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Whittaker, Terry McKinley. "Institutionalizing diversity and student success at the University of Delaware college by college, department by department /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 177 p, 2007. http://proquest.umi.com/pqdweb?did=1253509171&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Sauer, Karen. "University Professors' and Department Directors' Perceptions Regarding Support for Freshman Academic Performance." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4021.
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In Chile, 50% of students who enroll in Chilean colleges do not graduate, negatively impacting their families' economic situations as well as national development. The purpose of this qualitative bounded case study was to gain a deeper understanding of the perceptions held by math, English, and general education professors regarding the support provided to freshman students in a program at 1 campus of a private Chilean university. Deci and Ryan's self-determination theory emphasizing internal and external motivations and social constructivism theory emphasizing development as a process comprised the conceptual framework. Both theories provide meaningful understanding of the drivers that support students in their learning process. The research questions focused on understanding the support that math, English, and general education professors and directors might provide to freshman students. A purposeful homogeneous sampling was used to identify 9 professors and 3 directors. Data collection involved semistructured interviews, peer debriefing, and member checks to triangulate the data. The findings revealed that the university could benefit from implementing a seminar program to acclimate conditionally admitted students to university studies. A 1-week seminar was developed. This study may contribute to positive social change by influencing professors' and directors' perceptions regarding possibilities for supporting students in improving their academic performance, thereby raising student passing and graduation rates to positively impact national development in Chile.
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Alexander, Betty Acey. "The department headship in college and university allied health departments." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54479.
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Programs to prepare allied health professionals are the latest in a progression of health-related programs to be assimilated into college and university life. Like their predecessors, preparation programs for physicians and nurses, allied health programs developed almost willy-nilly in the past 50 years, and only within the past decade have begun to be taken seriously by the nation's leading colleges and universities.
In this study, new departments of allied health that have been established in 133 senior colleges and universities with two or more programs accredited by the Committee on Allied Health Education and Accreditation were surveyed. From a sample of 36 institutions, fully useable responses were received from 114 heads of allied health departments and 90 heads of other academic departments, such as education, English, psychology, chemistry, and biology.
The study revealed that there are significant differences in responses from allied health department heads and other academic area department heads in terms of personal characteristics (age, academic rank, and gender), departmental activities (allied health department heads place more emphasis on administrative tasks), and departmental goals. The most powerful variables differentiating responses between the two classes of department heads were percent of faculty with doctoral degrees, size of departments, percent of students in departmental courses who are departmental majors, emphasis given to teaching service courses, and emphasis on administrative activities. In summary, allied health departments (in contrast to other departments) are small (about six FTE), under credentialed, insular, engaged principally with their own majors, and committed primarily to the professional preparation of their students for future careers. Allied health department heads typically are experienced professionals who were brought to the institution from the outside to serve an indefinite term, and who appear to be overly concerned with the nuts and bolts of departmental administration. The researcher concluded that extant departments of allied health are still predominantly professional rather than academic in outlook and standard practice.Ed. D.
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Luan, Yun. "Understanding first year undergraduate achievement in a post-1992 university science department." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/118248.
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The purpose of this study was to address the under-researched theme of achievement among students in a post 1992 university in the UK. The findings are based on a case study of a cohort of first year (FY) undergraduates in a science department in a post 1992 university. Three key research approaches were deployed within this case study, namely, grounded theory, phenomenography and survey research. These three distinctive approaches have been framed within a broad interpretivist perspective in which subjectivity is managed through researcher positionality and the triangulation of data where appropriate. The research findings demonstrate that the point of registration at higher education (HE) institutions does not constitute a successful student because such a constitution is a process of becoming, involving complex meaning-making processes over time. These processes are characterised by a movement from 'outsider and potential achiever' to 'insider and reflexive achiever'. Important phases within this movement are those of: attending; being engaged and solving self-identified difficulties. In the light of the evidence gathered and the review of the existing scholarship, a detailed exploration and theorisation of these phases is offered. The preoccupation with students who fail in some way has led to a lack of research into those who succeed. This research has sought to overcome this lack by exploring the active meaning-making processes that lead undergraduates to achieve. A dynamic is identified between students' reflexive management of their FY experience and aspirations to achieve and the institutional context. This dynamic is also held to undermine the notion of students as customers awaiting satisfaction, suggesting instead that students be regarded as reflexive actors in the shaping of undergraduate achievement. This study presents a novel alternative to the prevalent deficit model in the relevant research which tends to treat students as passive bearers of diverse levels of readiness for undergraduate study. It also offers an alternative to the prevailing research on why students fail to progress or stay at university.
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Aker, Crystal Marie. "The experience of adjunct and full-time faculty participation in a public university teacher education department." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/806.
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Higher education has recently experienced a shift from an input-based accountability system (curriculum and instruction) to one that is now output-based (assessment). Faculty members are the intermediaries who prepare curriculum and instruction to meet the requirements of teacher education departments and to demonstrate results through the achievement of students. The purpose of this study was to understand how adjunct and full-time faculty members experience participation in a public university teacher education department and if faculty members' experience of participation influences instruction. Theories of systems, teacher education, faculty work, and communities of practice formed the study's conceptual framework. Data for the interpretive phenomenological case study included 7 interviews of adjunct and full-time faculty as well as key artifacts and observations of 2 faculty meetings. The data were coded using first- and second-order constructs and analyzed to answer the research question. All full-time faculty members believed their participation in the department affected their instruction whereas the adjunct faculty members did not. Moreover, faculty members had distinct trajectories in a community of practice that may or may not be tied to their status as adjunct or full-time. Increased facilitation of these faculty trajectories by deans and chairs may result in better utilization of faculty professional skills and knowledge. This study's findings may increase knowledge by higher education leadership about their faculty's community of practice and thus create positive social change through the improvement of instruction by faculty and through it, student achievement.
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Devereaux, Temma Jo. "Cultural Responsiveness in the Special Education/ESL Department: Faculty Perceptions at Brigham Young University." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1791.
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Faculty members from Brigham Young University's special education/ESL program participated in professional development centered on increasing multicultural competence. The primary investigator interviewed faculty members regarding their perceptions of professional development. After conducting the interviews, faculty members' feedback was coded to determine whether or not the professional development aided them in infusing more culturally sensitive practices into the curriculum and created a more sensitive learning environment for students from diverse backgrounds. Researchers also coded the faculty members' feedback to determine if faculty members felt they have changed at an individual/personal level in terms of how they view their own cultural background as well as how they view their students' cultural backgrounds. Information is summarized, providing insight into factors that strengthen professional development, ultimately increasing cultural competence. Additionally, suggestions are made to improve consultation skills and build stronger rapport with those from diverse backgrounds and at the university level, more effectively recruiting and retaining diverse students in school-based professions, including special education programs.
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Zhou, Xiaozhou. "Behind classroom codeswitching : culture, curriculum and identity in a Chinese university English department." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/51592/.
