Дисертації з теми "PBL programme"
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Haghparast, Hassas Ali. "Factors influencing student motivation in a Swedish dental programme with a Problem-based curriculum." Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19612.
Повний текст джерелаA student’s level of motivation for a task is highly related to how likely that student is to perform the task successfully. In academic contexts, students with higher levels of motivation have been found to be more likely to be successful and develop more skill and knowledge compared to students with no or limited levels of motivation who, instead, exhibit restricted growth in academic achievement. This concept of motivation is used in problem-based learning (PBL), where the aim is to increase student’s intrinsic motivation, thus making them more engaged in the subject matter. The aim of this study was to identify factors of significance for changes in student motivation among dental students within a PBL-curriculum. Data was qualitatively collected through focus group interviews. Four focus groups were interviewed: dental students from year 1, dental students from year 3, and dental students from year 5. The forth focus group consisted of faculty members (teachers) so as to compare the perceptions of the students and the faculty teachers. The results demonstrated student motivation to be a complex and multifactorial matter. Many factors were related to feelings of competence, safety, or meaningfulness of the study of a subject matter, among the students. Factors of significance included relatedness, guidance, constructive feedback, and emotional support from clinical supervisors. In conclusion, proper knowledge of PBL by all personnel is necessary in order to maximize motivation among students. Thus, besides tutors (facilitators) and lecturers, clinical supervisors also have a central role in motivating students towards learning.
Malan, Sharon Brenda. "The development of an integrated problem-based learning (PBL) approach in a post-matriculation programme at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1231.
Повний текст джерелаIt is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.
Jennings, Peter. "PBL but not as we know it : an ethnography of the practice and facilitation of 'problem-based learning' within a hybrid graduate-entry medical programme in England." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14438/.
Повний текст джерелаLuposchainsky, Simon Felix. "Mechanically programmed Fluidic Microactuators for soft robotics applications." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213221/1/Simon%20Felix_Luposchainsky_Thesis.pdf.
Повний текст джерелаMohammadian, Haghighi Fatemeh. "Investigating teachers’ perceptions of the usefulness of Portfolio-Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) programme." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60190.
Повний текст джерелаEducation, Faculty of
Graduate
Ahmad, Saghir. "Legal protection for computer programmes in EU, US and Pakistan : software piracy as a challenge in Pakistan /." Oslo : Faculty of Law, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/jus/2008/87514/87514.pdf.
Повний текст джерелаRodríguez, Bustinza Wally Mauro. "Sistema de control domótico utilizando una central IP PBX basado en software libre." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2012. http://tesis.pucp.edu.pe/repositorio/handle/123456789/1502.
Повний текст джерелаTesis
Subirana, Montserrat 1989. "Motivació pel canvi i adherència terapèutica en els programes de tractament per a homes maltractadors contra la parella." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/123898.
Повний текст джерелаIntimate Partner Violence (IPV) is a social problem which affects millions of women around the world and the growing social awareness concerning gender violence has triggered an urgent demand for professionals from different disciplines to challenge this kind of violence. Among this group of professionals there is a consensus that the best strategy to combat violence against women is prevention and the World Health Organization has focused significant resources during the last few years in relation to this. One of the key preventive measures and social actions in favour of victims which has a core role in the treatment of IPV is the intervention with men who batter. Batterer intervention programmes (BIP) emerged in the late 1970’s in the USA and quickly spread to Canada, the UK and anglosaxon countries. A wide range of studies with different methodological approaches and statistical analyses have forged an important background and continually enlarge literature base related to BIP. Eventhough, one of the biggest problems facing treatment programmes, regardless of their content, is the high dropout rate (Chang & Saunders, 2002; Daly, Power & Gondolf, 2001; Hamberger & Hastings, 1988). The literature review shows that treatment programmes are useful in cases where the perpetrator is aware of his problem, acknowledges his responsibility, is motivated to change and completes the treatment programme (Echeburúa & Amor, 2010; Helton, 2011; Jewell & Wormith, 2010). Furthermore, it is crucial to the success of the programme that the men have a high level of motivation to change their abusive behaviour (Miller & Rollnick, 2002). In our research we sep to analyse the factors related to the therapeutic compliance in BIPs. We study attitudinal and motivational factors previous to the treatment as well as the proactive retention and support techniques as determining factors regarding therapeutic compliance. The results obtained after analysis of the predictor variables highlights internal motivation as a key factor to the treatment programmes’ adherence and on the other hand point that proactive retention and support techniques can be useful to increase therapeutic compliance.
