Dissertations / Theses: 'Lecturer quality'

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Phillips, Heather Nadia. "Interrogating student and lecturer perspectives of professional knowledge delivery in the initial teacher-education programmes in South Africa within a context of quality." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1970.

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Thesis in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education at the Cape Peninsula University of Technology Supervisor: Professor Rajendra Chetty Co-supervisor: Associate Professor Janet Condy November 2013 In South Africa, the quality of teachers working in our current education system has been put under a looking glass by the Department of Education (DoE) (2006) since the systemic results, indicating national literacy and numeracy levels in primary schools, were issued. These results place South African literacy and numeracy skills far below those of many countries in the rest of Africa. This has been viewed by the South African school sector as one of the symptoms of the breakdown in the culture of learning in the education system in our country. As a result, the South African school system has been characterised as a ‘high- cost, high-participation, low-quality system’ Taylor (2008). Taylor (2008) concludes from his research that the challenges which undermine effective teaching and learning in South African schools include the quality of teacher knowledge and teaching practices. The relationship between teacher quality and teacher productivity is key to the development of a high-quality educational system. It is argued that teacher quality impacts greatly on student achievement, which, in turn, impacts on the development and transformation of that society. Rowe (2003) and Morrow’s (2007) key findings in their research on educational success indicate that ‘what matters most’ is the quality teacher. The historical and social change in South Africa has pioneered transformation with regard to curriculum change and has redefined the aims of teacher education in this country. Over the last few years we have been faced with a myriad of changes in policy frameworks that are supposed to guide change within the educational system, as well as within teacher education (Guskey, 2002:381-391). This study, therefore, aims to interrogate the missing links between teacher education institutions and pre-service teachers’ experience, while incorporating school and learner needs. Since quality is the critical factor, there is an urgent need to re-conceptualise how we can prepare a generation of teachers equipped to meet the demands of the 21st-century student. The key objective in this study, therefore, is the interrogation of the following components in the initial teacher-training programmes in South Africa: • Professional development and knowledge of teachers. • Delivery of that knowledge from a pedagogical perspective. • Quality of current teacher-training programmes. This research project is geared towards understanding the challenges that face final-year teacher-training students as they prepare themselves to enter the ‘real world of teaching’. The study cross-examines the quality of learning and teaching in higher education institutions, the pedagogy applied and the degree of its success. In order to examine the initial teacher-training programmes there was a need to interrogate: • students’ perceptions of the quality of their training; • lecturers’ responses to the quality of training provided; and • pre-service teachers’ notions of the quality of the ‘product’ they experience in the field during practice teaching and in their experience with newly qualified teachers. The search for an alternative pedagogy, which aims to promote the transformation and reconstruction of education in South Africa, has placed this research project within a conceptual framework of critical pedagogy, which holds the view that learning is self-generated and not just accessible. The theoretical underpinnings were derived from the works of Paulo Freire and Henry Giroux. This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four faculties of education, nationally, has been used in the project. Semi-structured interviews and focus-group interviews were used to collect data from all the fourth-year BEd students and their lecturers at each of the four universities, as well as from in-service teachers who host students during practice teaching sessions. The interview questions were concerned with the delivery of the teacher-training programmes and whether the needs of students were being met with regard to their training. Students commented on the development of the following areas: delivery of knowledge, acquisition of adequate teaching skills, and their readiness to enter the teaching field. The findings of this research indicate that students, lecturers and in-service teachers believe that many components within the current teacher-training programme need to be transformed. This could be attributed to, amongst others, the inadequate pedagogical practices used in knowledge delivery, lack of actual classroom experience, and the ineffective organisation and supervision of teaching practice which results in students feeling ill-equipped to enter the teaching arena. These impact the quality of teachers who are exiting the current system. Suggestions to improve the organisation of teacher experience, the on-going professional development of teacher educators, and mentorship ofteachers,as well as the development of recruitment and selection criteria for students wishing to enter teacher education are made.

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Coêlho, Raimunda de Fátima Neves. "Características clínico-comportamentais de professores . universitários no sertão paraibano." Programa de Pós-Graduação em Medicina e Saúde, 2013. http://repositorio.ufba.br/ri/handle/ri/13370.