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This is an exploratory mixed methods case study which investigates a number of critical issues regarding the teaching and learning of an English Language and Literature Department (henceforth the ELLD) in a Chinese university, including curriculum development, content-based instruction, and teachers’ cultural, professional and disciplinary identities etc. It originally aimed to examine three university teachers’ codeswitching behaviours. Classroom observation, interview and stimulated recall were employed to collect data for the Phase I of the study. However, analysis of codeswitching categories identified a predominance of extended expositions of Western and Chinese literature, culture and philosophy etc., which prompted the follow-up interviews (Phase II) further exploring the relevant issues concerning the disciplinary construction of ELLD in China. Findings from follow-up interviews suggested that teachers’ classroom practice was influenced by their cultural, professional and disciplinary identities. It also became clear that in the ELLD context, approaching literature, culture and philosophy from both the Chinese and Western perspectives reflected a cross-cultural view of the content-based teaching for the teachers. Moreover it highlighted the current lack of courses on liberal arts and excessive emphasis on English language skills in the national curriculum for the English majors. This study reveals a fundamental problem of the development of the ELLD in Chinese universities. It is suggested that awareness should be raised of target language use in both skills-based and content-based courses in the EFL context in China. In addition, it recommends further research to explore ways in which the national curriculum might be reformed to reflect the humanities characteristics of ELLD and universities should be given more space and freedom to address their specific requirements within the national curriculum.
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Coaker, Jaime Morgan. "From Commodity to Conversation: Applied Theatre, Public Higher Education, and the Miami University Theatre Department." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1448290982.
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Brady, Alan. "The integration of English language education within mainstream university discipline-area study in Japan : a case study of Shimada University and the Sociology Department." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369660.
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Drewett, Michael. "The integration of academic skills/support programmes into university department structures: a case study in the sociology of education." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003115.
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This research focuses on the extent to which the Rhodes University Academic Skills Programme (ASP), now known as the Academic Development Programme, is able to act as an agent of progressive change within Rhodes University. In so doing it concentrates on the potential of the strategy of integrated academic development for dealing with the academic needs of university students within the context of South Africa as a society in transition. The candidate considers the inability of structuralist educational theory to account for the potential of human agency at the site of formal education. It is shown that structuralist theories provide deterministic and pessimistic accounts of the role of institutions of formal education. In support of this contention this study explores the history of ASP at Rhodes University, demonstrating that significant change in student academic development has already taken place. ASP has contributed to change within the said University through challenging traditional notions of academic development. This thesis suggests that the non-structuralist critical theory of Jurgen Habermas provides a more holistic account of ASP than do structuralist theories of formal education. Through the incorporation of Habermas's theory of communicative action a process of critical integration is explored, showing that a strategy of integrated academic development has the potential to involve all those who have an interest in university education through a process of rational discourse. This potential is strengthened by the fact that many students and staff have expressed an awareness of the need for an integrated academic development strategy. This thesis subsequently explores the possibility of there being a process of democratic and rational discourse which could lead to a progressive integration programme in the Rhodes University Department of Sociology and Industrial Sociology. This thesis stresses the contested nature of the integration process within departments. It is indicated that Habermas's critical theory is able to account for the changes which have taken place in the past and which are presently under way. It is argued that it not possible to predict future outcomes, but that if ASP pursues a process of rational discourse, it will indeed be able to stimulate a critical integrative approach to academic development in the Rhodes University Department of Sociology and Industrial Sociology.
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Adeniji, Olufemi O. (Olufemi Ogunruku). "The Development and Contributions of the Department of Adult Education, University of Ibadan, Nigeria, to Adult Education in Nigeria: 1945- 1980." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331800/.
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This study examined the historical development of the University of Ibadan in Nigeria and its contributions to adult education both in Nigeria and in other African nations. This was aimed at providing up-to-date insight into the department's contributions to the development of adult education in Nigeria and in other African nations. Specifically, this study examined the department's founders and their goals, the department's management structure, its relationship with other adult education agencies in Nigeria and in Africa, its programs and services, and the participants in these. This study reveals that the department's founders were both British and Nigerian politicians, educators, and humanitarians. They were concerned with eradicating illiteracy, preparing adults for democratic roles, and improving the economic well-being of these adults. The department does not have a consistent pattern of management. The selection of its leadership is usually based on seniority and academic merits. The department initially relied on donations and on the revenues from the local, state, and federal governments of Nigeria to operate. It now relies on those from the profit from its services to the public and on those from Nigeria's state and federal governments. The department interacts with other departments of the university and with other adult education agencies in Nigeria to formulate, develop, direct, and provide adult education programs and services to all segments of the Nigerian population. Its contributions to other African nations are limited to the conferences and seminars it hosts, and in many cases, directs on their behalf.
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Mohamed, S. "Evaluating EFL students' reading comprehension skills with reference to the Department of English at Zawia University, Libya." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4418/.
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This study investigated the main challenges that faced Libyan students in reading comprehension within the English language programme at Zawia University, Libya, through the perceptions of lecturers and students at the Department of English. This study also evaluated the current teaching practices of reading comprehension at the Department of English at Zawia University. It also identified the key causal factors that contributed to the students' inadequate reading comprehension performance. Reading comprehension as a research topic has been extensively researched and it is still of current interest. The key literature in this study is polarised around two streams. The first stream presents different aspects of reading: definitions, importance, complexity, purposes of reading, types of reading and approaches to reading. The second stream is related to various issues about the three main components of the reading comprehension module: learners, teachers and reading material. The philosophical paradigm underpinning this study is predominantly positivist; thus, eight hundred questionnaires were distributed to reach as many students as possible in order to find out the answer to an inquiry through numerical evidence. After distributing the questionnaires, semi-structured interviews were conducted to gauge the lecturers’ viewpoints about the teaching and learning of reading comprehension. Four hundred and forty nine students filled up the questionnaires, which were analysed using SPSS while seven lecturers participated in the interviews that were analysed through content analysis. Findings revealed that students at the Department of English at Zawia University lack the reading skills and the culture of reading and face difficulties in English reading comprehension. Many lecturers are not aware of reading skills and they teach reading comprehension in a traditional way with over-emphasis on decoding and accuracy. The insufficient learning environment at the department has a negative impact on the process of learning and teaching because of the lack of facilities and library resources, overcrowded classes, and limited time allocated to reading classes. This study has added a theoretical contribution through expanding the literature, which brings about academic benefits for future researchers in education in the Arab world, particularly in Libya. Future researchers can use the conceptual model for reading comprehension that is designed by the researcher to investigate what factors influence this process.
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Uysal, Yesim Yuksel. "A Survey On The System Of Education At The Middle East Technical University Department Of Architecture, 1956-1980." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1223866/index.pdf.
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This thesis explores the system of architectural education in the Middle East Technical University Department of Architecture between 1956 and 1980. The formation and the transformation of the system of architectural education in the school are investigated with references to the evolution of the social, political, economic and architectural context of Turkey in the period and the systems of architectural education applied in the country. The education in the Department of Architecture not only formed its system according to the Bauhaus program as applied in the postwar American context, but also transformed it with changing architectural theory and the design methodology. Both the school's system of architectural education and the institutional identity established by the school provided significant contributions to the institutionalization of architectural education in Turkey. Besides, in the following decades, the school'
s system of education became basic model for other institutions in the country in re-structuring their systems. In this respect, by focusing on the M.E.T.U. Department of Architecture'
s system of architectural education, this study aims to be a history of the Middle East Technical University and the social, political, economic and architectural context of the period as well.
