To see the other types of publications on this topic, follow the link: Jamaica. Dept. of Education.
Dissertations / Theses on the topic 'Jamaica. Dept. of Education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Jamaica. Dept. of Education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Dempster, Monica. "Teacher Educators' Perception of Character Education in Jamaica." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/501109.
Full textAbstract:
Educational LeadershipEd.D.
This was a multi-case qualitative study, designed to investigate teacher educators’ perception of character education in Jamaica and how they enact character education in their classrooms. The study provided a localized version to the vast amount of research that has been conducted on character education in developed countries. Against the background of the significant role of teacher education, the study provided important insights regarding how teacher educators perceived, and enacted character education. Given the abstract nature of character education, a seven-point Likert scale questionnaire and two short cases were used to guide the interviews with the fifteen teacher educators’ who were purposively selected to take part in the study. Artifacts provided by the teacher educators, provided additional data for study. The responses on the questionnaire ranged from strongly agree through to strongly disagree. The data were analysed using the thematic approach. The data generated from the instruments were collated and attributed to the themes and major research questions to which they were aligned. The findings revealed that teacher educators’ perception of character education was closely aligned to the authoritative perception. The commonly shared view among participants was that character education is a means of instilling in children and young people the traditional values of the society and teaching them good manners. It was found that the older participants hold that character education is the process of teaching young people to be respectful, caring and to have good manners, especially to their elders. The younger participants hold that character education should focus on teaching young people the values and attitudes that will help them to live successfully in community, where there is mutual respect between all members of that community. They explained that the goal of character education should therefore be to equip young people with the ability to make right decisions and excel at what they do, rather than become obedient, subservient members of the society. All fifteen respondents strongly agreed with the authoritative perception, that people do not naturally develop good character and are therefore in need of correction. Twelve of the fifteen participants also revealed that their belief that human beings do not naturally develop good character is further supported by the experiences they have gained observing and relating to other human beings. The findings also revealed that except for Guidance Counselors, teacher educators did not formally teach character education. The teacher educators described their character education activities as informal and reactive. Informal because they did not usually go to their classes with a plan to teach character education, and reactive because many of their explicit character education actions were in response to the undesirable or inappropriate behaviours of their students. Their character education actions included correcting undesirable behaviours and modeling appropriate behaviours. Most of the teacher educators supported the direct didactic approach as the more effective approach to the teaching of character education and believed that pre service teachers are inadequately prepared for the task of character education.
Temple University--Theses
2
Nkrumah-Young, K. "Exploring financing options for higher education in Jamaica." Thesis, University of Bath, 2005. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555741.
Full textAbstract:
The government of Jamaica (GOJ) funds seventeen tertiary level institutions (TLIs) inclusive of two Higher Education Institutions (HEIs). An initial review of the funding to these institutions suggested that the allocations were arbitrary as there were no correlation with their enrolment and missions. This led to the identification of the financing policies for HE which gave rise to the main question “What are the consequences (intended and unintended) of the different models adopted by Jamaica for the financing of higher education?” Also in tracing the evolution of HE in Jamaica four sub-questions arouse which were: 1. What are the consequences of an unchanged financing model for a system that has shifted from a single provider to diverse providers? 2. What are the consequences of financing both a national higher education system and a regional one?
3. What were the philosophical underpinnings to the allocation of resources to HE in Jamaica?
4. What models are available to the Jamaican government for allocating resources to HE? The fourth sub-question was used as the basis for the literature search and review. The issues of equity and efficiency were identified from the review as the main reasons for the state involvement in financing HE. Frameworks for analysing the consequences of the various Jamaican policies were also built from the study of the literature. The other questions were used as the background to the discussion and recommendations. Ground theory was the strategy of inquiry. The research drew on the views of Punch (1998) that the research questions and problems should direct the research instead of ones knowledge claim. Using interviews and documents and following the multiple processes of coding analysing and recoding as well as the use of the inductive logic, the research eventually identified some theoretical underpinnings which informed the recommendations for changes to the financing and resource allocation methodology for the Jamaican HE system.
3
Chunnu, Winsome M. "Whither Are We Drifting? Primary Education Policy in Jamaica." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242393465.
Full textAbstract:
Thesis (Ph.D.)--Ohio University, June, 2009.Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 280-293)
4
Vassel, Nevel Anthony. "Black masculinity and further education colleges in Britain and Jamaica." Thesis, University of Manchester, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635642.
Full textAbstract:
This study investigates the situation of Black male students in Further Education Colleges in the UK and in Jamaica, from a Black male perspective. It was undertaken with a view to exploring, personal, social, cultural and other factors relating to the decisions of Black males to enter FE, and their experience of FE. The purpose of the study was twofold. Firstly, it sought to achieve a better understanding of their perceptions of the Black male in society and of any particular pressures he might be under in embarking on FE. Secondly, it sought to explore how the Black male saw the response of FE colleges to his presence, with a view to determining what lessons might be learnt by the colleges in recruiting Black male students, and retaining them. A comparative approach, collecting data from both the UK and Jamaican settings, was used to try and assess the extent to which there were differences in the perceptions of Black males regarding how they were perceived in those two societies and, in particular, by the colleges that they attended. Any differences in perception might be attributable in part to how they were 'received' and could have implications for the way in which colleges sought to cater for this section of the population. Using a survey approach, questionnaire data were gathered from samples of Black male students in four FE colleges in the East and West Midlands of England (n=96) and of ones from three FE colleges in East and West Jamaica (n= 160), and interview data from Black male FE staff in the UK colleges (n=20), and in the Jamaican ones (n=20). The student questionnaire sought information on the respondents' experience of and feelings about FE, and those influential in their decision to enrol, how they find out about the college and so on. A particular emphasis was on how respondents considered that the Black male was perceived both within the college community and in the wider society. Semi-structured interviews with Black male FE staff were designed to shed light on how they viewed the situation and experience of Black male students in college and the wider society, as well as how their colleges approached making provision for them, how their colleges approached the marketing and recruitment of this sector of the population, and the measures that were in place to retain such students. The earlier chapters of the study establish the context of the study, analysing the experience of the Black male, from both a historical and a contemporary perspective, and considering the implications for his education (Chapters 1-3). Having considered the research design and the fieldwork objectives and research questions (in Chapter 4), the questionnaire and interview findings are presented (Chapters 5-7). Chapter 8 discusses the fieldwork findings and seeks through them to address the research questions underpinning the study. Chapter 9 draws conclusions from the study, considers its implications, especially for UK FE colleges and their approach to Black male student recruitment and retention, and offers some suggestions for further-related research. Unsurprisingly, it was found that Black male students in UK FE Colleges were unhappy because of negative perceptions of their masculinity in the education system and in society at large. These were perceived as contributing to their low motivation, low selfesteem, factors which, in turn, adversely affected their educational experience. Those in Jamaican colleges, on the other hand, found a more supportive climate, which encouraged them in their study and increased their self-belief.