Mendoza, Cámac José Luis. "Diseño de una PBX inalámbrica para la prestación de servicios de tipo fijo y móvil utilizando Wi-Fi y telefonía IP." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2007. http://tesis.pucp.edu.pe/repositorio/handle/123456789/1051.
Повний текст джерелаTesis
Leiria, Filipe Costa. "O perfil de bem-estar dos beneficiários em idade economicamente ativa (BIEAs) do Programa Bolsa Família (PBF): uma proposta de avaliação." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/14359.
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This paper proposes an welfare’s evaluation of the working age beneficiaries in Bolsa Família Program (BFP BWAs) at the city of Porto Alegre. Such an assessment is guided by identifying situations restrictions or traps (SACHS, 2005) the ability of individuals to choose different lifestyles, through the instrumental roles of freedom (SEN, 2010). Thus, hypotheses are tested involving the relationship of individuals with the education, the labor market and income. The evaluation results suggest the existence of a level of income with restrictions; incentives to interrupt the enrollment process before a desirable level; a slightly convergent relationship between schooling and income; and low access to the formal labor market, prevailing precarious labor relations. Finally, this thesis proposes the placement of relevant issues related to BFP BWAs in a broader human development perspective.
O presente trabalho propõe uma avaliação do bem-estar social dos beneficiários em idade economicamente ativa do Programa Bolsa Família (BIEAs PBF) no município de Porto Alegre. Tal avaliação é norteada pela identificação de situações de restrições ou armadilhas (SACHS, 2005) da capacidade dos indivíduos escolherem diferentes estilos de vida, através dos papéis instrumentais da liberdade (SEN, 2010). Assim, são testadas hipóteses que envolvem as relações dos indivíduos com a escolarização, o mercado de trabalho e a renda. Os resultados da avaliação sugerem a existência de um nível de renda com restrições; incentivos para a interrupção do processo de escolarização, antes de um nível desejável; uma relação entre escolaridade e renda, pouco convergente; e um baixo acesso ao mercado de trabalho formal, prevalecendo relações de trabalho mais precárias. Finalmente, o presente trabalho propõe o posicionamento das questões relevantes atinentes aos BIEAs PBF em uma perspectiva mais ampla do desenvolvimento humano.
ARAUJO, Ewerton Felipe de Melo. "Impacto da desoneração da cesta básica e do aumento do Programa Bolsa Família sobre a utilidade da classe baixa e nível de focalização do PBF que iguala os efeitos das duas políticas." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/14945.
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CNPq
Com o objetivo de reduzir a pobreza, o governo brasileiro tem usado como artifícios tanto a desoneração fiscal de produtos de necessidade básica quanto a elevação do montante destinado às transferências de renda. A eficácia desta última depende muito da focalização do programa, de forma que o montante destinado a ela não se desvie para fora do público alvo. O objetivo deste trabalho é verificar o quão eficiente são essas políticas quando comparadas uma com a outra dado o nível de focalização do Bolsa Família. Seus resultados mostram que na configuração atual a elevação das transferências gera maior benefício sobre o bem estar da classe mais pobre, além de resultar em melhores efeitos sobre as variáveis macroeconômicas. Finaliza-se mostrando o nível mínimo de focalização necessária para que esse resultado se mantenha e comparando-o com a situação do Brasil.