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p. 1-153 Submitted by Antonio Geraldo Couto Barreto (ppgms@ufba.br) on 2013-10-17T13:03:10Z No. of bitstreams: 1 TESE raimunda defesa.pdf: 1794902 bytes, checksum: 4018e1421325f5abd35b35d0ba20c5bc (MD5) Approved for entry into archive by Patricia Barroso (pbarroso@ufba.br) on 2013-10-30T19:33:36Z (GMT) No. of bitstreams: 1 TESE raimunda defesa.pdf: 1794902 bytes, checksum: 4018e1421325f5abd35b35d0ba20c5bc (MD5) Made available in DSpace on 2013-10-30T19:33:36Z (GMT). No. of bitstreams: 1 TESE raimunda defesa.pdf: 1794902 bytes, checksum: 4018e1421325f5abd35b35d0ba20c5bc (MD5) Previous issue date: 2013 comprometer a saúde física e mental dos indivíduos é necessária, para respaldar programas de suporte ao docente. O estudo objetivou descrever características clínico-comportamentais de professores universitários no sertão paraibano, tendo como objetivos secundários: avaliar correlação entre Resiliência, História de Trauma, Transtorno do Estresse Pós-traumático - TEPT, Impulsividade, Religiosidade, e Qualidade de Vida na população estudada; determinar a frequência de transtornos psiquiátricos em professores, nas diferentes áreas acadêmicas; e avaliar associação entre resiliência e transtornos mentais. Mediante estudo transversal, de natureza censitária, foram coletados dados de variáveis sociodemográficas. Aplicou-se escala de Resiliência e de TEPT (PCL-C), questionários de História de Trauma, de Qualidade de Vida SF 36 e entrevista M. I. N. I. Plus (Mini International Neuropsychiatric Interview), que explorou os transtornos mentais. Análise estatística descritiva da caracterização demográfica dos 240 professores, mostrou que 81,3% tinham menos de 50 anos de idade e 52,5% eram do sexo masculino; Correlação de Spearman indicou associação negativa e significativa (p< 0, 001) entre todos domínios do SF - 36 e TEPT; Comparação entre Resiliência e História de Trauma, mostrou associação significativa entre Resiliência e eventos traumáticos relacionados a experiências físicas e sexuais (p=0,040). Foi evidenciada baixa pontuação para TEPT; alta pontuação para Resiliência e maior exposição a trauma e desastres em geral na população de professores. Episódio Depressivo Maior Atual (EDM), Transtorno Misto de Ansiedade– Depressão e Transtorno de Ansiedade Generalizada (TAG) apresentaram maior prevalência. Teste qui–quadrado mostrou que área de Sociais Aplicadas apresentou o maior percentual (13,9%) para EDM atual. Ser mais ou ser menos resiliente não estava associado com o EDM. Professores universitários expostos a peculiaridades ambientais específicas e com Episódio Depressivo Maior Atual, apresentaram alta pontuação em todos os domínios de Qualidade de Vida. Salvador

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Jacobsz, Johannes Marthinus. "Riglyne vir die effektiewe assessering van dosente in hoër onderwys binne die nasionale kwalifikasieraamwerk / Johannes Marthinus Jacobsz." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/10414.

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This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

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Ellis, Joanne. "Indoor air quality in lecture theatres and large enclosed public spaces." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/fe5d0da7-d2eb-49f2-920d-699989ca980d.

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Outdoor air quality in the UK is widely governed by existing regulations. This is in contrast to the quality of air indoors which is managed by prescribing ventilation rates recommended by stakeholders from the building industry. This ventilation approach stems from the 1930s, when Yaglou first raised the importance of minimum building ventilation rates to remove body odour from rooms. The minimum ventilation rates approach may deliver acceptable indoor air quality (IAQ) for standard sized rooms, however, when considering large spaces this approach is insufficient.

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Ngo, Boumkouo II Ngo Koukouma Suzanne Solange. "Évaluation des qualités métrologiques de l'outil d'évaluation destiné à évaluer la compétence à "lire et apprécier des textes variés" en français au secondaire." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28040.

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L’objectif du présent mémoire consiste à évaluer les qualités métrologiques de l’outil d’évaluation formative destiné à évaluer la compétence à lire et apprécier des textes variés en français au secondaire Québécois. À cet effet, un outil d’évaluation comportant treize items a été élaboré et testé auprès de six cents deux ( n = 602 ) élèves du premier cycle du secondaire de quatre commissions scolaires des régions de Québec, Portneuf et Shawinigan. Il ressort des analyses que sur les treize items composant l’outil d’évaluation, douze possèdent un pouvoir discriminant et un niveau de facilité acceptable et méritent d’être conservés dans l’outil. Un item possède un niveau de discrimination jugé non acceptable et devrait, par conséquent, être revu, notamment la grille d’évaluation. Ces résultats démontrent que le test d’évaluation formative élaboré est prometteur compte tenu de des qualités métrologiques qu’il a démontrées. The purpose of this study is to evaluate the measurement characteristics of the formative assessment tool whose objective is to assess the competence to read and understand a variety of french texts in Quebec secondary school. For this purpose, an assessment tool consisting of thirteen items has been developed and a test of this tool has been conducted among six hundred and two (n = 602) students of the first cycle of secondary school in four school boards of the regions of Quebec City, Portneuf and Shawinigan. The analysis show that twelve out of the thirteen items of the assessment tool, have an acceptable discrimination parameter and an acceptable level of ease and should be kept in the tool. An item has a level of discrimination found not acceptable and should therefore be reviewed, including the evaluation grid. These results demonstrate that the formative assessment tool developed is promising considering measurement characteristics it has shown.

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Mosier, Heather R. "A comparison of interteaching and lectures does the quality of interteaching matter? /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/mosierh/heathermosier.pdf.

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Colacci, John. "The effect of different types of feedback on quality of presentation /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66018.

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Moreno-Navarro, Maria del Pilar. "Lectura, información y calidad de vida. Construcción de una tipología de uso de la lectura y la información y su relación con la calidad de vida." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/369319.