5
Coates, Chad O. "Private Higher Education in Jamaica: Expanding Access in Pursuit of Vision 2030." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1329100651.
Full text
6
Jacobs, Patricia. "Graduates' Perceptions of an Early Childhood Education Teacher Training Program in Jamaica." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2733.
Full textAbstract:
Teacher training institutions in Jamaica have been introducing, developing, and revamping undergraduate degree programs. There is, however, little evaluation of these efforts. The purpose of this phenomenological study was to examine The Mico University College's early childhood education undergraduate degree program by exploring the lived experiences of its graduates. The research questions elicited from the participants their views about how changes were being implemented in the program, and how they impacted the institution's development and improvement, how major policy shifts related to changes in national educational policies, and how together these shifts may impact future processes at The Mico and at similar institutions in Jamaica. The study used theoretical frameworks of organization development and performance improvement. In-depth semi-structured interviews were the main source of data collection and were supported by thick description, memoing, reflexive journaling, and document review. Data analysis methods consisted of coding interview transcripts and identifying common themes. The results of the study indicated that the participants commended many of the program's underlying policies and operational practices, but they identified some challenges and areas of weakness. This study may be used as a backdrop to program development and policy initiation at The Mico and at other institutions in Jamaica and the Caribbean as it encapsulates a wide breadth of the lived experiences of the participants and examines key components such as curricula, pedagogy, and assessment. By strengthening their program offerings, The Mico and other teacher training institutions have the potential to improve performance and to contribute to sustainable national development.
7
Scott, Clive Robert. "A descriptive analysis of the public agricultural research and extension systems in Jamaica : a case study /." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195164958.
Full text
8
Hill, Phyllis Thelma P. "A case study exploring the development of The Jamaica Masters Online Project." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158257796.
Full text
9
Simmonds, Deborah. "The Effects of Sexual Education on Sexual Behaviors of Adolescents in Rural Jamaica." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6950.
Full textAbstract:
Adolescent pregnancy and the sexual behaviors of adolescents continue to be robust public health and social problems in Caribbean countries such as Jamaica. Numerous researchers have conducted studies on the impact of sex education on sexual behaviors and pregnancy patterns among adolescents with mixed results (i.e., a lack of knowledge) especially in rural communities. The purpose of this study was to ascertain the impact of school- or home-based sex education on sexual behavior and pregnancy patterns of adolescents aged 15 —19 years in the rural community of St. Thomas, Jamaica. The parental expansion of the theory of planned behavior and cognitive behavior theory constituted the theoretical foundation for this quantitative descriptive cross-sectional study. Secondary data from the 2008 Jamaica Reproductive Health Survey (N = 8,200) were analyzed. Descriptive statistics, chi-square, and Cramer's V were computed to determine the relationship and strength between the independent variables (school- and home-based sex education) and the dependent variables (pregnancy and sexual behaviors of adolescents). The results indicate a weak negative inverse relationship that was not statistically significant between sex education in school and sex education at home on adolescent pregnancy. There is a weak positive relationship between sex education in school on condom use and a positive measure of association between sex education at home on condom use. This study may be significant to local community health departments seeking inventive techniques for improving and enhancing existing programs. The results of this study also contribute new data on the impact of sex education on adolescent pregnancy and the sexual behavior of adolescents.
10
Robinson, Euphemia Sophia. "Science Content Knowledge: A Component of Teacher Effectiveness in a Primary School in Jamaica." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4019.
Full textAbstract:
Empirical evidence from the National Education Inspectorate suggested that teachers at the primary school in this study in an island country in the Caribbean have inadequate science content knowledge. Students' average performance on the science Grade Six Achievement Test (GSAT) has been below 40% for the last 5 years. The purpose of this bounded case study, guided by Shulman's conceptual framework, was to understand teachers' science subject matter knowledge (SMK). The guiding questions focused on teachers' abilities to demonstrate components of Shulman's SMK during science teaching and lesson planning and to gather their views on their abilities to meet the SMK components in grades 4-6. The 9 participants were primary-trained and each had taught science at grades 4-6 for a minimum of 2 years. Data collection consisted of interviews, lesson observations, and lesson plan reviews. Data were analyzed using open coding, axial coding, and themes from Shulman's SMK domains. The participants believed that they lacked proficiency in teaching science at the assigned grade level. They held misconceptions about the topics taught at the Grade 4-6 level and their lesson plans and observation data demonstrated lack of key components of SMK. Findings from this study were used to develop a science professional development project to empower teachers and, in turn, students in science content and processes. It is expected that implementation of the program could improve the science content knowledge of teachers at the primary school in this study. Positive social change might occur as improvement in teachers' science content knowledge might serve to improve students' learning outcomes in science at this and other settings in the island country.
11
Smith, Merlene Maud. "O impacto da migração de professores no sistema educacional da Jamaica." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/286027.