In order to reduce poverty, the Brazilian government has used as devices both tax relief of basic need products as raising the amount for cash transfers. The effectiveness of the latter depends largely on the program focus, so that the amount allocated to it does not deviate from the target audience. The objective of this study is to verify how effective these policies are compared with each other given the level of focus of the Bolsa Família. Their results show that in the current configuration the increase in transfers generates greater benefit on the welfare of the poorer class. Concludes showing the minimum level of focus required for this result remains and comparing it with the situation in Brazil.
Arrieta, Valderrama Gustavo Andrés. "Metodología de optimización numérica multi-objetivo y de simulación numérica de la interacción fluido-estructura del desempeño de un agitador con impulsor PBT variando ángulo, altura y velocidad de rotación utilizando ANSYS CFX, MECHANICAL y DESIGN EXPLORER." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2012. http://tesis.pucp.edu.pe/repositorio/handle/123456789/4770.
Повний текст джерелаTesis
Santos, Patrícia Fernanda da Costa. "Programa Brasil Alfabetizado: impacto para as políticas públicas de educação de jovens e adultos em municípios do sertão paraibano." Universidade Federal da Paraíba, 2012. http://tede.biblioteca.ufpb.br:8080/handle/tede/4701.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This report is based on both qualitative and quantitative data resulting from bibliographical, documental and fieldwork research carried out in fifteen municipalities in the 9th Microregion of the backlands (sertão) of the State of Paraiba. The research analyses the impact of the Literate Brazil Programme (PBA) on public policy for youth and adult education (YAE) in these municipalities. It seeks to understand what perspectives guide public policy of Youth and Adult education, characterizing its provision and linkages with the Literacy Programme with a view to guarantee continuity of studies for those concluding PBA. To that end, studies on PBA, documents which regulate literacy activities and the provision of YAE by the state and municipal systems, statistical data from the School Census (Censo Escolar) (the historical series 2003-2010) which register enrolments in this modality in the 15 municipalities, were consulted. Fieldwork was undertaken to collect information from local managers (municipal secretaries and coordinators of AYE) using semi-structured interviews. On the basis of our analysis, we conclude that the Literate Brazil Programme introduces possibilities for the planning, systematization and instrumentalization of municipal public policy. On the negative side, we point to the fact that the provision of literacy classes by PBA has inhibited the provision of adult literacy classes by the school networks (state and municipal) in the municipalities under study. With regard to the linkage between the demand produced by PBA and the provision of schooling by the state and municipal systems of education, we point to the absence of an effective educational policy formulated on the basis of the specificities of YAE as a modality of primary education. Our analysis is based on the following authors, amongst others: Arretche (2000), Arroyo (2005, 2007) Azevedo (2004), Carnoy (1994), Ireland (2009, 2012), Fávero (2011), Freire (1996, 2011), Machado (2009, 2011), Minayo (2005, 2009).
O presente trabalho compreende um estudo de natureza qualitativa e quantitativa, baseado em pesquisa bibliográfica, documental e de campo, realizada em quinze municípios da 9ª microrregião do sertão paraibano. O objeto da investigação é analisar o impacto do Programa Brasil Alfabetizado (PBA) para as políticas públicas da Educação de Jovens e Adultos (EJA) nesses municípios. A pesquisa busca compreender quais as perspectivas que norteiam as políticas públicas para EJA caracterizando sua oferta e articulação com o PBA na perspectiva de garantir a continuidade para os egressos do referido Programa. Para tanto, buscaram-se estudos já empreendidos sobre o PBA, documentos que normatizam as ações de alfabetização e oferta da EJA pelas redes estadual e municipal, dados estatísticos tendo por base o Censo Escolar (série histórica de 2003 a 2010), evidenciando as matrículas desta modalidade nos quinze municípios. A pesquisa de campo objetivou coletar informações através de gestores locais (secretários e coordenadores municipais da EJA) por meio de entrevistas semiestruturadas. A partir da análise constatou-se que o PBA vem apresentando possibilidades de planejamento, sistematização e instrumentalização para as políticas públicas municipais. Como aspecto negativo destacamos que a oferta das turmas de alfabetização pelo PBA vem inibindo a oferta da alfabetização na modalidade EJA pelas redes de ensino (municipal e estadual) dos municípios pesquisados. No tocante à articulação entre a demanda oriunda do PBA e a oferta de escolarização nas redes estadual e municipal de ensino, apontase a ausência de uma política educacional efetiva, formulada com base nas especificidades da EJA, enquanto modalidade do ensino fundamental. As análises estão fundamentadas, dentre outros, em autores como Arretche (2000), Arroyo (2005, 2007), Azevedo (2004), Carnoy (1994), Ireland (2009, 2012), Fávero (2011), Freire (1996, 2011), Machado (2009, 2011), Minayo (2005, 2009).