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McGillivary, Anne Isabel. "An exploration of the experience of part-time students within the Department of Continuing Education, University of Paisley." Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21628.
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There has been a rapid growth in the number of part-time students studying within the Department of Continuing Education at the University of Paisley. The University is committed to providing flexibly structured courses to provide opportunities to a wide and social representative constituency of adults. This research investigates how the University can meet the needs of the part-time student population by exploring their experiences. It focuses on four main areas: The trend in the profile of the part-time student population was analysed to gain an insight into the general characteristics of the student population; The enquiry experience of the individual - This analysis involves telephone interviews with individuals and considers the reasons why they choose to enrol or not; The initial experiences of new part time students at the University - Using a postal questionnaire students were asked about their initial experiences; The reasons why new students withdrew were investigated using a telephone survey. Because it involved action research where actions were taken based upon the results of the analysis the investigations were repeated the following academic year. This allowed for evaluation of the actions and further recommendations to enhance the part-time student experience. Evidence emerging from the research will facilitate improved recruitment strategies, support systems for part-time students and inform retention strategies for the part-time student population. Meeting the needs of the part-time student population is an institutional challenge. The Department of Continuing Education currently has over 2000 students enrolled and studying, during the day in the evening and at weekends. This research has reviewed the needs of such students by exploring their experience, making recommendations and taking action.
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Lai, Kin Peng. "Bilingual education for secondary schools in Macao." Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636604.
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Cloward, Jerry. "Factors Affecting the Longevity of the Department of Industrial Technology and Education at Utah State University 1985-2005: A Case Study." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/244.
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A qualitative case study method was used to discover the factors involved with the longevity of the Technology Education program at Utah State University. The problem was that while there were studies reporting the many Technology Education programs that have been closed there had been no studies on individual programs that have remained open. This study also contains a consolidation of relative information on the program. The primary data was obtained from interviews with the professors involved with the program during the timeframe of the study. The data obtained from the interviews was evaluated and set into themes. The factors were derived from the themes. The many factors presented in this study are evidence of the need to do this holistic study of the problem. The findings from this study provide a basis for study of other successful Technology Education programs.
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Acar, Aktan. "The Cosntruction And Execution Of Beginning Design Education At The Middle East Technical University Department Of Architecture Between 1956-2000." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/4/1004555/index.pdf.
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Al-Tuwayjiri, Hissah Abdullah. "The role of heads of department in achieving quality : a case study of a high-ranking university in the Kingdom of Saudi Arabia." Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/108577/.
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The Kingdom of Saudi Arabia (KSA) is governed by an absolute monarchy, with a relatively short history of Higher Education (HE). However, the need for high quality and strong educational leadership within its academic institutions is just as pressing as elsewhere. Despite a growing number of studies on the performance of Heads of Department (HoDs), there is relatively little research investigating their role in Quality Assurance (QA), and virtually none within the KSA context. The present research is grounded in ‘leadership’ and ‘HE quality’ literature. A case study approach was adopted to investigate HoD perceptions of their roles in QA at a leading Saudi university. Data were collected through 59 online questionnaires administered to the HoD participants as well as through interviews with 36 selected HoDs, a former university rector and various staff members with QA responsibilities. The data collection is probably unique in so far as the female researcher conducted face-to-face interviews with 26 male academics, despite the strict gender segregation normally observed in KSA. The study found that most HoDs acknowledged their QA role and that their beliefs and actions in this regard were influenced by their disciplinary affiliation and length in post. Identified challenges in quality achievement included limited resources, a lack of financial and administrative autonomy, heavy workload and bureaucracy and resistance from senior colleagues. Participants also identified several ways that the work of the National Commission for Academic Accreditation and Assessment, a key body in the quality achievement context within KSA, might be improved. HoDs claim they are heavily involved in QA but other staff are critical of their contribution. The new system for appointing HoDs is seen as enhancing departmental quality because the Selection Committee increases faculty involvement and reduces patronage. The two-year term of office is deemed too short for QA purposes. Although professional development opportunities are available, HoDs say they do not have time for them. Based on these findings, a theoretical model linking different QA approaches (compliance, consistency and culture) to different outcomes (achieving accreditation, maintaining standards, and change and improvement) has been developed. The study also makes practical recommendations about Saudi HoD recruitment, professional development and institutional support of value to policymakers in KSA higher education.
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Combrinck, Theodore Peter. "A pilot emperical investigation into student perceptions of service quality at the Department of Management of the University of the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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This pilot research survey was undertaken as a result of the need to assess the service quality within Higher Education in general and the Department of Management at UWC in particular. This report focuses on the complexities of measuring service quality in higher education. The quality of service delivery within education is becoming more important as the competition for students increases.The literature was searched to find a suitable measure with a sound theoretical structure. This measure was then adapted for the department.
In a preliminary way this instrument was then applied to students in the department and initial results are reported on.
The results revealed that undergraduates overall were uncertain in their attitude to the service quality in the department. On the other hand, postgraduate students tended to rate the service quality rather more negatively (p <
0.004). Furthermore there were no gender differences except for tangibles (p = 000.5).
This pilot study could serve as a pilot study of the service quality in an academic environment. It is the main contention of this report that students themselves should be part of defining quality.
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Sharpe, Aubrey Dean. "Content and Focus of Dissertations in the Field of Higher Education Administration in the Department of Higher Education at the University of North Texas from 1971 through 1991." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278641/.
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Liao, Hai Yan. "Wage differential, education expenditure, productivity and international trade in US." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2147555.
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Farida, Nevin. "A textual and contextual study of English language and literature essays : the case of First Year English Department students' writing in Dhaka University, Bangladesh." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/1109/.
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This research examines English language and literature essays written by First Year students of the English Department at Dhaka University (Bangladesh) using multi-method genre analysis. The first method used was text analysis. Essay topics were analysed from the two contexts to identify their topic fields and main rhetorical functions. This helped develop the two models to analyse the structure of essays: an Exposition-Discussion model and a Description-Recount model. Then, a total of 100 essays from the two contexts were analysed on the basis of Move-strategy structure to see what structural patterns the essays possessed, what tactical choices the students took to express the moves and what was presented in terms of content matter within those moves. The second method was a questionnaire that was distributed to students in the department to discover their perceptions of the writing tasks given. And the third method was interviews conducted with teachers and students of the department to find out about their perceptions of student writing. This, then, is a genre-based study which draws both on written data and on interaction with community members. The multi-method approach to genre analysis revealed that students of the English Department write three different kinds of essays, Description-Recount language essays, Exposition-Discussion language essays and Exposition-Discussion literature essays. The study further revealed that although students wrote these different kinds of essays, they were unable to make connections between their language essay writing tasks and literature ones because of the disciplinary variations. Moreover, the literature essays were found to be much more challenging to write than the language ones. In the light of this, the need for a fourth type of essay writing is identified. This research contributes to the fields of applied linguistics and education in several ways. Firstly, the models developed not only give insights into the generic structure of the essays students write in the English Department at Dhaka University, but they could also function as a starting point for other researchers working with similar texts. Secondly, the analyses of the high and low grade essays explain how some features of writing are more highly valued than others in this context. Thirdly, the study has pedagogical implications that can benefit students and teachers who would use genre based approach to teaching language and literature essay writing. Fourthly, this research demonstrates a multi-method approach to genre analysis which brings out complementary and sometimes contradictory perspectives on the same written products. Fifthly, it can help university planners and policy makers to consider the relationship between main discipline courses and support courses and minimise any gaps. Finally, it can raise awareness among the global applied linguistics community about the kind of student writing produced in contexts such as the English Department of Dhaka University.