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Esta tesis crea una tipología de perfil Lecto-Informativo de la población de Catalunya, a partir de las bases de datos Panel de la Fundació Jaume Bofill. Construye operativamente una medida de la Calidad de vida de la población catalana, desglosando el concepto en las siete dimensiones consideradas por Robert Cummis (1996) e integrándolo de nuevo en sus dimensiones objetivas y subjetivas. Compara los perfiles lecto-informativos con los perfiles en calidad de vida de la población mediante la metodología de creación de tipologías estructural y articulada de López-Roldán (1994) en la que utiliza la combinación de Análisis Factorial de Correspondencias Múltiples con el Análisis de Clasificación. Adopta el punto de vista de la población, es decir, toma a las personas como principal colectivo de interés, y observa los beneficios que podrían generar los servicios de información sobre sus vidas. Está orientada a aumentar el bienestar de la población. A partir de la siguiente hipótesis general, “El hecho de informarse y/o leer está relacionado con vivir en unas mejores condiciones de calidad de vida”, se comprueba si las personas que han utilizado más intensamente la información y la lectura viven en unas condiciones de riqueza material, salud, productividad, red social, seguridad, posición social y estado de ánimo mejores que el grupo de personas que no han utilizado o realizado dichas actividades. Tras la comprobación de la relación en cada una de estas siete dimensiones de Calidad de Vida, se realiza la integración global del concepto en forma objetiva y forma objetiva y subjetiva conjuntamente, y sobre dichos niveles de Calidad de Vida integral de la población comprueba de nuevo la situación de los diferentes perfiles lecto-informativos. De esta forma realiza una valoración global e integral de las relaciones que existen entre la intensidad en el uso de la lectura y la información y la posición en cuanto a Calidad de Vida que tiene la persona. Con ello se concluye esta la investigación. Conclusiones: El trabajo aporta las evidencias empíricas suficientes para aceptar la hipótesis general de la investigación: Las personas que leen o se informan con mayor intensidad disfrutan en mayor proporción de una mejor calidad de vida que el grupo de personas que no se informa o no lee o lo hace con una menor intensidad. De este modo esta investigación corrobora, empíricamente y con datos estadísticos objetivables, una de las principales (quizá la principal) asunción de las teorías de la información, motivo por el cual también se justifica la actividad de creación de políticas públicas a este respecto. A saber: Una utilización más intensiva de la información y la lectura está directamente relacionada con una mejor calidad de vida de las personas. Se apunta la complejidad de los mecanismos de utilización y rentabilización de uso de la información entre las personas y la necesidad de investigaciones posteriores en ese ámbito. This thesis creates a typology of Reader-Informative profile of the population of Catalonia, based on panel data made available by the Jaume Bofill Foundation. It operationally builds a measure of the Quality of life of the Catalan population by breaking down this variable into the seven dimensions considered by Robert Cummins (1996) and integrating it back into its objective and subjective dimensions. It compares reader-informative profiles with profiles of the populations’ quality of life using a methodology for creating structural and articulated types elaborated by López-Roldán (1994). For that we use a combination of Factorial Analysis of Multiple Correspondences together with Cluster Analysis. We use from the point of view of the population, that is, taking people as a unit, and highlight the benefits that information services could generate in their lives; In that way the thesis aims to improve the welfare of the population. We use a set of general hypotheses, the main one being: "On informing oneself and/or reading being related to living in better conditions of quality of life". We then check whether individuals, who use information more intensively and read more, are more likely to live in conditions of better material wealth, health, productivity, availability of a social net, security, status and state of mind. After verifying the relationship in each of these seven dimensions of Quality of Life, a global integration of the concept is carried out, in both an objective and subjective manner at the same time, and we check again the situation of different reading and informative profiles of those levels of Quality of Life of the population according to this new grouping. In this way it makes a comprehensive global assessment of the relationship between the intensity of the use of information and the frequence of reading, and the the Quality of Life level a person has. Conclusions: The study provides enough empirical evidence to accept the main hypothesis of the thesis: People who read or inform oneself more intensively, enjoy a better quality of life than the group of people who do not inform oneself or read, or conduct these activities with less frequency. Thus, this study verifies, using empirically data as well as objective statistical methods, a major (and perhaps the main) assumption of information theories, reason for which the activity of creating public policy in this regard is also justified. Namely: A more intensive use of information and reading is directly related to a better quality of life for people. Complexity of the mechanisms of utilization and profitability of the use of information by people and the need for further research in this area is highlighted.

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Monti, Francesca. "Lighting of University lecture halls:a Design Proposal for Palazzo Malvezzi - Campeggi." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21143/.

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Many university lecture halls in Bologna are based inside historic buildings and noble palaces, not designed for students as they are built for a different purpose. The daylight contribution in the rooms is usually not sufficient to satisfy the requirements for school premises; moreover, artificial lighting mainly consists in lamps with high consumption and low performances. Under these conditions the student's visual comfort is not optimal. The following work is based on the open site analysis about the state of art of some university classrooms and their led re-design. The case studies are the lecture halls of Palazzo Malvezzi-Campeggi in Bologna, including the two noble halls on the main floor and the Aula Magna. It has been possible to interact with the acoustic component, not treated here, developing an integrated project able to meet the needs of both parties. The classrooms were qualified through simulations with lighting design software, in accordance with EN 12464, analyzing the daylight factor and the visual comfort parameters.