Vale, T?sia Moura Cardoso do. "Mapa dos programas sociais: transfer?ncia de renda e din?micas sociais no Rio Grande do Norte (2000-2007)." Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18863.
Повний текст джерелаThe question of evaluating the fight against poverty in a given society is very complex task, considering the range of factors that permeate, such as education, culture and economy itself. Come hence the relevance of the theme and its constant presence in discussions on the fruits of public policies, institutional structure and economic development which are the guiding elements of this work, and noted that seeks to highlight the social demographics and most important, the most significant trends and issues pertaining to her. The assessment was initially made in all the municipalities of Rio Grande do Norte doing a verticalilza??o to the municipalities Caic?, Pau dos Ferros, Ipueira and Taboleiro Grande. Highlighting the role of a social policy through government programs, such as the Bolsa Familia Program (PBF), which creates the possibility of changes in the socio demographic profile given the importance that the action of this public policy has in shaping the regional economic reality As well as social programs and actions of the government here reported that generate mobility of people and new social demands, such as rural retirements, the benefit of continuing provision (BPC), the Program for the Eradication of Child Labor (PETI) that put on the market of population living on the margins of various forms of consumption. Accordingly, the socio economic profile of the state shows a significant improvement in their social indicators, vital education and redistribution of income, due to the significant improvement in life expectancy in the fall of school drop-out rate and the drop in indicators of Proportion Poor and destitute of the state. Where the fall in the proportion of poor and indigent is strongly associated with an increase in income, from social programs. With this transfer and redistribution of income can be gauged that occurs a strengthening of local economies and an engagement of families with the conditionalities of social programs and PETI Bolsa Familia. Our research concludes that simply raising the rents caused by transfers, presents relevant impacts on the education of young people in beneficiary families. There is no doubt that the programs of transfer income, no facing the social field, representing a mechanism to decrease the most perverse ills of poverty, social and economic inequality that is hungry. For a significant portion of the Brazilian population living below the poverty line, programs for the transfer of income are expressed directly in improving the material conditions of life and indirectly in improving self-esteem of women and all family members receiving encouraging yet the integration family. Experiments have shown that improvements in health and nutrition can be obtained through the implementation of adequate social policies like the programs of transfer income, while social inclusion and economic does not become full
A quest?o da avalia??o do combate ? pobreza de uma determinada sociedade ? tarefa bastante complexa, considerando-se a gama de fatores que a permeiam, tais como a educa??o, a cultura e a economia, propriamente dita. Vem da? a relev?ncia do tema, bem como sua constante presen?a nos debates sobre os frutos das pol?ticas p?blicas, da estrutura institucional e do desenvolvimento econ?mico que s?o os elementos norteadores deste trabalho, que busca constatar e destacar os dados demogr?ficos e sociais mais importantes, as tend?ncias mais marcantes e as quest?es inerentes a ela. A avalia??o inicialmente foi feita em todos os munic?pios do Rio Grande do Norte fazendo uma verticalilza??o para os munic?pios de Caic?, Pau dos Ferros, Ipueira e Taboleiro Grande. Destacando o papel de uma pol?tica social atrav?s de programas governamentais, como ? o caso do Programa Bolsa Fam?lia (PBF), que cria a possibilidade de mudan?as no perfil s?cio demogr?fico dado a import?ncia que a a??o desta pol?tica p?blica tem na conforma??o da realidade