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Glaum, Arthur Philip Martin. "Alumni perception of the NMMU computing sciences department." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15644.
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The success of a course offered by a university and the effectiveness of the instructors have commonly been measured by means of student evaluations. The feedback generated is typically used to identify instructors who need additional training, courses that need to be restructured or the need for financial rewards for those who excel. The principal objective of educating students is, knowledge, training and skills they can use and apply after graduating, regardless of the field of study. The perception of the Alumni about the extent of learning and the usefulness of the knowledge is a key measure for universities to assess their success. A service guarantee is defined as a formal promise made to customers about the service they will receive or it is a written promise made by the company through advertising or company literature that it will provide compensation if promises are broken. In order to ensure customer satisfaction in a service offering, the quality of service performance needs to be guaranteed. Many service industries promise a level of service performance, with or without conditions attached. Customer value is a complex concept as it is often interpreted with various meanings depending on the point of view adopted. A definition of customer value is the perceived value that the customer gains when purchasing a product or receiving a service. However, customer value can be used in a variety of contexts. The purpose of this research study is to measure the perception and satisfaction of Alumni of the Department of Computing Sciences and identify areas for improvement by performing a systematic analysis of the determinants of satisfaction. This research is an exploratory, quantitative study consisting of literature- and case-study components used to test proposed hypotheses. The literature study was performed on secondary sources to establish the key concepts related to the topics of Service Guarantee and Marketing, Stakeholder Theory, Customer-perceived Value and Alumni Perceptions. The empirical study consisted of surveys (questionnaires) completed by Alumni of the Department of Computing Sciences. The questionnaire used in this research consisted of questions regarding demographic data and questions regarding perceived perception of the Department of Computing Sciences and influencing factors. Descriptive statistics were used to summarise the data into a more compact form which could simplify the identification of patterns in the data. Inferential statistics were used to verify if conclusions made from the sample data could be inferred onto a larger population. Recommended university and teaching practices based on the statistical analysis of the survey results were identified. A model identified the following factors as having an influence on Alumni Satisfaction with the NMMU Department of Computing Sciences: Customer Satisfaction, Course Contents, Modern Technologies, Academic Staff, Admin. Staff, Departments, University Atmosphere and Perceived Value. The importance of each factor was identified to understand how to improve the Alumni perception. According to the inferential ranking of Alumni Satisfaction that ranks the factors on the average mean values, a factor that should be improved upon is the Alumni Network. Recommended improvements were suggested for the Department of Computing Sciences based on the statistical analysis of the survey results. Two sub-groups were defined by different levels of education and they were found to have different perceptions of the factors that were measured. It was shown that there are small and medium significant differences in only two of the factors of the proposed Alumni satisfaction model, distinguising through different levels of education. The Alumni Satisfaction model developed in this study specified the factors that influence Alumni Satisfaction with the Deptarment of Computing Sciences and the effect that each of these factors has on that satisfaction.
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Gong, Min Jie. "A study of code-switching in classroom discourse at the University of Macau." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586636.
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Fong, Kit Ieng. "An examination of student learning style preferences at the University of Macau." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2456350.
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Lawton-Misra, Nita. "Crisis leadership at South African universities: An exploration of the effectiveness of the strategies and responses of university leadership teams to the #FeesMustFall (#FMF) protests at South African universities in 2015 and 2016." University of the Western Cape, 2019. http://hdl.handle.net/11394/7096.
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Doctor EducationisThe #FeesMustFall (#FMF) movement which began in 2015 and continued in 2016 was initially a call for free tuition, but soon grew to include substantial academic demands, quickly spiralling into violence and destruction of property. This required university leaders to step into roles for which they were largely untrained and inexperienced –– even for those who were once among the ranks of the protesting students. Neither the operational systems nor the personnel had ever conceived of or anticipated such an unprecedented revolt, and the leadership had to summon all their intuition and acumen to navigate, deciding whether to merely defend their institutions or to concede to students’ demands. Did they manage the moment or lead it, and did they steel their institutions against similar future confrontations? This study used an interpretative phenomenological analysis (IPA) approach to answer the primary research question, and to understand the lived experiences of the participants, which aligned with the interpretive paradigm. Leadership theories and chaos and complexity theories were employed and provided the lens through which the data was collected and analysed. Semi-structured interviews were used as data collection methods with 29 participants. University leaders and staff who did not belong to the leadership band of universities, from six universities participated in the study. The findings revealed that South African university leaders are not adequately trained to lead during crises, and that leadership-enhancement programmes need to be developed to include this component in the training of future leaders for the higher education sector. It further revealed that the Department of Higher Education and Training should take a proactive role in training and supporting university leaders, as well as developing a national communication strategy. This research makes a contribution towards crisis leadership in the South African higher education sector by providing insights for both university leaders as well as the Ministry of Higher Education and Training, as well as proposing a model of crisis leadership.
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Pell, David. "The role of the professional tutor within the Oxford University Department of Educational Studies' internship scheme for Post-Graduate Certificate of Education students." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296062.
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Gabbitas, Jeffrey William. "ARTICULATION IN THE SPANISH PROGRAM AT A LARGE SOUTHWESTERN UNIVERSITY: A CASE STUDY." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202692.
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Articulation is defined by Byrnes as "the well motivated and well designed sequencing and coordination of instruction toward certain goals." Factors concerning vertical articulation (the sequencing of language courses from the entry point to the end point of instruction) and horizontal articulation (coordination of multi-sectioned language courses) are the foci of this research. Student motivation relating to articulation efforts is also considered. The data for the study included departmental documents, course textbooks and course syllabi, questionnaires from 725 students and 99 instructors, follow-up interviews with eight students and six instructors, and a composition analysis of 66 student essays. While students' perceptions are favorable to the vertical flow of Spanish courses, data reveals that students experience a gap between Spanish 202 and Spanish 251level courses. Furthermore, the data show that while certain policies and procedures implemented in the Spanish department dampen the concern of false beginners, students at the beginning and intermediate levels of instruction are placed below their proficiency levels. In regard to horizontal articulation, data indicate that standardized syllabi among individual multi-sectioned courses contribute to congruent instruction, whereas non-standardized syllabi created by individual instructors teaching the same course do not. In addition, rates of accurate usage of the verbs ser and estar in students' compositions indicate that students enrolled in Spanish 251 and 325 have reached similar levels of proficiency generally. Data also reveal a need for clearly and consistently stated instructional objectives in order to improve future articulation efforts. Other implications of the study include the need to investigate different methods for teacher training given the needs and constraints discussed by focus instructors.