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Durot, Marie. "Liens entre les habiletés en lecture-écriture et la qualité de la relation enseignante-élève en maternelle et en première année du primaire." Mémoire, Université de Sherbrooke, 2013. http://hdl.handle.net/11143/6412.

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Les expériences avec l'écrit que vit l'enfant à l'âge préscolaire permettent à ce dernier d'acquérir un certain nombre d'habiletés en lecture et en écriture (Cunningham, 2008 ; Justice et Piasta, 2011). Ces expériences sont d'autant plus fructueuses qu'elles sont vécues dans le cadre d'interactions positives avec un adulte significatif (Clingenpeel et Pianta, 2007). À cet égard, certaines études montrent les bienfaits d'interactions positives avec l'enseignante et les résultats scolaires (Baker, 2006 ; Hamre et Pianta, 2001), mais encore peu montrent l'impact d'une relation enseignante-élève de qualité sur les résultats en lecture-écriture spécifiquement. Cette étude vise donc à mieux comprendre les liens entre les habiletés en lecture-écriture et la qualité de la relation enseignante-élève en début de scolarisation au Québec. Nos analyses corrélationnelles ont montré un lien légèrement significatif entre les scores de la qualité de la REE et les résultats en lecture-écriture (extraction phonologique, production de mots orthographiques, mémorisation/écriture de mots, etc.). Nos résultats sont discutés à la lumière des études déjà menées à ce sujet.

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Pereira, Orcione Aparecida Vieira. "QUALIDADE DE VIDA NO TRABALHO DE DOCENTES UNIVERSITÁRIOS DE UMA INSTITUIÇÃO PÚBLICA E OUTRA PRIVADA DO LESTE DE MINAS GERAIS." Centro Universitário de Caratinga, 2006. http://bibliotecadigital.unec.edu.br/bdtdunec/tde_busca/arquivo.php?codArquivo=28.

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lt;p align="justify"gt;Atualmente, o mundo do trabalho tem passado por transformações que afetam toda a sociedade, inclusive a categoria profissional dos professores. Ao mesmo tempo, a temática qualidade de vida no trabalho vem conquistando importância no cenário social, e esta abarca os estilos de vida, as expectativas e os projetos de vida da coletividade e dos indivíduos. Nesse sentido, realizamos um estudo sobre a Qualidade de Vida no Trabalho (QVT) dos docentes universitários de duas instituições, sendo uma pública (Universidade Federal de Viçosa UFV) e outra particular (Centro Universitário de Caratinga UNEC). Buscamos identificar os perfis sócio-profissionais das duas instituições, o significado atribuído pelos docentes à QVT e a ocorrência de estresse e/ou outros distúrbios no trabalho, através de um estudo exploratório com abordagem qualitativa. Foram entrevistados docentes (homens e mulheres), onde identificamos que, apesar das diferentes realidades dos docentes pesquisados, o principal significado de QVT é ter condições adequadas à execução de trabalho. Assim, espera-se que este estudo contribua para que as instituições e seus responsáveis repensem as condições ofertadas para seus docentes e atentem para a promoção de QVT através de ações efetivas.lt;/pgt; Contemporary, the work world has passed for transformations that affect the whole society, involving also the lecturers professional category. At the same time, the issue of quality of life in the work has been achieving importance in the social scenery, and this involve style of life, as well as the expectations of collective and individual project lifes. In that sense, we realize a study about Quality of Life in the Work (QLW) of lecturers of two institutions, once public (Viçosa Federal University) and other particular (University Center of Caratinga UNEC). Through an exploratory study with qualitative approach, we tired to identify the socio-professional profile in both institutions, as well as the significance of QLW attributed by the lecturers, as well as the happening of stress and other disturbances in work. Were interviewed lecturers (men and women), where we identified that, in spite of the different reality of researched lecturers, the principal significance for QLW is to have adequate conditions for work execution. With this study we expected to contribute for that the institutions and their responsible persons re-though the conditions offered to their lecturers and undertake the promotion of QLW through effective actions.

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Schwarz, Doreen. "Identifikationsmuster und Bindungsorientierungen von frei- und nebenberuflich Lehrenden in Volkshochschulen : eine qualitative Untersuchung." Master's thesis, Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2008/.