econ?mica regional, bem como os programas e a??es sociais do governo aqui relatados que geram mobilidades de pessoas e novas demandas sociais, como ? o caso das Aposentadorias Rurais, do Benef?cio de Presta??o Continuada (BPC), do Programa de Erradica??o do Trabalho Infantil (PETI) que colocam no mercado contingentes populacionais que vivem ? margem de diversas formas de consumo. Nestes termos, o perfil s?cio econ?mico do estado mostra uma significativa melhoria em seus indicadores sociais, vitais de educa??o e redistribui??o de renda, haja vista a significativa melhora na Esperan?a de Vida, na queda da Taxa de Abandono Escolar e na queda dos indicadores de Propor??o de Pobres e Indigentes no Estado. Onde a queda na propor??o de pobres e indigentes est? fortemente associada ao aumento de renda, proveniente de programas sociais. Com esta transfer?ncia e redistribui??o de renda pode se aferir que ocorre um fortalecimento das economias locais e um engajamento das fam?lias com as condicionalidades dos programas sociais PETI e Bolsa Fam?lia. A nossa pesquisa conclui que a simples eleva??o das rendas causadas pelas transfer?ncias, apresenta impactos relevantes sobre a escolariza??o dos jovens nas fam?lias benefici?rias. N?o h? d?vida de que os programas de transfer?ncia de renda, voltados para qualquer campo social, representam um mecanismo de diminui??o das mazelas mais perversas da pobreza, da iniq?idade social e econ?mica que ? a fome. Para uma expressiva parcela da popula??o brasileira que vive abaixo da linha da pobreza, os programas de transfer?ncia de renda se expressam diretamente na melhoria das condi??es materiais de vida e indiretamente na melhoria da auto-estima da mulher e de todos os membros da fam?lia benefici?ria promovendo ainda a integra??o familiar. As experi?ncias t?m mostrado que as melhorias nas condi??es de sa?de e nutri??o podem ser obtidas por meio da implementa??o de pol?ticas sociais adequadas a exemplo dos programas de transfer?ncia de renda, enquanto a inclus?o social e econ?mica n?o se torna plena
2020-01-01
Godward, Carlos David. "O Programa Bolsa Fam?lia estimula a migra??o dos trabalhadores de baixa renda ao mercado informal?" Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2017. http://tede2.pucrs.br/tede2/handle/tede/7702.
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Conditional Income Transfer Programs, Bolsa Fam?lia Program in Brazil, became an innovative instrument for reducing social inequality in many countries, specifically, in Latin America, where they were widely adopted. These programs have proven effective in several aspects such as reducing poverty and inequality, improving schooling rates, etc. An aspect that has remained unmentioned of these programs was their potential to encourage targeted workers of the program to migrate to the informal labour market in order to remain "invisible" to program managers and, thus, receive the benefits even when they do not qualify according to program standards. This study applies VECM (Vector Error Corrector Model) to show this issue may be occurring in the six Brazilian state capitals, included in the IBGE Monthly Employment Survey, from the creation of the program, in 2004, until March 2016.
Os Programas de Transfer?ncia de Renda Condicionada, Programa Bolsa Fam?lia no Brasil, foram uma forma inovadora de reduzir a desigualdade social em muitos pa?ses, principalmente da Am?rica Latina. Estes programas se mostraram eficientes em v?rios aspectos, como reduzir a pobreza, a desigualdade, melhorar ?ndices de escolaridade, etc. Mas, um aspecto pouco mencionado destes programas, ? o potencial de incentivar os trabalhadores - alvo do programa - a migrar para o mercado laboral informal, com o objetivo de ficarem ?invis?veis? aos gestores do programa e, assim, receberem os benef?cios, ainda que n?o se qualifiquem a eles, pelos n?veis de renda definidos pelo programa. Este trabalho utiliza o VECM (modelo Vector Corretor de Erros) para mostrar que este fato pode estar ocorrendo nas seis capitais do Brasil, que conformaram a Pesquisa Mensal de Emprego do IBGE, desde a cria??o do programa at? mar?o de 2016.