Full textAbstract:
Orientador: Eugenia Troncoso LeoneDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia
Made available in DSpace on 2018-08-15T12:23:58Z (GMT). No. of bitstreams: 1 Smith_MerleneMaud_M.pdf: 731154 bytes, checksum: b706862da958d2fc4c190e416a0fc2f4 (MD5) Previous issue date: 2009
Resumo: Esta pesquisa foi realizada a partir de um interesse na tendência da migração internacional de trabalhadores, relacionada à Jamaica. Este artigo reforça o desafio critico que tal forma de migração representa para o Sistema Educacional Jamaicano. O aspecto mais importante do estudo focou na migração de professores, em particular da Jamaica, e qual impacto ocorreu no sistema educacional da Jamaica. Observa-se a natureza dessa tendência em particular envolvendo professores com experiência deixando seus empregos e indo trabalhar em outro local, a situação após a migração e as razões pelas quais os professores migram. Os fatores analisados apontam tanto para influências internas e nacionais quanto externas e internacionais. A literatura relacionada ao tema usualmente coleta dados por meio de entrevistas, e professores que são simultaneamente uma parte do movimento e experimentaram o movimento em algum nível participaram da pesquisa compartilhando informações e experiências A investigação feita para esta tese revela fatos que demonstram que a natureza deste tipo de migração de profissionais altamente qualificados, em especial professores, impactou negativamente o sistema educacional da Jamaica. Foi descoberto que, ao perder tais professores, as escolas tiveram muita dificuldade de manter seus objetivos educacionais. Devido à perda de professores experientes, o sistema educacional jamaicano encontrou problemas em oferecer educação de qualidade devido à dificuldade de substituir os professores que migraram. Deste modo, esse tipo de migração teve impacto negative na educação dos jamaicanos, e deixou o sistema ainda mais fraco do que anteriormente
Abstract: This research was done out of an interest in the trend of international labour migration as it relates to Jamaica in the West Indies. This paper highlights the critical challenge that this form of migration poses for the Jamaican education system. The most important aspect of the study focused on teacher migration in particular from Jamaica and what impact it has on the Jamaica education system. The issues looked at the nature of this particular trend involving trained, experienced teachers leaving off the job to go and work elsewhere, the situation has it is after they leave and reasons why they leave. The push and pull factors were analyzed which pointed to both national internal influences as well as international external influences. Literature related to the topic was used to collect data and teachers who are both currently a part of the trend and have experienced the trend in some way or another participated by sharing their views and information to assist with this research. The investigation done for this research revealed facts on the situation which showed that the nature of this type of migration of professionals and highly trained teachers has impacted negatively on Jamaica and its' education system. It was found that in loosing these teachers the schools were left struggling to keep up with their educational objectives. Because of the loss of a number of trained experienced teachers the Jamaican education system found itself with problems of providing the same quality education they did before the teachers left as most schools could not find equal replacements. Hence, this type of migration has impacted negatively on the education system in Jamaica and has left the system even weaker than it was before
Mestrado
Economia Social e do Trabalho
Mestre em Desenvolvimento Econômico
12
Llewellyn, Joan. "Teacher Efficacy and Instructional Attentiveness| Exploring Perspectives of Academic Advising at a Tertiary Institution in Jamaica." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690661.
Full textAbstract:
The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years.
This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning.
The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.
13
Hill, Phyllis Thelma P. "A programme of study to be delivered by on-line technology to grade seven students in Jamaica." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407140927.
Full text
14
Onyefulu, Chinyelu Njideka. "An evaluation study of the B.Ed. Business Education programs in the University of Technology, Jamaica." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60330.pdf.
Full text
15
Skyers, Richard. "A case study of distance education and development in Jamaica : a study of three distance education organisations and their contribution to development." Thesis, n.p, 1994. http://ethos.bl.uk/.
Full text
16
Lewis, Yewande Eleene. "Literacy in elementary school in Jamaica: the case of the grade four literacy test." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/698.
Full textAbstract:
The purpose of this study is to describe changes that led to the revision of the Grade Four Literacy Test in Jamaica from a classroom-based assessment to a national high-stakes examination in 2009. Educators and researchers in Jamaica have observed and examined the less-than-desired student performance in English literacy exams over several decades. My research continues the tradition and adds to the investigation of literacy challenges in Jamaica. The overarching research question for this study was to understand how the Grade Four Literacy Test, originally a classroom-based assessment for a decade, became a national high-stakes exam in 2009? I used Critical Discourse Analysis (CDA) as the main theoretical and methodological framework while analyzing key education government documents and newspaper articles related to the Grade Four Literacy Test. Using qualitative case study methods, I conducted classroom observations and interviews at two public elementary schools located in inner-city settings. Using CDA, I traced the changing discourse within four education policy documents and newspaper articles that promoted a test-taking accountability agenda during the revision of the literacy test. School observations and interviews enabled me to observe how faculty and administrators responded to the amended literacy test. Through interviews with key research participants I examined stakeholders' assumptions regarding literacy identity. One of the implications of this study is the importance of enhanced teacher training in comprehension and bilingual strategies, and effective use of classroom-based literacy assessments within the Jamaican language context. Future research might focus on efforts to ensure that students who eventually pass supplementary literacy tests are assisted in moving beyond learning to read to a position where they are reading to learn key content needed to succeed within the academic setting of school.
17
Bryan, Beverley Alverna. "A comparison of approaches to the teaching of English in two sociolinguistic environments (Jamaica and London, U.K.)." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10020295/.
Full textAbstract:
The purpose of this study is to investigate teachers' thinking and delivery of English to students who have a Jamaican Creole background, in two very different but historically related environments, namely Jamaica and London. The research base consists of 18 individual participants and one focus group from 4 schools in Jamaica, and 17 participants from 5 schools and one language centre in London. Using interviews, observations and historical inquiry, the study compares the views of teachers, in these two settings, about the aim and method of, and the influences on, their teaching of English. The study draws on the principles of critical ethnography, to allow the investigation to get at the views and practices of the participants, and how they are constructed. An autobiographical chapter is introduced at the beginning to acknowledge the clear personal boundaries which inform the work and to make the researcher's position clear. Additionally, the result of the historical inquiry in the two settings is offered as part of the interpretative background, adding information about the participants, the situation from which they came, and the forces which have helped to form their professional beliefs. An analysis of the data gathered in Jamaica and in London reveal that although the differences in the attitude to grammar were not a major distinction there are differences in the approach to teaching English. A number of correspondences are found in the aims and methods of teaching. Larger differences are revealed in attitudes towards English and towards schooling. The interpretation of the differences and similarities between the settings reveals that the construction of consent presented a useful way of understanding the classrooms. The importance of linguistic markers of agreement and of the psycho-cultural processes involved in the making of the teacher are foregrounded. Conclusions drawn from this comparative study offer some insight into how we can better understand these two sets of language classrooms. These conclusions might be particularly relevant to understanding the perceptions of parents and adult learners in the London setting who have a Caribbean background.
18
Anderson, Garth Orlando. "School Leadership Response to External Evaluation: A Case Study of the National Education Inspectorate in Jamaica." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/422871.
Full textAbstract:
Educational LeadershipEd.D.
The study was conducted using a qualitative case study design. It examined the perceptions and responses of leadership to the National Education Inspectorate (NEI) inspection process in a selected high school in central Jamaica that had been found to be operating at an unsatisfactory level since March, 2011. The assessment was done by collecting data from multiple sources, specifically structured and semi-structured interviews of the leadership of the institution to gain their perspectives, class observations and school documents. In addition, interviews were conducted with other important stakeholders such as parents and students to ascertain their views on the issue being studied. The findings of the study were then used to evaluate the impact of the NEI on the progress of the institution. From the findings, eight recommendations have been made relating to practice, policy and further research.