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Arzu, Hernandez Ethel Mae. "The Leadership Roles of Secondary Schools Department Heads at Two Government Schools in Belize." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/468.
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This study examined the leadership roles of secondary schools department heads at two government schools in Belize. Seven participants participated in the study and data regarding their perceptions of their leadership roles were collected through open-ended semi-structured interviews. Relevant sections from Belizean education documents were purposefully selected based on their relevance to the study. Documents were used to enrich the interview data.
Three data analysis strategies—content analysis (Patton, 2002), inductive analysis (Hatch, 2002), and educational criticism (Eisner, 1998)—were used in the study. Discussion of the analysis was based on the following three themes: (a) build instructional capacity, (b) increase learning opportunities for students, and (c) provide technical and vocational teachers access to professional training and development in technical and vocational education. The themes are perspectives from which to view and understand the leadership roles of secondary school department heads at two government schools in Belize.
Three major conclusions resulted from this study. One, secondary school department heads at the two government schools in Belize are school leaders whose multifaceted role includes myriad duties, responsibilities, and obligations. Two, department heads are street-level bureaucrats who implement and enforce policies and regulations through their classroom routines and the decisions they make. Three, policymakers, school management, and department heads need to invest in sustained professional training and development activities that are specifically designed for department heads. Implications for policy and practice include the need to establish minimum professional selection criteria for the role of department heads, expand the capacity of teacher training institutions, and foster a culture that supports and nurtures shared instructional leadership and learning among department heads.
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Azizi, Hemayatullah. "Using pattern language for a single family house: teaching a beginning architecture design studio at Kabul University, Faculty of Engineering, Department of Architecture." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8858.
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Master of ScienceDepartment of Architecture
Donald J. Watts
This thesis assesses concepts of architectural education both globally and regionally but ultimately presents a pedagogy aimed at the special needs of Afghan architectural education that will serve the needs of Afghan society. It is the author’s hope that this thesis may aptly establish the first steps for a renewed architectural education at Kabul University, Kabul, Afghanistan. The essence of this thesis presents a carefully reasoned and detailed educational strategy for teaching beginning architectural design. The new curriculum in the Department of Architecture at Kabul University requires new syllabi to achieve higher academic standards. The new design course syllabus should address the existing problems of Afghan society. This thesis begins by understanding the context and the current problems confronting the Kabul University Department of Architecture. It is by understanding these problems that I can begin to identify a solution. Understanding the Kabul Municipality rules and regulations, familiarity with beginning design terminology, a carefully stated and sequenced course description promoting gradual student improvement, understanding interrelationships between the interior spaces, environmental sustainable design, and finally introducing a new generation of conscientious architects to Afghan society are some of the main objectives for designing this course. Identifying the best strategy for teaching this course was a primary research question. Christopher Alexander’s great work, A Pattern Language inspired me to select it as the best methodology for my research. My early research focused upon the creation of a new syllabus for the first semester of architectural design at Kabul University. This new syllabus was launched during the first semester of 2009 in Kabul where I taught the new course alongside a junior Afghan faculty member. Establishing the new course materials for the first semester set the stage for my primary focus of this thesis. That is the creation of the second semester architectural design course using pattern language as my pedagogical framework. This pedagogy is fundamental for establishing architectural studies focused upon meaningful new academic criteria. The ultimate aim of my thesis is to lay the foundation stone for the reincarnation of Afghan architectural identity.
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Chan, Wan. "A study on the effective managers in tertiary education institutions in Macao." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2147574.
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Yun, David In. "Utilization of Geographic Information System for Research, Management, and Education in the Natural Resources Management Department at California Polytechnic State University, San Luis Obispo." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/449.
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Geographic Information System (GIS) is “an organized collection of computer hardware, software, geographic data, and personnel designed to efficiently capture, store, update, manipulate, analyze, and display all forms of geographically referenced information” (ESRI, 1997a). The Natural Resources Management Department at California Polytechnic State University, San Luis Obispo, California, hereafter NRM, was one of the early users of GIS technology. Although GIS was primarily used as an educational tool, it was also used for cataloging and displaying resource information for management planning and research projects. As the computing technology advanced, GIS became more powerful and easier to use. NRM faculty and students realized that GIS is the best tool to manage spatial information. In addition, GIS can also manage temporal data. While we are proud of past achievements using GIS, its future prospects for managing time and space information promise even more exciting possibilities and tangible benefits. This scholarly project is a compilation of GIS achievements in NRM.
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Lai, Kam Wing. "Information technology in education computer-based training courseware design & development." Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1447771.
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Cameron, Mary M. "An evaluation of English language arts software : a graduate internship report done through the Learning Resource and Technology Division of the Nova Scotia Department of Education and Culture /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ55488.pdf.
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Liu, Yongcan. "Learning as negotiation in communities of practice : an ethnographic study of teachers' learning in the workplace in a university department of English education in China." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611329.
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Dibela, Pumza. "An investigation into the administration of the National Student Financial Aid Scheme for undergraduate students and its impact on the students' academic progress at a historically Black university." University of the Western Cape, 2018. http://hdl.handle.net/11394/6244.
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Masters in Public Administration - MPAThis study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.
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Tomlin, Teagan L. "Using Geoscience Education Graduate Students to Help Faculty Transform Teaching Practice." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/2027.
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Universities make claims about student learning that graduates don't often achieve and are under pressure to show improvement in teaching and learning in their undergraduate programs. This has been the constant focus of university-level professional development programs, but most teachers are still not using the most effective teaching methods. Individual departments need to find ways to help their instructors overcome three main challenges associated with adopting more effective student-centered teaching methods. No matter what strategy is adopted, instructors need considerable support to 1) change their beliefs about what constitutes effective teaching and learning, 2) learn to effectively implement new strategies, and 3) help their students change their beliefs about teaching and learning. We investigated whether M.S. Geoscience Education graduate students could offer the support instructors need to overcome the challenges listed above. We successfully piloted this approach during 2006 to 2008. Receiving consistent and individualized support from a Geoscience Education graduate student, the instructor changed his beliefs about teaching and learning and learned to effectively implement active learning strategies. His teaching satisfaction and student ratings also increased. Advantages of our approach include 1) the time the graduate student devoted to making course changes, 2) the consistent support the instructor received which allowed him to transfer research supported educational theory into his teaching practice, and 3) the instructor is now a departmental resource that other instructors can go to for guidance. Disadvantages include 1) the graduate student's lack of experience as a teaching consultant and 2) the difficulty of transforming a professor/student relationship into a client/consultant relationship.
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Bagley, Pamela Bryan. "Authentic Assessment: How Do Portfolios Fit the Picture?" UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/220.
