning and development, improve problem-solving abilities, training strategies in the future. After the text, discussed in the present study, relevant research, and recommendations for future research, provide units in training players to school education policy as a reference.
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Chen, Shu-Yee, and 陳素瑜. "The Research of Vocational High School Teachers’ Classroom-Managing Style and Students’ Schooling Adjustment－Based on the Sample of Ku-Pao Home Economics and Commercial High School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/66351264329759754583.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
工業教育學系在職進修碩士班
96
The main purpose of this research is to study the relationship between the class-tutors’ managing styles and students’ schooling adjustment in senior vocational schools through researching methods of “quality” and “quantity”. The researcher measured the class-tutors’ managing styles with the “Measurement Form on home room teachers’ class management styles”, and then sifted out classes with four different teachers’ class managing styles to take the test of “Measurement Form on students’ schooling adjustment”. And then, according to the results of the questionnaire, four home room teachers with different class management styles were interviewed individually, and the top two well-adjusted classes were observed and studied for the class atmosphere they had presented. According to the data analysis, the following results are found： 1. There’s no obvious difference on home room teachers’ various individual backgrounds when it comes to their class managing styles toward “caring”and “guidance” in Ku Pao Senior Vocational School. 2. The strategies on class managing styles of Ku Pao’s class-titors could be divided into four dimensions：democratic, communicative attitude towards class with specific goals ; strict, demanding attitude towards class with disciplines; decent and forgiving attitude towards class with offering students more opportunities; neglectful ,ignoring attitude towards class without giving students directions. In spite of the four types of home room teachers mentioned above, their concepts and insistence emphasizing students’ attitudes and spirits, the communication with students as well as caring and protection for students are quite the same. 3. The students’ adjustment on both conduct and learning are intermediate in Ku Pao. However, the relationship between students and teachers as well as peer’s inter- action are good. 4. There’s an obvious relation on the relationship between students and teacher and teacher’s class-managing styles toward “learning” and “guidance”. But there is no obvious relation between student’s learning adjustment, rule adjustment, peer relationship, total school lifeadjustment and teacher’s class-managingstyles toward “caring” and “guidance”. 5. There’s no obvious difference on school life adjustment of students in different grades; However, students of different departments show obvious differences on school life adjustment. Among them, the adjustment of home economics students are the best, and that of the students of Food & Beverage Department and Tourism Department are the next . 6. Well-adjusted classes of Ku Pao have better performances in many ways. For example, they behave actively and positively on their studies; they can follow school rules and class regulations; their class-tutors care about these students and can handle their various situations well; classmates interact with one another more frequently and pleasantly. Finally, basing on the results of this research, the researcher offers suggestions to the class-titors, Ku-Pao home economics and commercial high school and future researches.
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Maistry, Suriamurthee Moonsamy. "Teacher learning in a community of practice : case study of teachers of economic and management sciences." Thesis, 2005. http://hdl.handle.net/10413/3163.
Повний текст джерелаАнотація:
Conceptualising teacher learning in terms of participation in a teacher learning
community is a relatively new phenomenon in South Africa. This study explores the
usefulness of applying a social practice theory of learning to a community of novice
Economic and Management Sciences teacher learners involved in the Teaching
Economics and Management Sciences (TEMS) teacher development project. It examines
the influence of contextual constraints, teachers' biographies and professional career
trajectories on teachers' ability to participate in a learning community. By drawing on
Wenger's theory of learning in a community of practice and Wenger et al's stages of
community development framework, it also illuminates and theorises the potential that a
community of practice framework has for teacher development.
Wenger's framework offered important insights that informed and shaped the
development of the TEMS programme. It also provided a useful tool for analysing
teacher learning as constituting four components, namely, meaning, practice, identity and
community. The complex relationship that exists between these different components of
learning is examined. The study offers a critique of the feasibility and appropriateness of
using Wenger's framework for analysing a teacher learning community.
Methodologically, the tenets of symbolic interactionist ethnography were employed in
the collection of data for this study. An exposition of the complexity and challenge of
adopting the dual role of researcher as observer and participant is presented. An analysis
is also provided of the methodological challenge of gaining access and acceptance in a
South African education research context.
The study examines how the essential tension in teacher professional development,
namely, that of curriculum development and deepening subject matter knowledge is
managed in a teacher learning community of novice Economic and Management
Sciences teachers. It reveals the potential that a learning community framework has for
teacher learning through different levels of participation, and points to the importance of
the input of an outside expert, particularly during the early stages of development of a
community of teacher learners who lack subject content knowledge. It argues that
teacher learning communities present a fruitful and viable alternative to the current
'deficit' models of teacher development that typify the present South African teacher
development scenario, as teacher learning communities suggest a conceptual
reorientation of the discourse on teacher development.Theses (Ph.D.)-University of KwaZulu-Natal, 2005.