Temple University--Theses
19
Mukweyi, Alison Isaack. "The West Indies College and its Educational Activities in Jamaica, 1961-1987." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332158/.
Full textAbstract:
The West Indies College is an institution of higher education in Jamaica which was established by the Seventh-Day Adventist Church in 1909. It has had three names: 1909-1923, West Indian Training School; 1924-1958, West Indian Training College, and 1959-present, West Indies College. The school has been served by over 20 presidents. The needs of the Seventh-Day Adventist Church, the Mandeville community, Jamaica, and the West Indies region continue to play an important role in the addition and elimination of academic programs at the college. Present programs have attracted students from Africa, North and South America, the West Indies, and Europe. The college has industries that are used as facilities to provide the work-study program for students to fulfill the college's operational philosophy of educating the entire person. The industries assist students in the development of manual skills and in the payment of tuition. The West Indies College is funded by grants of the Seventh-Day Adventist Church, tuition fees, profits from industries, and individual contributions. The school also receives a financial advantage in the form of tax exemption from the Jamaican government. An organized Department of Alumni Affairs assists the college in moral, professional, and material support. Due to the generosity of individual alumni, scholarships have been established to help needy students.
20
Thelwell-Reid, Marcia Annmarie. "Food Safety Knowledge and Self-Reported Practices of Food Handlers in Jamaica." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/75.
Full textAbstract:
Food-borne illnesses are responsible for disease globally. One of the most important strategies for combating food-borne diseases is the training of food handlers. Using social cognition theory as a framework, the purpose of this study was to assess the effectiveness of the mandatory training program for food handlers in a rural parish in Jamaica. A cross-sectional survey, using self-administered questionnaires, was used to assess and compare food safety knowledge and self-reported practices of food handlers trained in 2 government training programs, while using untrained food handlers as controls. Descriptive and inferential statistics such as t test, chi-square test, and ANOVA were used to explore relationships between training and knowledge and practice. According to study results, trained food handlers had a statistically significant higher mean knowledge score (65.61% vs. 59.0%, p < 0.05) and mean practice score (67.40% vs. 60.35%, p < 0.05) than untrained food handlers, although these scores were significantly lower than the minimum acceptable standards of 70%. Results of this study may assist policy makers in designing effective training programs for food handlers, which should ultimately lead to a safer food supply for the consuming public and a reduction in food-borne disease outbreaks in Jamaica.
21
Rotunda, Cathy J. "A study of teachers' confidence levels toward meeting the computer technology instructional objectives of the WV Dept. of Education." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=717.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vii, 119 p. : ill. Includes abstract. Includes bibliographical references (p. 83-86).
22
Hamil, Sybile W. "A study of households' willingness to pay and ability to pay school fees for secondary education in Jamaica." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10020584/.
Full text
23
Andersson, Tina, and Carolina Eriksson. "Learning in a language that isn't one's own : the case of Jamaica A Minor Field Study." Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1093.
Full textAbstract:
In this study, titled Learning in a language that isn't one's own - the case of Jamaica, our intention is to give a picture of what the language situation in Jamaica is like. English is the official language in Jamaica, but it is coexisting with Jamacian Creole, which is not admitted as a official language, but it is the language of the people. In this study we try to point out possible factors that have created the language situation of Jamaica. We have mostly focused on the situation at school, all teaching is supposed to be in English. We have observed attitudes among pupils and teachers to English and Jamaican Creole. We will also give general explanations of the terms Pidgin and Creole and we will give a brief history background of Jamaica.
24
Llewellyn, Joan Maxine. "TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/481063.
Full textAbstract:
Educational LeadershipEd.D.
The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning. The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.
Temple University--Theses
25
Jakavula, Nomvuyo Grace. "An evaluation of the managerial practices of the Department of Education, Uitenhage district." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/525.
Full textAbstract:
In the changing South African climate the importance of the officials of the Department of Education cannot be ignored. The Department of Education has a mandate to change the lives of citizens by enriching the welfare of communities through education. The objective of this study was to evaluate the managerial practices of the Department of Education, the Uitenhage District in particular. In order to evaulate these managerial practices, an empirical research methodology was followed. A questionaire was utilized to obtain empirical data. The questionaire consisted of eighty statements using a Likert-type scale and responses to these statemenst are the basis of the results and recommendations made to conclude the study.
26
Milson-Whyte, Vivette Ruth. "A History of Writing Instruction for Jamaican University Students: A Case for Moving beyond the Rhetoric of Transparent Disciplinarity at The University of the West Indies, Mona." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194079.
Full textAbstract:
In this dissertation, I trace academics' attitudes to writing and its instruction through the six-decade history of The University of the West Indies (UWI), Mona, in Jamaica. I establish that while the institution's general writing courses facilitate students' initiation into the academy, these courses reflect assumptions about writing and learning that need to be reassessed to yield versatile writers and disassociate the courses and writing from the alarmist rhetoric that often emerges in the media and in academe. In Jamaica, critics of university students' writing often promote what Mike Rose calls the "myth of transience" and perpetuate the "the rhetoric of transparent disciplinarity." According to the myth of transience, if writing is taught correctly at pre-university levels, students will not need writing instruction in the academy. The concept that I call "the rhetoric of transparent disciplinarity" is defined in the work of David Russell, who examines the view that writing is a single, mechanical, generalizable skill that is learned once and for all. Advocates of this view consider writing as a transparent recording of reality or completed thought that can be taught separate from disciplinary knowledge. Based on my analysis of archival materials and data gathered from questionnaires and interviews with past and current writing specialists, this view has been evident at the UWI, Mona, since the institution's earliest years. Academics there have perpetuated a certain tacit assumption that writing is a natural process. By recalling the country's history of education, I demonstrate how this assumption parallels colonial administrators' determination that Jamaican Creole speakers should naturally learn English to advance in society. I argue that if the university wants to widen participation while maintaining excellence, then academics should foster knowledge production (rather than only reproduction) by acknowledging the extent to which disciplines are rhetorically constructed through writing. If writing specialists and other content faculty draw on rhetoric's attention to audience, situation, and purpose, they can foster learning by helping students see how writing contributes to knowledge-making inside the academy and beyond. This study contributes to international discussions about how students learn to write and use writing in higher education.
27
Lewis, Everton Ray. "Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70860.