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Frei- und nebenberuflich Lehrende bilden die zahlenmäßig stärkste ‚Berufsgruppe‘ an Volkshochschulen und dennoch: Im Rahmen von Professionalität, Organisations- und Qualitätsentwicklung finden sie bis heute als eigenständige Personengruppe nur wenig Beachtung. In der Wissenschaft sind es zumeist quantitative Studien, in denen die soziale Lage der Lehrenden, ihr pädagogisches Handeln sowie ihre Organisationsge- und verbundenheit thematisiert werden. Studien, welche die Subjektperspektive in diesem Kontext gezielt in den Mittelpunkt stellen, gibt es dagegen nicht. Vor diesem Hintergrund geht es in der vorliegenden qualitativen Untersuchung explizit um die Gruppe der frei- und nebenberuflich Lehrenden. Hinterfragt wird, auf welche Weise sich nicht fest angestellte Mitarbeiter/innen mit der Organisation, für die sie arbeiten sowie mit ihrer dortigen Tätigkeit identifizieren können und wie sie sich darin begründen. Im Ergebnis werden zwei kontrastreiche Identifikationsmuster und Begründungstypen vorgestellt, die das Verhältnis der Lehrenden zu ‚ihren‘ Organisationen veranschaulichen und die erkennen lassen, welche Konsequenzen sich daraus für die Volkshochschule im Allgemeinen ergeben. Freelance and part-time lecturers constitute the numeral biggest ‘occupational category’ in adult education centre. Nevertheless: They do not find highly attention in the context of professionalism, organizational and quality development. In science exist quantitative studies mostly, which broach the issue of social circumstances of lectures, their educational actions as well as their organizational bondage and solidarity. There are no studies, which make a point of spotlighting the subject perspective. Against this background the available qualitative research paper explicit concentrate on the group of freelance and part-time lectures. The question is, in which manner non salaried employees are able to identify with the organization they work for as well as their local practice and how they reason it. As a result two high contrasts pattern of identification and types of grounds will be presented, which visualize the relationship between lecturers and ‘their’ organizations and which show the consequences for adult education centre in general.

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Mazaro, Rita Eliana. "O desempenho docente no ensino superior: Uma análise dos fatores de qualidade." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-13102014-105453/.

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O objetivo desta tese é compreender a produção da qualidade quando aplicada no campo de atividade do professor universitário. A questão da qualidade é um dos desafios centrais da educação universitária no Brasil pelo caráter estratégico de seus resultados para a nação. Dessa educação emerge a capacidade das futuras gerações. A definição de qualidade é uma tarefa difícil dentro de quase todas as ciências sociais e muito mais difícil dentro do contexto da educação universitária que é frequentemente dividida por ideologias, tradições e critérios ontológicos. Esta tese produziu um resumo da literatura tentando responder a questão do que é qualidade no ensino superior quando aplicada ao desempenho do docente universitário. A literatura não apresenta consenso a essa questão, mas oferece cinco dimensões para a consideração do problema. O conceito do ensino superior, a gestão do professor, o comportamento do professor, o desenvolvimento e atualização do professor e as condições do trabalho constituem as fontes de ações para a produção de qualidade no desempenho rotineiro do professor. Este estudo foi complementado com uma investigação empírica dirigida para a identificação dos fatores que estão disponíveis e acessíveis aos coordenadores e professores da universidade e para contribuir para a produção da qualidade. Esta investigação empírica foi desenhada e realizada através da escala Q que é um método frequente nos estudos das teorias e ideologias que estão implícitas em papéis, identidades, fatores e critérios. A escala Q foi construída sobre as proposições encontradas na literatura que identificavam as cinco dimensões e aplicada a uma população de professores e coordenadores das instituições universitárias. Os resultados revelaram fatores que contribuem com a qualidade do ensino universitário em quatro das cinco dimensões. Conceito do ensino superior, comportamento do professor, desempenho e atualização do professor e condições de trabalho. A única dimensão que não alcançou significância na produção de qualidade foi a gestão dos professores por parte dos coordenadores. Futuras investigações deverão ser dirigidas para aprofundar a força destas dimensões The objective of this thesis is the understanding of the production of quality when applied to the realms of the higher education institution. The issue of quality became one of the central challenges of Brazilian higher education institutions because of the strategic character of its outcomes to the nation. Out of it emerge the skills, competencies and knowledge of future generations. The definition of quality is a difficult task in most of the social sciences fields and even more difficult within the context of education which is often split by ideologies, traditions and ontological criteria. This thesis summarized the discussion presented by the literature trying to answer the question what is quality when that concept is applied to the performance of lecturers at the any university degree. The literature has hardly a consensual view and offers five dimensions to figure it out. The concept of higher education, the management of the lecturers, the lecturers behavior, the lecturers development and updating and the working conditions were understood as the main sources of actions for the production of quality in lecturers ordinary performance. This study was complemented by an empirical research directed to the investigation of the factors that are at the hands of managers and lecturers and contribute significantly to the quality of lecturers` performance. That investigation was designed and achieved through the Q Scale as a method quite popular for the study of theories and ideologies underlying roles, identities, factors and criteria. A Q-Scale was build out of the literature on the grounds of the five dimensions above mentioned and applied to a population of lecturers and pedagogic supervisors taken from two institutions. The results came across with factors related to the conception of higher education, faculty performance, working conditions and the faculty development. The only dimension which did not reach level of significance in its contribution to quality was the faculty management. Future research should investigate deeper on those dimensions

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Lavallée, Sylvie Peyrelong Marie-France. "Le management de la qualité dans une bibliothèque publique analyse et proposition pour une démarche de type ISO 9001 appliquée à une bibliothèque de lecture publique /." [S.l.] : [s.n.], 2008. http://www.enssib.fr/bibliotheque/documents/dcb/lavallee-dcb16.pdf.

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Olivier, Vanessa. "Managing mobile learning in a higher education environment / Olivier V." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7297.

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The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

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Riou, Jerôme. "Étude de l'influence de l'enseignement du code alphabétique sur la qualité des apprentissages des élèves de cours préparatoire." Thesis, Université Clermont Auvergne‎ (2017-2020), 2017. http://www.theses.fr/2017CLFAL024/document.