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呂佩蓉. "The Study on the Teachers who are Teaching in Junior High School and Vocational High School for Implemental View of Home Economics Groups in Junior High School Technical Arts Education Programs." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/89055157473959087923.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
工業教育學系
95
The purpose of this research aimed to understand the teachers who are teaching in junior high school and vocational school for implemental view of Home Economics Groups in junior high school Technical Arts Education Programs. The objectives were to discuss the following: 1. To understand the current situation for implementing in Home Economics Groups in junior high school Technical Arts Education Programs. 2. To understand the problems and opinions of Home Economics Groups teachers in junior high school and vocational school for administrative interaction and cooperation, curriculum and teaching, school facilities, student counseling, and teachers in further education and seminars. 3. To discuss the different main points for improving the Home Economics Groups in junior high school Technical Arts Education Programs for reference. This research is mainly studying for focus group interview of qualitative research; focus on face-to-face interviewing the 12 teachers of Home Economics Groups in junior high school Technical Arts Education Programs in Taipei County. The Information comes from the results of interviewing focus groups to support the results of references, different kinds of data, and using qualitative researches to analysis and conclusive. The results have been organized ad concluded as follows. 1.The positive and negative views from teachers who are teaching in senior high school and vocational school of Home Economics Groups in junior high school Technical Arts Education Programs to current implementation of Technical Arts Program. 2.In respect of the administrative interaction and cooperation, the budget shortage, enhancing the concept promotion and spread, unclear teachers’ job description in vocational school and junior high school. 3.In respect of the aspects of curriculum and teaching, duration of courses shortage, materials without standard and evaluation, class without method and conflict between different groups. 4.In respect of school facilities, individual experimental class is lacking of facilities. 5.In respect of student counseling, learning effect will affected by individual students and family, enhancing the students’ counseling ways is offered by junior high schools and vocational schools. 6.In respect of teachers in further education and seminars, the lack of further educational and seminar’ ways, teachers in vocational school schedule their courses have to do it by themselves. 7.The participant point out the five suggestion and improvements for improving strategies and cooperation, adjusting curriculum design, updating school facilities, arranging the right courses to right students, holding the further education and seminars. Finally, the conclusions were provided to educators, staffs in the department of education for reference, and suggestions were proposed for future research.
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Shand, Robert Douglas. "All Together Now: The Impact of Team-Based Problem-Solving on Teacher Learning and Effectiveness." Thesis, 2015. https://doi.org/10.7916/D8QF8SPJ.
Повний текст джерелаАнотація:
Schools face a great challenge in recruiting and retaining quality teachers, given the documented importance of, variability in, and difficulty observing and predicting teacher quality. One option schools have is to identify what more effective teachers do and use that information to train less effective teachers to get better. Unfortunately, there is little empirical support for much traditional teacher training, as measured by gains in student test scores. Models of collaborative, team-based learning – such as Professional Learning Communities and Japanese lesson study – have been widely touted, and there is some evidence that they may be effective in certain contexts. Economic theory suggests this could be because of peer monitoring, peer pressure, specialization, knowledge-sharing, or market failure in pre-service training, particularly if learning to teach is primarily experiential. However, not all collaboration is good due to concerns about free-riding and substituting for more productive individual activity, so unbridled enthusiasm for collaborative professional development may need to be tempered.
This dissertation examines the effectiveness of a specific form of teacher collaboration in the form of inquiry teams, groups of teachers and administrators jointly engaged in action research projects with the aim of uncovering innovative instructional strategies and sharing effective approaches. It takes advantage of the phase-in of teams, eventually to all teachers in a large, urban school district in the northeastern United States from 2007-2010 to estimate the results of three natural experiments using difference-in-differences and instrumental variables approaches. The effects of teamwork on teacher value-added, teacher retention, and student test scores are small and sensitive to year, specification, and outcome, although results are mostly positive and occasionally statistically significant, suggesting that overall effects are potentially positive but modest at best. Further examination of heterogeneity and four qualitative case studies of teams suggest that small average effects mask considerable differences in team processes, and that under certain conditions, inquiry team work may be far more effective. A cost analysis reveals that, although it is costly to do inquiry work well, given the low-intensity of average treatment and the large number of students affected, the benefits of inquiry work could exceed the costs if the policy were more targeted. Overall, the policy recommendation is to temper unqualified enthusiasm about teacher collaboration, as without appropriate structures and supports it has little measurable effect on the outcomes examined here. As a policy lever, a universal mandate to participate on collaborative inquiry teams is unlikely to be effective or pass a cost-benefit test. Nonetheless, smaller-scale, higher intensity forms of collaboration that allow for more active leadership support and participation may be more promising, and more cost-effective than alternative forms of professional development, particularly for some sub-groups of teachers such as those in their first year of teaching.
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Sirestarajah, Kulandaivelu. "Improvisation as a strategy for the teaching of physical science in Venda with reference to teacher training." Diss., 1994. http://hdl.handle.net/10500/16047.
Повний текст джерелаАнотація:
Practical work forms an integral part of physical science. Most schools in Venda have no laboratories for practical work. Teachers use the telling method. Students learn by rote. They learn without understanding science concepts. They cannot apply their knowledge to real life situations. This research investigates the use of equipment from inexpensive material in teaching physical science. Teachers trained to improvise equipment use them in classroom teaching. These help teachers to understand many science concepts and use the process approach in their teaching. The research found that when science is taught through experiments with improvised apparatus, student learning occurs at various domains of science education. The bad effects of lack of facilities
for practical work are mostly eliminated. Meaningful learning leads to the understanding of science concepts. Students construct their own knowledge, apply it to any situation and enjoy learning the subject.Curriculum and Instructional Studies
M. Ed. (Didactics)