Full textAbstract:
There is a perception among faculty at the University of Technology, Jamaica (UTech) that Industrial Technology students in the Faculty of Education and Liberal Studies (FELS-IT) have difficulty learning non-technical content due to their weak reading-comprehension skills. Reciprocal Teaching strategies have been shown to improve students reading-comprehension and learning, especially across the United States and Europe (Palincsar and Brown, 1984; Rosenshine and Meister, 1993, 1994). By means of a researcher-developed Cloze-type assessment instrument, this study investigated reciprocal teaching (Palincsar and Brown, 1984) as a possible means of addressing this perceived problem in Jamaica.
A total of 133 participants were involved in the study. Specifically, the study explored empirically the existence of a reading-comprehension problem among the first-year Industrial Technology teacher-education majors at UTech, and the self-perceptions of the participants with respect to their reading-comprehension skills. The study primarily investigated the effect of the reciprocal teaching strategy on improving reading-comprehension scores at the tertiary level, and its perceived efficacy by the participants. An evaluation of the evidence-based findings was used to determine whether to recommend implementing reciprocal teaching into the UTech teaching methodologies, with the overarching aim of improving student achievement.
The findings of this quasi-experimental study suggest that the FELS-IT first-year teacher- education majors are not significantly different from other first-year students enrolled at UTech. Also, the reciprocal teaching intervention significantly improved the group-mean and individual post-test scores of the Treatment group over those of the Control group, and was favorably perceived. The investigation recommends that reciprocal teaching should be implemented across all faculties at UTech, preferably among the first-year students.Ph. D.
28
Bernard, Desiree Elaine. "A Comparative Study of Student Leadership Development Programs Used in Two Higher Educational Institutions in the United States and Jamaica, Respectively." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/933.
Full textAbstract:
The purpose of this study was to ascertain the existence of student leadership development programs and to explore the similarities and differences in the way students in higher education are recruited and retained into the culture and attitudes of leadership, and how they are afforded meaningful leadership opportunities to practice the skills they have learned, in two separate higher educational institutions. These two institutions were East Tennessee State University, Johnson City campus, Tennessee, and the University of the West Indies, Mona campus, Jamaica, West Indies. I was also concerned with the existing perceptions of leadership and leadership training delivery and how this impacted the attitudes that students experienced in accessing leadership development provisions. The methods and procedures used in gathering data for this study were qualitative and included such ethnographic techniques as interviewing, surveying and a brief content analysis utilizing the communicative documents of both institutions. The population consisted of students, staff and faculty of both universities.
The findings demonstrated that student leadership development programs did exist at both institutions, but that the philosophies upon which leadership development was based were culturally different. Also, although the methods of recruitment, retention and leadership practice bore aspects of similarities, in many cases the leadership styles, which facilitated these, were quite different. Of particular importance is the fact, that, in comparison with ETSU, which has a rich national heritage of American leadership development research, the University of the West Indies does not have such a nationally research-rich educational leadership background. This bears great implications for the future of leadership development and the necessity for in-depth research.
29
Petgrave, Khitanya. "'Saving the children of the black West Indies: education and 'development' in Jamaica at the end of the Empire, 1938-1962'." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493658.
Full text
30
Haney, Randall McGarey. "Secondary Student Perceptions of Vocational Education." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/181.
Full textAbstract:
The central focus of the present study was to examine the relationship between student personal factors (i.e., gender, race, academic performance, career awareness, and socio-economic factors) and the perceptions of secondary school students regarding vocational education. In recent years, traditional vocational programs have not done well throughout the nation. Enrollment within vocational education has dropped to approximately 10%, while enrollment in college preparation courses has increased to over 50%.
The subjects of this study were secondary school students enrolled in the Duval County Public School system. The research was conducted using a two-part survey instrument containing 24 demographic questions and 76 questions related to vocational education. The survey instrument was subjected to content validity analysis by a panel of experts from various universities. Additionally, a validation panel, consisting of 12 vocational education teacher interns, critiqued the instrument.
This study was helpful in illuminating the contradictions in commonly held perceptions of vocational educators, guidance counselors, school administrators and political decision makers towards secondary students and their declining interest in vocational education. Five hypotheses were tested relative to the relationship between student personal factors and perceptions of vocational education. The five hypotheses sampled were statistically significant, and R squared values indicate that an appreciable amount of variation in perceptions can be accounted for by student background. Demographic factors are related to students' perceptions of vocational education, with socio-economic status most appreciable among the several predictors.
31
Samms, Jillian. "Inclusion in Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, and Concerns." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3367.
Full textAbstract:
Inclusive education has become an international phenomenon; however, many developing countries struggle with its implementation. At last assessment of the Jamaican educational system in 2004, findings revealed exclusionary practices which are in contrast to international standards on education. Many children with special needs may not be receiving adequate support for education. Using Bandura's social learning theory as a foundation, this study examined whether there is a predictive relationship between grade level, type of school, location of school, access to support resources, perceived school climate, pedagogical beliefs, extent of inclusion training, attitudes to inclusion, and teachers' ratings of self-efficacy for inclusive practices. The study also examined whether there are differences in attitudes and concerns about inclusion by grade level taught (upper school versus lower school). Data were collected from 191 primary education teachers via questionnaires in public, private, rural, and urban schools in 3 parishes in Jamaica. Multiple regression analysis revealed significant findings for some of the variables. Constructivist teaching, extent of inclusion training, attitudes and concerns about inclusion, and traditional teaching were found to have a positive predictive relationship with self-efficacy for inclusive practices. Additionally, a perceived negative school climate was found to decrease self-efficacy for inclusive practices. Attitudes and concerns were examined by grade level; however, one way ANOVA revealed no significant findings. This research is significant as the implications for social change include using the results as a guide for system-wide improvement of the educational system in line with international standards on inclusive education.
32
Gorgonzola, Ernest. "Evaluating the district office budgeting process of the Department of Education in terms of the Batho Pele principles." Thesis, Nelson Mandela Metropolitan University, 2004. http://hdl.handle.net/10948/165.
Full textAbstract:
The objective of this research was to evaluate the district office budgeting process of the Department of Education, Port Elizabeth District, in terms of the Batho Pele principles. The aim of district offices is to satisfy the most basic education needs of people in their respective areas of jurisdiction. Improving service delivery is one of government’s eight priorities as set out in the White Paper on the transformation of the Public Service (South African Government, 1995: 4). The initiative to improve service delivery is called Batho Pele. The main research question to be addressed by this research is: Does the Department of Education experience any problems with its budgeting process to address service delivery? Through a literature survey and empirical study, various conclusions were reached and recommendations made. The bulk of education expenditure takes place within education districts but the controlling, forecasting and budgeting of expenditure takes place at the Provincial Head Office. Most high schools surveyed experience problems with the current funding policy of the Department of Education. The relative poverty of the community around the school impacts negatively on the parent’s ability to support the school. iv The budgeting process of the Department of Education should follow a bottom-up approach to budgeting. Therefore, the district office budget should be informed by the needs of the school and the provincial budget be informed by the district office budget. The management and administrative capacity at the district office need to be developed to ensure effective budgeting.