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This study was conducted in response to the growing need for an alternative to traditional assessment instruments in schools. Standardized tests no longer adequately measure a student's knowledge. Curriculum and teaching methods continue to change, and educators are demanding an assessment method which reflects not only what, but how, a student learns. In response to America 2000, a national plan for school improvement, several states have already adopted more "authentic" methods of assessment, portfolio evaluation being one of the more common. The Florida Department of Education is currently considering various alternative assessment methods, and the implementation of a state portfolio program seems imminent. This project was designed to help those educators who are unfamiliar with the concept of portfolio assessment to implement a successful program. First, on the basis of a thorough review of the literature, concerns associated with portfolio assessment were identified. Then, specific strategies for addressing these issues were recommended, in order to offer a design for a manageable portfolio program.
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Essa, Ilhaam. "Possible contributors to students’ non-completion of the postgraduate nursing diploma at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5158.
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Research report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.Bibliography
ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008.
AFRIKAANSE OPSOMMING: In hierdie navorsingsverslag het ek geargumenteer dat die nagraadse studentebehoud- en voltooiingkoerse in verpleegonderwys versnel kan word deur aandag aan die volgende aksies te skenk: toenemende institusionele ondersteuning, inisi¸ring van ’n etiek van omgee ten opsigte van studente en die betrokkenheid van studente en dosente in ’n vorm van dialogiese kommunikasie. Om te verhoed dat studente nie voortydig die studieprogram verlaat nie, het ek aangedui dat dit nie voldoende is om slegs institusionele (meesal administratiewe) ondersteuning aan studente te verskaf nie, maar ook om ’n kultuur te skep van omgee en dialogiese kommunikasie in onderrig- en leeraktiwiteite. My argument ter stawing van omgee en dialogiese kommunikasie word ondersteun deur ‘n empiriese ondersoek van studente se nie-voltooiings- en retensiekoerse in die nie-kliniese nagraadse onderwysprogramme wat deur Universiteit Stellenbosch se Verpleegkunde-afdeling in 2008 aangebied is.
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Chang, Yi Ju, and 章宜如. "National Hsinchu University of Education Department of Education and Learning Technology." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/12659500138029634434.
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碩士國立新竹教育大學
課程與教學碩士學位在職進修專班
102
This study aimed to investigate the effectiveness of using tablet PC to more effectively learn English in the ubiquitous English learning environment (u-Learning). This study used a quasi-experimental design. We select two groups of sixth-grade students as participants, which includes experimental group (n = 30) and control group (n = 29) respectively. The two groups of students took the "English Learning Achievement Test" as the pre-test and the "Kolb Learning Style Inventory" as a means to classify each student’s learning style before the experiment. After the treatment, the two groups again took the "English Learning Achievement Test" as the post-test. The experimental group had to take an extra survey which was the "Students’ Attitudes towards Learning English Scale " in order to determine students’ attitudes towards learning English in the U-Learning environment. Through data collection and statistical processing, analysis and discussion, the findings are as follows: 1. Significant difference in English learning effectiveness between the experimental and control groups. Compared with the control group, students in the experimental group have better learning effectiveness. 2. There is a significant difference in the learning achievement of students with different learning styles in the experimental and control groups. Students with "Concrete Experience" and " Active Experience" learning styles have better performance in the experimental group. However, students with "Abstract Conceptualization" and "Reflections Observation" learning styles have better performance in the control group. 3. Participants showed a positive attitude towards English learning when using table PC as a means to learn. 4. Students with different learning styles in the experimental group all show positive attitudes towards English learning.
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CHU, LIN HSUAN, and 林軒竹. "Master Program Of Department Physical Education Of National Taitung University." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/p2dtu6.
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碩士國立臺東大學
進修部暑期體育碩士班
105
The research intended to analysis the situation of senior high school track-and-field athletes’mental toughness to burnout and discussed the relationship of senior high school track-and-field athletes’mental toughness to burnout.The research was aimed at the senior high school track-and-field athletes who joined in the Kaohsiung Port national high school track-and-field championship and open cup 2016.The research used questionnaire survey procedure and the tools used mental toughness and burnout questionnaires.The data used the Descriptive statistics, Interdependent-samples t Test,One-way anova, and made approach to the dependency of the varibles. The conclusions listed: 1.Senion high school track-and-field athletes got well level on mental toughness and middle level on burnout. 2.Significant difference existed in mental toughness of different background varibles,and burnout was except. 3.Canonical correlation existed in the senior high school track-and-field Athletes’mental toughness to burnout.In two canonical correlation structures, there was the highest correlation between positive mental situation and emotion body-exhausted burnout. From the results of the recommendations,Need people having professional theory and actual practice knowledge to develop the athletes’skills, remind the athletes’accurate motion,and stronger the athletes’mental toughness.Then there will be better development on mental situation and The main factors interfer the athletes’burnout were activeness and compression resistance. Therefor,it is the most important to set up the athletes’positive attitude to take on a challenge, mental adjustment before the competition and give the athletes spiritual support after the game.
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Aponte-Gonzalez, Maria Pilar. "A history of the University of Puerto Rico Department of Music: 1965–2011." Thesis, 2020. https://hdl.handle.net/2144/41054.
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This study seeks to fill a knowledge gap on the history of the University of Puerto Rico Department of Music (UPRDM). With no recorded past and an uncertain future, this historical account and analysis of the UPRDM assesses the relevance of its contributions to the UPR and Puerto Rico from its founding in 1965 to the end of the UPR Strike of 2010-2011, considering how colonialism framed its historical development.
The UPRDM has played a vital role shaping public music education and research and has fostered innovative musical endeavors that have transformed Puerto Rican concert life. However, throughout the past decade, recurrent budget cuts; changes in cultural politics; continuous local and federal government intervention in administrative and academic matters, and strict austerity measures enacted since 2010, have brought the UPRDM face to face with a threat of permanent closure.
This historical narrative traces the development of the UPRDM from 1965–2011, with a focus on facilities, curriculum, music ensembles, musical activities, and departmental leadership. It also addresses the contributions of the UPRDM community to Puerto Rican music and analyzes the extent to which colonialism and cultural politics in Puerto Rico influenced the historical development of the UPRDM between 1965–2011.
Historical methods and techniques and interview procedures were employed for the data collection, analysis, and reporting of this history. Findings showed that the UPRDM community has been an active contributor to Puerto Rican music and music education over the decades and that changing cultural politics, and the direct intervention of local and federal government politics in fiscal and administrative matters at the University of Puerto Rico, have challenged the development of the UPRDM. Through this study, contemporary problems of public higher music education in Puerto Rico are addressed from a historical perspective.
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LIU, CHIN-CHI, and 劉金其. "A Probe into the Practice Course of Sport Industry in the Department of Physical Education－A Case of Department of Physical Education at University of Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/56am73.