Davies, Llewellyn Willis. "‘LOOK’ AND LOOK BACK: Using an auto/biographical lens to study the Australian documentary film industry, 1970 - 2010." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154339.
Повний текст джерелаMeddings, Fiona S., and Rae Nesbitt. "Integrating threshold concepts: exploring innovations in the redesign of a problem-based learning curriculum." 2017. http://hdl.handle.net/10454/14706.
Повний текст джерелаAn innovative new midwifery programme leading to midwifery registration with the Nursing and Midwifery Council (NMC) developing potential registrants at both BSc and MSc levels commenced in September 2016. The programme is delivered utilising problem-based learning (PBL) as both a content delivery method and a philosophical approach, underpinning student learning at the UK's University of Bradford, School of Midwifery. A requirement for NMC revalidation at a five-year juncture and institutional programme reapproval acted as a catalyst for change. The programme team embraced a new curriculum framework which emphasised a move to reviewing stage and programme outcomes rather than concentrating on the minutiae of module outcomes. This new approach suited the holistic nature of PBL ensuring an intellectually challenging and inclusive method of teaching and learning for midwifery practice. A further progression for the programme team was to develop an understanding of, and to integrate, ‘threshold concepts’ or ‘troublesome knowledge’. These are defined as knowledge, principles or components which students find difficult to understand and therefore to utilise to improve practice and deliver high-quality care. This article explores the integration of threshold concepts into a problem-based midwifery curriculum.
Gammon, C., K. Morton, A. Atkin, K. Corder, Andrew Daly-Smith, T. Quarmby, M. Suhrcke, D. Turner, and Sluijs E. van. "Introducing physically active lessons in UK secondary schools: feasibility study and pilot cluster-randomised controlled trial." 2019. http://hdl.handle.net/10454/18066.
Повний текст джерелаAssess feasibility, acceptability and costs of delivering a physically active lessons (PAL) training programme to secondary school teachers and explore preliminary effectiveness for reducing pupils' sedentary time. Secondary schools in East England; one school participated in a pre-post feasibility study, two in a pilot cluster-randomised controlled trial. In the pilot trial, blinding to group assignment was not possible. Across studies, 321 randomly selected students (51% male; mean age: 12.9 years), 78 teachers (35% male) and 2 assistant head teachers enrolled; 296 (92%) students, 69 (88%) teachers and 2 assistant head teachers completed the studies. PAL training was delivered to teachers over two after-school sessions. Teachers were made aware of how to integrate movement into lessons; strategies included students collecting data from the environment for class activities and completing activities posted on classroom walls, instead of sitting at desks. Quantitative and qualitative data were collected to assess feasibility and acceptability of PAL training and delivery. Outcomes were assessed at baseline and ~8 weeks post-training; measures included accelerometer-assessed activity, self-reported well-being and observations of time-on-task. Process evaluation was conducted at follow-up. In the feasibility study, teachers reported good acceptability of PAL training and mixed experiences of delivering PAL. In the pilot study, teachers' acceptability of training was lower and teachers identified aspects of the training in need of review, including the outdoor PAL training and learning challenge of PAL strategies. In both studies, students and assistant head teachers reported good acceptability of the intervention. Preliminary effectiveness for reducing students' sedentary time was not demonstrated in either study. No evidence of preliminary effectiveness on the primary outcome and mixed reports of teachers' acceptability of PAL training suggest the need to review the training. The results do not support continuation of research with the current intervention. ISRCTN38409550.