33
Riedling, Ann Marlow. "An Exploratory study : distance education doctoral students in the field of educational policy studies and evaluation at the university of Kentucky /." Ann Arbor, Mich. : U.M.I. Dissertation Services, 1998. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=739487261&sid=1&Fmt=2&clientId=12302&RQT=309&VName=PQD.
Full text
34
Eldridge, Graham Edgar. "A comparative study of the education of young West Indian children in the United Kingdom : with particular reference to those from Jamaica." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019276/.
Full textAbstract:
The main purpose of this thesis is to examine the way in which children of West Indian parentage and in particular those from Jamaica have settled into Primary schools in the United Kingdom since the 1960's. Two contrasting areas in the United Kingdom - the I.L.E.A. and Suffolk are reviewed in order to highlight their respective provisions with regard to Multi-Ethnic education. The thesis commences with a short survey of the background and movement of Jamaican parents to the United Kingdom. A comparison is made between migration from Jamaica and that from other West Indian territories, and the process of integration with regard to employment, housing and education into the United Kingdom is briefly described. The aspirations and frustrations of West Indian communities with regard to the education available to their children are described together with reactions of both indigenous British and West Indian adults toward education in English schools in which a large proportion of the children are from ethnic minorities. In order to highlight the possible problems faced by both black and white communities in U.K. schools the model of "an ideal typical English Primary school" is established with regard to such aspects as administration, appointment of staff, organisation and curriculum, and methods of training teachers. The question is then asked - how successful is the typical English Primary School with regard to the needs and requirements of pupils from ethnic minority groups? Following this, changes in perception in Multi-cultural education during the 1970s and 1980s are discussed with particular regard to the multi-cultural policies and practices of the I.L.E.A. and Suffolk County Council Education Authority. Local Education Authority Racial Policies and Practices in the U.K. during the 1980s are briefly surveyed and the thesis includes observations in five Primary Schools in the I.L.E.A. and in Ipswich, Suffolk in order to assess whether the multi-cultural policies of these two Authorities have been implemented in these particular schools and how. The thesis concludes by discussing the applicability of multi cultural policies in the U.K. with the intention of assessing whether the policy of "Education for All" is an attainable or realistic goal with regard to the diversities of practices in British Primary Schools. This is discussed with particular reference to the higher valuations of Plowden, Swann and Anti-Racism as compared with those of the Ideal Typical Model.
35
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/.
Full textAbstract:
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.
36
Andiric, Linda Reynolds. "Patient Education and Involvement in Care." UNF Digital Commons, 2010. http://digitalcommons.unf.edu/etd/272.
Full textAbstract:
A study conducted on patients who underwent total knee arthroplasty indicated that participants who were offered preadmission education for their procedure had statistically better outcomes than patients who had not attended an educational class. The study further focused on patients’ confidence in their ability to take control of their health situations as well as the effect of encouragement and motivation to provide active involvement. Two surveys, the Krantz Health Opinion Survey and the Multi Dimensional Health Locus of Control, were used to assess patients’ innate desires to be involved in their care and if they felt they could render any control themselves on their health.
The study showed a statistically significant better outcome when patients received education prior to their procedure. When patients were encouraged and motivated to participate and take control of their rehabilitation after knee surgery, the outcomes were better than with education alone. It is a worthy endeavor therefore for education to be provided before total knee arthroplasty and to identify those patients who need additional encouragement to gain confidence in their abilities in order to positively affect their outcomes. Providing healthcare professionals information about patients’ innate traits regarding their desire or self-confidence to engage in their care could also be useful to allow caretakers to work with patients in the most advantageous manner to achieve better outcomes.
37
Campbell, Amos Lord-Allan. "The Impact of Violence in Coeducational Institution: Why Does there Appear to be more Violence in Coeducational Schools than in Single Sex Schools in Jamaica?" Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/488360.
Full textAbstract:
Educational LeadershipEd.D.
School violence is a problem and particularly in Jamaica where it seems to be more pronounced in coeducational schools. Keen qualitative data garnering driven by the theory of symbolic interaction provides insight. Recently, Northern Caribbean University Radio announced that, in Jamaica, there is a high rate of violence in schools, and that there have been more reports of violence in coeducational schools than in single-sex schools (NCU Radio FM 91). We need to know is why this is the case? This qualitative research investigates the relationship between school structure and the incidences of violence. For a considerable period of time, the arm of the government, namely, the Ministry of Education, has been trying to stem the continuous wave of violence in schools, apparently with very little success. To date, coeducational schools have recorded more student violent activities than single-sex schools. This study will seek to ascertain why there is more violence in coeducational schools. The primary source of data for this study will be interviews with principals and vice principals, deans of discipline, guidance counselors and classroom teachers in both single-sex and coeducational schools. Another data source will be documents relating to violence in coeducational schools.
Temple University--Theses
38
David, Gigi M. "Assessing the Impact of a Visual Arts Family-Focused Pre-Kindergarten Intervention." UNF Digital Commons, 2006. https://digitalcommons.unf.edu/etd/180.
Full textAbstract:
This study examined the effect of a visual arts, family-focused school readiness intervention on the parental efficacy and level of family involvement of low-income families. A second, primary focus of the study was to test the potential of academically focused experiences in the visual arts to increase the basic concept development of young children. To increase accessibility, the intervention was conducted in a neighborhood library.
The research design for this descriptive study included qualitative and quantitative components. Data collection consisted of a non-randomized one group pre-test/posttest design from students on a standardized instrument and from primary caregivers using self-report questionnaires. Other data collection sources included field notes documenting observations made during implementation collected by the investigator, parent home engagement data in the form of a weekly survey filled out by adult participants and weekly phone calls monitoring any issues or questions regarding the completion of take-home activities.
The results of this relatively small sample using the visual arts to build basic concept knowledge indicate that, given a larger sample, this approach may prove to be a promising strategy to use with young children and their families. The average raw score gain on the student basic concept scale was 8 points at the end of the seven-week intervention. The parent surveys indicated that almost all books sent home were read each week and an average of three home learning activities per book were completed between sessions. The majority of parents commented at least once on the At-Home Surveys about increases in positive interaction with their children while engaged in the home learning activities. Enhancing the parent-child relationship begins with the sharing of positive experiences. Comments made by adult participants indicated that parents felt empowered to better support their child's learning by participating in this experience.