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Notre recherche doctorale porte sur l’influence des pratiques d’enseignement du code alphabétique sur les progrès des élèves de cours préparatoire. Elle a pour objectif d’identifier des pratiques pédagogiques efficaces et de contribuer à la réflexion sur la formation professionnelle des enseignants. Elle constitue l’un des volets d’une enquête collective de grande ampleur dirigée par Roland Goigoux qui visait à évaluer l’influence des pratiques d’enseignement de la lecture et de l’écriture sur la qualité des apprentissages.La première partie de notre recherche est consacrée à la mise en évidence de relations causales entre les pratiques d’enseignement du code alphabétique et les performances des élèves en décodage et en orthographe. Nous nous intéressons tout d’abord à la question de la planification de l’enseignement, plus précisément à la vitesse d’étude des correspondances entre les graphèmes et les phonèmes (tempo) et à la part déchiffrable des textes utilisés comme supports d’enseignement de la lecture (rendement effectif). Nos résultats soulignent l’influence significative de ces deux variables sur la qualité des apprentissages, cette influence s’exerçant de manière différenciée selon le niveau des élèves à l’entrée du cours préparatoire. En outre, nous proposons une progression de l’étude du code alphabétique fondée sur la fréquence théorique des correspondances graphèmes-phonèmes des textes écrits en français standard pouvant servir de référence aux enseignants. Nous étudions également les effets du temps d’enseignement de l’encodage sur les acquisitions scolaires, effets qui se révèlent significatifs et positifs mais qui varient selon la nature des tâches proposées et les publics ciblés.Dans la seconde partie de notre thèse, nous nous attachons à comprendre et à documenter la conduite de l’activité de maitres expérimentés de cours préparatoire à des fins de formation professionnelle. Nous analysons une situation de référence de l’enseignement du lire-écrire à partir des enregistrements vidéo de trente-six séances de lecture collectives. Puis, nous décrivons des scénarios pédagogiques prototypiques et nous posons les bases d’une formation destinée à développer les compétences professionnelles des enseignants. Nous soulevons notamment la problématique de l’articulation de la résolution de tâches de code et de compréhension et celle de l’autonomie de déchiffrage offerte aux élèves. Nous présentons enfin la plateforme numérique que nous avons élaborée et qui permet de déterminer la part déchiffrable des textes utilisés lors des séances de lecture collectives. Cette plateforme nommée Anagraph aide les enseignants à planifier l’étude des correspondances graphophonémiques et à choisir des textes adaptés à l’enseignement de la lecture Our doctoral research focuses on the influence of phonics instruction on first-grade students’ progress. Its purpose is to identify effective teaching practices and to contribute to the training of teachers. This research is part of a larger study conducted by Roland Goigoux, which aimed to assess the influence of reading and writing on the quality of learning.The first part of our research examines causal relationships between the characteristics of phonics instruction and students’ performances in decoding and spelling. First, we study the influence of the speed of teaching of grapheme-phoneme relationships (tempo) and of the decodable part of texts used to teach reading (rendement effectif). Our results reveal a significant influence of these two variables on the quality of learning, this influence being different according to students’ initial levels. Besides, we propose a planning of the phonics instruction based on the theoretical frequency of the grapheme-phoneme correspondences in texts written in standard French which can serve as references for the teachers. We also study the effects of the teaching time allocated to encoding tasks on reading achievement, effects which appear to be significant and positive but which vary according to the nature of the tasks and to students’ characteristics.In the second part of our dissertation, we attempt to analyze and document teaching practices of experienced first-grade teachers for training purposes. We analyze a reference situation of the teaching of reading and writing from the video recordings of thirty six collective sessions of reading. Then, we describe prototypical teaching scenarios and lay the foundations for a training intended to develop the professional skills of the teachers. Specifically, we raise the issue of the relationship between the resolution of decoding and understanding tasks and the autonomy that decoding success afforded the students. We finally present the digital platform we designed, which allows calculating the decodable part of texts used during reading instruction. This platform named Anagraph has been designed to help teachers plan the study of the grapheme-phoneme correspondences and to choose texts adapted to their teaching

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Cheippe, Emmanuelle. "La voie musicale pour remédier aux difficultés de prononciation des voyelles de l'allemand dans des textes lus : expérimentation dans une classe bilingue : analyse acoustique." Phd thesis, Université de Strasbourg, 2012. http://tel.archives-ouvertes.fr/tel-00781335.