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碩士國立臺北教育大學
體育學系碩士班
105
Purpose: This study is aimed to explore the current situation of the sports industry practice system, the contract contents of the internship, the function of the department internship committee, the difficulties encountered in the implementation of the internship system and the internship course of the students in the Nation Taichung University of Education Department of Physical Education. Methods: Adopt the qualitative research method and collect data by survey and interview the department of Physical Education students of University Education who participation internship of sports industry. Results: (1) The internship course need 2 compulsory credits by 2 hours per week during the summer or winter vacation; (2) The contract contents have necessary indicate the project target and deliverables. The funds and resources need to be provided by the parties to the project contract. The cooperative unit shall be responsible for the safety training of the students before the internship. Make student knows that the allocation of the safety equipment and the relevant safety measures, Internship students to insure the relevant insurance, cooperative institutions and internship students in the event of controversy, the internship before the expiration of internship conditions and procedures; (3) Make the content range, have set or establish insufficient treatment when the student’s internship hours is not enough, regulate the internship hours and the number of visits to teachers; (4) There is no internship committee or counseling student internship the establishment of the internship; (5) The development of the sports industry in the central region of Taiwan is relatively less and the internship work provided by the industry is the content of the work of the labor force; (6) students will learn the ability to observe things in the course of internships. Conclusions: (1) to increase the time of sports industry internship; (2) to increase the content of internship courses; (3) establish the department of the internship committee; (4) form the matching platform of internship; (5) set up the internship system internship.
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Lyons, Mollie. "The leadership role of head of department at university." Thesis, 2008. http://hdl.handle.net/10500/1998.
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Leadership is a problematic topic at universities and it is therefore difficult to isolate a leadership theory that is applicable to Heads of Department (HODs). The manner in which HODs construe their leadership roles is the focus of this research project and the study is conducted from a constructivist perspective
The university context in which HODs lead is explored in the literature overview. Definitions of leadership, general leadership theories and leadership issues in academe are investigated.
The research findings are integrated into a leadership model for HODs, consisting of constructs (leadership behaviours, actions and values) and elements (leadership situations).
The following contributions are made by the study:
* The variety roles an HOD has to fulfil is confirmed by the study. However, this study indicates that leadership is interwoven with everything an HOD undertakes.
* HODs construct their roles uniquely, but in general terms most HODs consider academic and scholarly work (own and that of the department) as part of the leadership role they fulfil. Leadership at HOD level at university incorporates both managerial and leadership ideas.
* HODs consider their leadership environment to have qualities of the following known university environments: collegial, enterprise, bureaucratic and corporate.
* This study identifies eight leadership themes with reference to the leadership role of an HOD at university; providing academic guidance, being a figurehead, determining the strategy and positioning the department, liaising with internal and external stakeholders, being a change agent, being a general manager, and being involved in student and staff relations. The following leadership themes can be added to the current body of literature: being a figurehead, own scholarly profile, as well as being involved in staff and student relations.
Leadership at academic departments is at the heart of everything in which an HOD is involved. Leadership is thus becoming indispensable at academic departments at university.Industrial & Organisational Psychology)
D. Com. (Consulting Psychology)
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CHEN, SHOU-CHIEN, and 陳熟鈃. "EDUCATION RESEARCH INTO DEPARTMENT OF APPLIED JAPANESE OF TAIWANESE UNIVERSITY--POST 1996 CENTERED-." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/51403186621121146773.
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碩士國立高雄第一科技大學
應用日語所
92
屋JANPANESE EDUCATION OF TAIWANESE UNIVERSITY BEGAN WHEN CHINESE CULTURE UNIVERSITY INSTITUTED THE DEPARTMENT OF JAPANESE IN 1963. OVER THE LAST 31 YEARS ONLY SEVEN SCHOOLS FOUNDED THE DEPARTMENT OF JAPANESE AROUND TAIWAN UNTIL 1994. FOLLOWINGTHE RELEASE OF MATERIAL LAW AND LEGALIZATION OF CABLE TELEVISION STATIONS, THE TELEVISION MEDIA DEVOTED THEIR MAJOR DFFORTS TO BROADCAST JAPANESE SERIAL, LEADING TO JAPANSES CRAZE AND YOUNGSTERS'' LEARNING OF JAPANESE ONE AFTER ANOTHER. DUE TO THE AMENDMENTOF UNIVERSITY LAW IN 1994, THE NUMEROUS UNIERSITIES WRER FOUNDED AND JUNIORCOLLEGES WERE ADVANCED TO HIGHER GRADE IN SUCCESSION.
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Costa, Domingos Manuel Machado. "Study of the internationalization of an University Engineering Department." Master's thesis, 2019. http://hdl.handle.net/1822/64386.
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Dissertação de mestrado integrado em Engenharia e Gestão IndustrialA presente dissertação é o culminar de um projeto individual em ambiente académico, no âmbito do quinto ano do Mestrado Integrado em Engenharia e Gestão Industrial. Esta dissertação teve como foco central o estudo da internacionalização de um departamento da Escola de Engenharia da Universidade do Minho. Como estratégia de investigação foi utilizada o Estudo de Caso ao longo deste projeto, de modo a permitir avaliar em contexto real esta situação e outros casos. Com recurso à pesquiza documental foi possível verificar diversas fontes, comparar e fazer a triangulação dos dados, de modo a criar conhecimento normalizado. Inicialmente, portanto, iniciou-se uma revisão bibliográfica sobre a temática de internacionalização, para melhor entender este conceito e extrair estratégias e obter quais os indicadores a ter em atenção. Seguidamente fez-se uma compilação dos dados obtidos e criou-se uma estrutura com diferentes categorias dentro das quais se encaixaram os diferentes indicadores. Depois o projeto avançou com um mapeamento padronizado de diferentes layouts de websites internacionais, para melhor entender qual a situação externa e, ao mesmo tempo, compreender quais as melhores disposições a tomar para a disposição da informação e, ainda, qual informação expor. Imediatamente a seguir avançou-se com diagnóstico da estrutura, disposição da informação e toda a plataforma website do departamento em estudo, recorrendo sempre ao mesmo estudo padronizado para melhor averiguar e comparar resultados. Por fim, após a comparação e análise sobre toda a situação, foi proposto um modelo de divulgação cuja função será utilizá-lo como base teórico-prática para o desenvolvimento do website do departamento, concluindo o projeto com alguma prospetiva e trabalho futuro a realizar.
This dissertation is the culmination of an individual project in an academic context, to conclude the fifth year of the Integrated master’s in industrial and management engineering. This dissertation focused on the study of the internationalization of an engineering department at the University of Minho. Case study was the chosen research method throughout this project, in order to evaluate in real context this situation and other cases. By using documentary research, it was possible to verify several sources, compare and triangulate the data, in order to create generalized information. Initially, the project started with a literature review on the topic of internationalization, to better understand this concept and extract strategies and obtain which indicators to bear in mind. Afterwards it was made a compilation of the obtained data that lead to the creation of a structure with different categories into which the different were fit in. The project then proceeded with a standardized mapping of different international website layouts, to better understand the current situation abroad. At the same time, this gave the possibility to discover the best schemes to disclose the information and to find out what information is being exposed. Afterwards, it proceeded with the diagnostic of the structure and information disposition of the department's website under study. This study used the same standardized method applied on mapping to better investigate and compare results. Finally, after all the comparison and analysis of the situation, a disclosure model was proposed, whose purpose is to use it as theoretical-practical base to the development of the website. This dissertation concludes with some prospective outlook and advices to future work to be done.