39
Hall, Jonathan. "Neglected Needs? : Establishing the extent to which non-material needs of children in emergencies are met by the national disaster plans of Jamaica." Thesis, Uppsala universitet, Teologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-219919.
Full textAbstract:
This paper seeks to review the national disaster plans of Jamaica from the perspective of child protection and wellbeing in emergencies. The focus of the review is on needs associated with education, psychosocial support and family reunification (including care of unaccompanied and separated children) as these needs are often given less priority in an emergency. These are referred to collectively as the non-material needs of children in emergencies. Providing for the non-material needs of children in emergencies is an important part of preventing children from experiencing physical or sexual abuse, psychological distress, neglect and harm and it is therefore vital that these are not an afterthought but an integral part of planning for an emergency. In order to review these plans a tool in the form of a checklist of measures of international standards was compiled and applied to the plans. This paper finds that the national disaster plans of Jamaica fail to meet every measure on the compiled checklist. Children are not even mentioned as a vulnerable group in need of special attention nor are measures defined to prevent them from long-term or short term harm. The limited or non-existent extent to which children are considered is furthermore found to be an issue in national disaster planning of other states. This paper therefore recommends that the national disaster plans of Jamaica, as well as other states, be revised in partnership with local stakeholders (including children, the ultimate stakeholders) taking into consideration the findings presented.
40
Gould-Taylor, Sally. "Bullets and Badges: Understanding the Relationships Between Cultural Commodities and Identity Formation in an Era of Gaza vs. Gully: A Jamaican “Rural” Ethnography." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/370445.
Full textAbstract:
Urban EducationPh.D.
This ethnographic study examines the relationships between cultural commodities and identity formation in a Jamaican rural locale. This study represents 24 months of participant observation, participant interviews and artifact analysis in St. Thomas, Jamaica. This study provides analytic descriptions of how identity development is experienced by youth in St. Thomas during the era of Gaza vs. Gully. Chapter one outlines the statement of the problem and the research questions. Chapter two frames the literature and theoretical frameworks utilized in the study. The methodology of the study and the case for the utilization of ethnography is explained in Chapter three. The social, cultural, and political context of St. Thomas as well as the Gaza vs. Gully era is discussed in Chapter four along with the introduction of the four main participants of the study. Chapter five utilizes examples and experiences from the lives of the four main participants to analyze the features of identity development in this specific “time and space”. Conclusions about and implications of the data from the participant observation presented will continue to be addressed in Chapter six. The study’s findings should interest anthropologists focused on popular culture, globalization, and development as well as educational researchers who seek to understand the role cultural commodities play in identity formation and the conceptualization of youth cultures.
Temple University--Theses
41
Owner, Ann, and n/a. "A study of communications between the system and service delivery sectors to learning centres in ACT high schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20050629.095537.
Full textAbstract:
The purpose of this study was to examine the effectiveness of
communication between the Operations branch, the Student Services
Section and High School Learning Centres within the Services Division of
the ACT Department of Education.
Data was collected from administrators and educators alike. The survey
instrument was designed specifically to examine the perception of the
effectiveness of organisational communication between the bureaucratic
administrative group within the ACT Department Education Department
and the personnel within the ACT High Schools Learning Centres
responsible for service delivery to students in Learning Centres. The
survey instrument addressed five factors. These factors included
Horizontal and Vertical Communication, Personal Feedback, Media Quality
and Barriers to Communication.
The findings from the survey were organised into six major findings and
four subsidiary findings and discussion on each finding followed.
The findings of the study indicated that, effective co-ordination in a large
organisation requires some centralized direction. The relationship that
exists between the three organisational domains of the Act Department of
Education responsible for the delivery of effective service to Learning
Centre clients in ACT High Schools had been shown to be an impersonal
mechanism of control designed by the Policy and Management domains in
part, and a culturally diffuse but personal mechanism of control used by
the Service domain personnel within the Learning Centres themselves.
What has emerged from the study is evidence that would suggest that there
is lack of an effective link between the more bureaucratic Policy and
Management domains and the more open and less formal Service domain
sector.
The findings have implications for the bureaucrats involved in the change
process which has been part of regionalisation. The findings of the study
indicate that regionalisation does not appear to provide a panacea for the
major difficulties associated with communication as revealed in this
study.
42
McManus, Katherine Anne. "Florence O'Neill, a Newfoundland adult educator : alone in the wilderness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ48675.pdf.
Full text
43
Kalashe, Mzukisi Harrington. "An evaluation of the implementation of budgetary control measures by the provincial treasury with specific reference to the province of the Eastern Cape Department of Education." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/530.
Full textAbstract:
Budget control is a process of financial monitoring to ensure effective allocation, collection and efficient utilizing of public funds. It is a process that is aimed at ensuring the accomplishment of public policy objectives. Budget control is regulated by financial legislation as well as regulations and procedures which guide public financial administrators. Continuous monitoring is needed once appropriation is allowed by parliament or provincial legislatures to ensure effective service rendering as well as tax and user charges collection. This study investigates the reported ineffective budget control measures implemented by the provincial treasury in the Province of the Eastern Cape particularly in the Eastern Cape Department of Education (George, 2004). Ineffective budget control may be associated with the implementation of unstable fiscal policy by the provincial treasury that led to deficit spending in the Department of Education during the 2004/5 financial year. The purpose of this study is to show that the implementation of stable fiscal policy instruments by the provincial treasury would lead to effective budget control in provincial departments such as the Eastern Cape Department of Education. Governments in many instances encounter various challenges in controlling their expenditures on an annual basis as well as in the medium term. This is due to the notion that once the government exceeds the current year’s budget, it consumes the forthcoming budget. Borrowing is by nature an implicit consumption of future unplanned revenue. This makes the Medium Term Revenue Framework in the province immaterial as the provincial own revenue is insignificant. The relative uncontrollability of government expenditure stems from the notion that the provision of, for instance, primary education and social welfare is intertwined with legal entitlement within prescribed parameters. Allocative efficiency embodies recognition of legal entitlement that is reflected in the distribution imperatives if the provincial treasury is to be effective in the budget control function. The National Norms and Standards for School Funding of 2006 state explicitly that public spending in public schools is targeted at increasing the literacy levels of the poor. Intergovernmental fiscal relations play a pivotal role in modelling the fiscal policy of the province. This stems from the fact that expected national collected revenue is distributed as an equitable share to national, provincial and local spheres of government. The criteria for revenue sharing are based on economic disparities and demographics in each sphere of government. It is imperative to note in intergovernmental relations that there are functional areas of concurrent national and provincial competencies. The budget control function of the provincial treasury is implemented within the framework of various administrative processes which are aimed at ensuring effective transactional activities. The disbursement of funds and various other financial processes are subject to the delegation of powers as prescribed in the Public Finance Management Act, 1999 (Act 1 of 1999), as amended by Act 29 of 1999. The provincial governments’ fiscal policies are modelled to be consistent with the macro-economic objectives of the national government. It is for the purpose of macro-economic stability that only national government is eligible to borrow to finance a budget deficit. Provinces are legally prohibited from overspending their budgets. If the fiscal policies of the provinces materially and unreasonably prejudice the national economic policies, the relevant provincial treasury is responsible for taking appropriate steps to place the financial administration on a sound footing.