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Dans cette étude, nous analysons dans quelle mesure l'exploitation d'un chant populaire, pourrait aider les élèves francophones dans la lecture de textes en allemand. L'exercice musical peut-il contribuer à faciliter la prononciation des voyelles de la langue allemande et ainsi permettre de remédier aux nombreuses difficultés mentionnées dans la littérature et repérées en classe ? L'expérimentation décrite ici a été menée dans une classe bilingue de Strasbourg. Vingt élèves d'une même classe ont été répartis en deux groupes. Le premier groupe avait pour objectif l'apprentissage de la chanson " La Belle au Bois Dormant " tandis que le deuxième s'est focalisé sur la lecture et la compréhension du même texte, sans usage du chant. Les sujets ont été enregistrés pendant la lecture du texte en amont (test T1) et en aval (test T2) de l'expérimentation. Nous avons également examiné l'impact d'un support multimédia élaboré en 2008. Cet outil est supposé pouvoir constituer une aide à l'apprentissage de la lecture par le biais d'exercices adaptés et d'une version chantée dite " karaoké ". La spécificité des résultats des tests T1 et T2 dans chacun des groupes (éléments musicaux, accents d'intensité, premiers et seconds formants) ainsi que la comparaison de deux séquences incluant /a/ d'une part et /a:/ d'autre part, confortent les hypothèses issues de la psycholinguistique, des neurosciences, de la sociolinguistique et de la pédagogie ainsi que d'expériences antérieures : la musique a effectivement un impact sur la qualité vocalique d'une langue accentuelle comme l'allemand.

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Tuan, Nguyen Quang, and 阮光俊. "Factors Affecting Teaching Quality of College Lecturer in Natural Resources and Environment College of Hanoi." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40528945700325813240.

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碩士 樹德科技大學 資訊管理系碩士班 99 There are many factors affecting the training of human resources with high qualifications. In this thesis research is only a number of factors affect teaching quality of lecturers are: • The division of labor of the administrator. • Remuneration policy, wages, bonuses of executives • Infrastructure for teaching These factors can be called external factors affecting faculty or may be called service elements. This research comes from the direction of the Government of Vietnam in the formulation development of teachers Documents used for research are: (1) Resolutions and Decisions of the Party and the Government of Vietnam, (2) Books, Magazines reference of Professor Dr.-known in Vietnam (3) Research Methodology: Research for qualitative and quantitative, data investigated in this thesis surveyed in College of Natural Resources and Environment in Hanoi, Using SPSS software, Microsoft Office (Excel) to analyze data. This thesis report details the results of survey research, statistical analysis of factors affecting the quality of faculty teaching This thesis is the basis for the management of Natural Resources College of applicable environmental Hanoi part in the construction and development of school teaching staff.

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Bothma, Franciska. "A juridical foundation for accountability to enhance the security of the Higher Education lecturer in South Africa / Franciska Bothma." Thesis, 2015. http://hdl.handle.net/10394/15027.

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The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. PhD (Education Law), North-West University, Potchefstroom Campus, 2015

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Trousilová, Kamila. "Kvalita procesů dalšího vzdělávání." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404907.

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The aim of this diploma thesis is to identify differences in the perception of the quality of further education processes from the viewpoint of the participant, the lecturer and the director of the educational institution. The partial aim of the thesis is to confirm or to rebut the hypothesis based on experience from one's own practice that the lector is the most important factor influencing the quality of further education processes. The theoretical part is divided into two chapters, the first chapter characterizing the process and the quality of further education including the methods and tools used to manage the quality of the processes in further education, the role of quality management in the organizations providing further education. The second chapter deals with various factors influencing the quality of the continuing education processes. The practical part of the thesis includes a research of the quality of the processes of further education, in which quantitative and qualitative methods are used. Outputs from the research survey provide the basis for answering research questions and confirming or refuting the hypothesis. Quantitative research uses a questionnaire survey for participants in further education that looks at their view on the quality of further education. The results of the...

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Ndlovu, Nhlanhla. "Managing the continuing professional development of lecturers in a Mpumalanga technical and vocational education and training college." Diss., 2018. http://uir.unisa.ac.za/handle/10500/25670.

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The aim of this research is to find out if a Technical and Vocational Education and Training (TVET) college in Mpumalanga, South Africa has any CPD programme for its lecturers and how it is managed. Through personal experience, interaction with fellow lecturers and literature review, I noted the evident lack of college-driven continuous professional development (CPD) of lecturers. I discovered that most TVET college lecturers are holders of teaching qualifications suitable for schools and not the TVET college sector. The research was qualitative. I conducted in-depth interviews with the senior management of the college, a focus group interview with lecturers and finally document analysis. Data analysis was inductive and verbatim quotations from participants were used. I found that although the college did have a CPD programme, there were many shortcomings. Strengths of the programme include funding and a planned CPD committee. Deficiencies relate to non-communication between staff members and management and a laissez-faire attitude of management in the handling of CPD. Based on the findings numerous recommendations are made concerning the way CPD is managed at this college and by the Department of Higher Education. These recommendations may relate to other colleges to make their CPD programme more effective for their academic staff. Educational Management and Leadership M. Ed. (Education Management)

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Kempen, Claus. "Perceptions of quality teaching at a business school : implications for management / Claus Kempen." Thesis, 2014. http://hdl.handle.net/10394/11171.