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Yang, Ya Han, and 楊雅涵. "Study on Career Development of Graduates of Department of Special Education, National Taitung University." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4vht9j.
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碩士國立臺東大學
特殊教育學系碩士班
105
This study aims to explore factors of career development of graduates in Department of Special Education, National Taitung University. Research method is questionnaire survey. Research tool is based on the revision of Chen’s (2014) “questionnaire on career development of university students in special education department” and subjects are Degree 102-105 graduates of Department of Special Education, National Taitung University. This study analyzes questionnaire results by statistical methods such as independent sample t test and one-way ANOVA. Results of this study are shown as follows: 1. Graduates of Department of Special Education with different genders reveal significant difference on factors of career development, “other occupations desired ” and “essential competence to seek for job”. Males have more thoughts and knowledge regarding their future. 2. Graduates of Department of Special Education of different grades show significant difference on career development factor, “special education related institutions”. In comparison to Grade 102 and 103 of old system, Grade 104 and 105 of new system have more knowledge about “special education related institutions” and they have higher intention and thoughts to enter special education related institutions. 3. Graduates of Department of Special Education with different teacher qualification show significant difference on career development factors, “self-recognition ”, “advanced study planning”, “multiple specialty and competence planning”, “elementary school physically disabled post”, “special education relatedinstitutions” and “essential competence to seek for job”. Among 83 participants, 30 teachers are qualified not only in special education, but also in elementary schools. The 30 teachers have higher self-recognition regarding the previous factors and they have more ideas and planning for their career. 4. Qualification as teachers reveal significant difference on graduates of Department of Special Education regarding career development factors, “advanced study planning”, “multiple specialty and competence planning”, “elementary school physically disabled post” and “essential competence to seek for job”. Therefore, teacher certificate significantly influences future career planning as teachers. 5. Graduates of Department of Special Education with different current jobs reveal significant difference on career development factors, “self-recognition”, “elementary school gifted education post”, “other occupations desired” and “essential competence to seek for job”. Based on the previous factors, full-time teachers with stable work or participants of other occupations show extremely high degree of self-recognition.
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Lin, Ming-Yu, and 林明玉. "Department of Children English Education College of Humanities and ArtsNational Taipei University of EducationMaster Thesis." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/32640749128299878918.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
98
Abstract Homeroom teachers have lots of time to be with students and understand their learning condition. If one can make good use of the advantage of homeroom teachers to help students have the opportunity to learn English every day, it may be good for English learning. Most of the literatures focus on English teachers, students, teaching methods and materials; few of them concentrate on homeroom teachers and English teaching. In order to understand the effect of homeroom teachers assisting English teaching, further investigation is required on the problems. The purpose of this study was to investigate the effect of elementary school homeroom teacher’s assisting English teaching on second-grade students’ English learning achievement and English learning attitude. This study adopted quasi-experiment design. Sixty second graders from an elementary school in Taipei County were selected as the experimental group and the control group. The researcher was the homeroom teacher of the experimental group. The control group was selected after all classes of second graders were analyzed by the test of homogeneity. The subjects from the experimental group received their homeroom teacher’s assisting English teaching for 10 weeks, but the control group did not. Before the experiment, two groups received the pretest of English Learning Attitude Scale. The test of English Achievement I was administered five weeks after the experiment began. At the end of the experiment, all the subjects took the test of English Achievement II and the post-test of English Learning Attitude Scale. Besides, the subjects from the experimental group were interviewed by the researcher. The data were analyzed with Independent Samples T Test and Paired-Samples T Test. The results of this study were as follows: 1. The significant effect was observed in the Oral Test of the English Achievement I of the experimental group after the five weeks’ treatment, but not in the Paper and Pencil Test. 2. In the Paper and Pencil Test and Oral Test of the English Achievement II, the experimental group showed obviously higher improvement than the control group after the end of the experiment. 3. The experimental group and the control group did not show the significant effect in the pretest and post-test of English Learning Attitude Scale. However, for the experimental group, their performance in the post-test of English Learning Attitude Scale was significantly higher than that in the pretest of English Learning Attitude Scale. The results showed that the experimental group performed better than the control group in the English Achievement Test. In addition, the data collected from the interview also indicated that the experimental group developed a very positive and supportive attitude toward elementary school homeroom teacher’s assisting English teaching. Based on the results of this study, suggestions for further research were provided: 1. To provide more precise results, future studies can extend the period of experiment, study different grades or areas, increase the numbers of subjects and eliminate the interference (such as: taking English lessons after school). 2. The researcher observed the students of the experimental group were interested in the Classroom English. Because the homeroom teacher use the Classroom English every day, students can remember the meaning of the Classroom English shortly and learn the words of the Classroom English. Further studies can be directed to investigate the influence of students’ Listening Comprehension or English vocabulary after elementary homeroom teachers using more the Classroom English to interact with students and teaching the words’ meaning of the Classroom English.
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LEE, KWEN, and 李昆. "Department of Arts and DesignCollege of Humanities and ArtsNational Taipei University of Education Master’s Thesis." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/tp5b43.
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碩士國立臺北教育大學
藝術與造形設計學系碩士班
105
Abstract It is surprised that even importance of 3D printing is broad recognized in many fields, few studies address on the evaluation to the impact of 3D printing to design practice teaching. Therefore, considering the importance of the discussion between lecturers and students towards design teaching in practice, this study aims to explore the influ-ence of 3D printing on the discussions between lecturers and students or the impact on teaching practice. This study consists of three stages. In the first stage, the researcher interviewed with design lecturers at universities to understand the usage of 3D printing in class currently. The second stage, based on the findings from the first stage, involved three design dy-ads conducting a one-month design project, in which the dyads discuss their concepts with the lecturer. The three design dyads was assigned to present their concepts using one of three kinds media, i.e. 3D printing, hand-made model, and sketch. An inter-view with the design lecturer will be undertaken after the discussion session is com-pleted for further comprehensive summary and analysis. The result indicates that the application of 3D printing in current design program run by the colleges and universities is regarded as an assisting tool rather than the main core of learning. In terms of design teaching in practice, 3D-printing mainly take a role in actual practice for students rather than the main learning objectives. Students are required to take initiatives to build up abilities to learn the application of 3D printing equipment. During the design discussion, although the effect of handmade models is more complete compared with 3D printing models, models made by 3D printing actu-ally influence the interaction between lecturer and subjects and speed up the process and progress of the discussion. During the discussion, subjects used the immediacy of 3D printing to modify the design ideas which can display quickly to the lecture and the shape of model can be adjusted easily to avoid misunderstandings by the lecturer. Key words： 3D printing, design teaching in practice, design discussion
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Friesen, Marcia R. "A qualitative analysis of engineering design education in a biosystems engineering department at a Canadian university." 2003. http://hdl.handle.net/1993/19845.
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