44
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/.
Full text
45
Williams, Carl B. "The Relationship Between the Educational Beliefs and the Instructional Practices of Education Interns." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/102.
Full textAbstract:
Education researchers suggest that, since belief systems influence practicing teachers' behavior, it is important for teachers to examine their educational beliefs to determine whether those beliefs are consistent with current knowledge about teaching and learning.
If the same relationship between beliefs and practices of inservice teachers holds true for preservice teachers, since beliefs are extremely resistant to change, reflection upon educational beliefs should be cultivated during the preservice stage of teacher development. To discover whether such a parallel exists, 12 preservice teachers, during their internships, were selected for study. First, they responded to a series of vignettes to ascertain beliefs about five instructional strategies. Second, a content analysis of the the interns' lesson plans was conducted to determine their instructional practices. Finally, 7 of the 12 interns were interviewed to explore consistencies and discrepancies.
The study's results indicate that the findings of research studies documenting a connection between educational beliefs and instructional practices of inservice teachers also hold true with regard to preservice teachers.
The study suggests that teacher education programs embrace and operationalize the proposition that encouraging reflective thought in teacher candidates is critical to enhancing their professional preparation.
46
Harvey, Howard Anthony. "THE PERCEIVED EFFECTIVENESS OF TECHNICAL VOCATIONAL EDUCATION TRAINING (TVET) PRACTICES AT AN URBAN TERTIARY INSTITUTION IN PREPARING THEIR STUDENTS FOR THE ADVANCED WORKPLACE." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/598899.
Full textAbstract:
Educational LeadershipEd.D.
This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates’ performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012). This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders’ report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace. The results and recommendations will be used to evaluate the best practices of the TVET lecturers.
Temple University--Theses
47
Walker, Peggy Skilling. "A Curriculum for Gifted Secondary Science Students." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/320.
Full textAbstract:
What curriculum can be developed which would provide enrichment for gifted secondary science students, integrate the science disciplines, and provide a format for research?
The purpose of this project is to develop a curriculum which would provide enrichment for gifted secondary science students, integrate the natural science disciplines, and provide a format for student research.
48
Sparks, Linda S. "The Political Ecology of a School Board Decision to Hire a Nontraditional Superintendent." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/221.
Full textAbstract:
This retrospective study used the language of political ecology to describe the dynamics of a school board decision to hire a nontraditional superintendent. Those dynamics were described as contextual variables that existed within the community as well as mediating variables that were negotiated among the key players who were part of the selection process. This study confirmed that the school board did not make the decision in isolation from the community power structure.
The methodology of this descriptive case study was qualitative, using a basic interpretive design informed by symbolic interactionism. Data were collected primarily through interviews with key players of the superintendent selection event, as well as from local news articles and artifacts.
This research identified variables that were part and parcel of the superintendent selection process. It also helped to explain why most of Jacksonville, Florida, favored a candidate with a military background over three other candidates who had served as superintendents of other large, urban school districts. The environmental and mediating variables were presented as key constructs that affected the superintendent selection process and influenced the final decision to hire a nontraditional superintendent.
49
Falaney, Patricia E. "National Board for Professional Teaching Standards Certification: Does It Impact Student Learning?" UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/192.
Full textAbstract:
The present study measured student gains in learning using the Florida Comprehensive Assessment Test pre and post-test mean scale scores in reading comprehension and math problem solving. The project involved classes of students in fourth and fifth grade in six north Florida counties. Thirty class sets of students were taught by a National Board Certified teacher, and a comparable set of thirty class sets of students of the same grade level and at the same school were taught by a teacher who was not National Board Certified. The analysis indicated if National Board Certified teachers produced a higher mean gain score for their students than teachers not certified by National Board.
Did National Board Certification make the needed difference in student learning? The results of the main effect of the study did not indicate a statistically significant difference in the average reading comprehension and math problem solving achievement of students whose teachers were National Board Certified as compared to those whose teachers were not National Board Certified. There was a statistically significant main effect for grade level. In follow up testing there was a statistically significant difference between reading at the fourth and fifth grade levels. A small statistically non-significant difference was found in the math gain score means (favored fifth grade) and a larger difference in reading gain scores (favored fourth grade). There was a statistically non-significant effect for the grade level by teaching status two-way interaction.
50
Frank, John W. "Transformational Leadership and Moral Discourse in the Workplace and Civil Society." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/212.
Full textAbstract:
This study was grounded in the theory and practice of transformational leadership, where leaders function as moral agents of change as they facilitate values talk (moral discourse) among their constituents. The study took its cue from Rost's call for a new paradigm for leadership ethics that calls for methods of group moral decision making to assess organizational and social ends. The inquiry sought to better understand how leaders engage others in moral conversation and how such processes influence organizational culture and democratic civil society.
The methodology was qualitative and phenomenological as it was centered on leaders' perceptions of their experiences in diverse organizational settings across public, private, and social sectors. Data was collected through focus groups and individual interviews and analyzed through the constant comparative method. Data was also interpreted within the socio-political context of a communitarian worldview that postures moral discourse as a means to identify shared values that build social capital and sustain the common good. Other theoretical contexts draw from discourse ethics, adult critical pedagogy, and moral development.
The findings of the study put forth a typology of moral discourse framed in categories that include: conversational venues, individual and social impediments to the conversation, communicative dynamics that stimulate the conversation, speech actions, speech styles, functions of moral discourse, and specific leader practices that advance the conversation. Implications for practice in the workplace are framed in areas of organizational development and business ethics. Other implications are considered for the practice of democratic deliberation.