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The general purpose this study has been to determine the perception of MBA students on quality lecturing. Business schools are concerned about how learners evaluate the lecturing experiences in order to monitor the quality of the lecturing. Student evaluations are assumed to mirror relative stable views which hold implications for how tertiary institutions act upon and reward the educational practices of lecturers. It is evident from prior research that broad reaching claims concerning student satisfaction cover large alternatives in terms of a construct being evaluated. Links between what is measured, and how this information should be utilised, are not always well-defined. Previous studies suggest that student satisfaction and perception is a multifaceted concept consisting of several complex dimensions. The true muscle of lecturing is crucial leadership ability. It is not just a lecture or a presentation. Lecturing is a set of skills. It is not just about a gift. It is a set of practices that should be rehearsed, mastered and delivered. A lecturer will certainly not deliver a faultless lecture, but might bring an influential and current lecture. The skill set of lecturing is both a skill and a discipline. A lecturer should learn and practices the discipline; then the skill will be conquered. Everyone can be a powerful and skillful presenter, but it will take time, rehearsal and vigor to overcome mediocrity. The management of business schools should comprehend the importance of quality lecturing. Without emphasis on lecturing, the perceived quality of a business school could be misconceived by students. Quality lecturing should always be a focus point and the emphasis on improved effectiveness by management. MBA, North-West University, Potchefstroom Campus, 2014

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Hung, Tseng-Yuan, and 洪增淵. "The Investigation and Analysis of Indoor Environmental Quality in a Lecture Theater." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/7ga623.

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碩士 朝陽科技大學 環境工程與管理系碩士班 92 The development of computer technology and Internet lead to the changing of traditional production method and technology, both of which resulted in changes in the office work process and production ability. The work environment also gradually moved from tightly packed outdoor manpower to mostly indoor computer operation; even some leisure activities moved from outdoors to inside. To ensure that indoor activities be conducted in a healthy and comfortable environment, air conditioning is an indispensable component. The issue of achieving a comfortable and energy efficient air conditioning design and management in an airtight space is an important research topic. The investigation of thermal comfort is based on two main standards, which are ISO 7730 and ASHRAE55. However, the comfort indexes PMV and PPD in these two standards came from foreign studies, thus their applicability in Taiwan temperate requires further investigation. The study applied surveying questionnaire and environmental measures to establish the thermal comfort index for the lecture theater in the NATIONAL MUSEUM OF NATURAL SCIENCE, and compared with comfort values among residents of foreign, and Southeast Asia. This investigation observed the reactions of 251 people in the lecture theater of the museum, stratified by sex, age, figure, and amount of clothing and activity. We used a instrument to monitor parameters such as temperature, relative humidity, Co2, and velocity at six fixed locations throughout the day. The results of this investigation showed that the comfortable temperature accepted by the study subjects is 25oCta in the summer and 21.4oCta in the winter. There was little difference in the accepted comfortable temperature of different sex and age groups during the summer, while women and people over forty years of age prefer higher temperatures and fatter people prefer lower temperatures in the winter. Indoor relative humidity also has little influence on the comfortable temperature.

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Greasley, Peter, and Andrea M. Cassidy. "When it comes round to marking assignments: how to impress and how to 'distress' lecturers." 2010. http://hdl.handle.net/10454/6859.

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What do lecturers look for when marking essays? What impresses them and what frustrates them? In this paper, we present the results of a survey which asked lecturers to address these questions. Thirty-two lecturers responded to an email survey in which they listed the problems they found most frustrating when marking essays and the factors which most impressed them. This resulted in 206 comments related to sources of frustration and 139 comments listing factors which impress them. The comments were then coded into themes and ranked in order of importance by 16 lecturers from the original sample. The results highlight a range of issues that may be useful for lecturers when discussing assignments, and instructive for students when writing their assignments.

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Hu, Shu-Hua, and 胡淑華. "The Study on Service Quality, Satisfaction and Loyalty of Sports Lectures, in Taipei DaAn Sports Center." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/30458742840089095074.

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碩士 國立臺灣師範大學 運動休閒與餐旅管理研究所 101 Taipei DaAn Sports Center, which is the 11th sports center in Taipei, opened in April, 2010. There are around 3000 people sign up its’ sports lectures every period, making 32.86% of total revenue. In fact, Taipei DaAn Sports Center was awarded bronze medal in The 9th Golden Thumb Awards for PPIP, which means good service quality and satisfaction were confirmed. The purpose of this study was investigate different variables and states of members who sign up sports lectures. Base on these results, researcher predicted results that how service quality and satisfaction affect loyalty. For achieving these goals, questionnaire inquisition and scale of service quality, satisfaction, loyalty were applied, aiming at members of Taipei DaAn Sports Center. Besides that, those data were examined by Descriptive Statistics, t-tests, One Way ANOVA, Pearson Product-moment Correlation, and multiple regression analysis. The results were presented below: 1. Most of member is female, years of 21-40, bachelor, service industry, and they live in district of DaAn largely; their income is among NT$ 25,001~35,000 each month. Furthermore, they usually extend lectures actively. 2. The service quality, satisfaction, and loyalty toward Taipei DaAn Sports Center is ordinary. 3. Members of different background, age, education, job and salary each month make significant difference in service quality; different background, sex, age, residential area, long-term or short-term member makes significant difference in satisfaction; different sex, long-term or short-term member makes significant difference in loyalty. 4. service quality, satisfaction reflect positive correlation with loyalty. 5. Satisfaction of profession, price, promotion, lectures planning, and information acquisition mirror loyalty. Therefore, suggestions are provided below; 1. Organizer should enforce profession of coaches and staffs, making unusual lectures. 2. Facilities should be maintained regularly, ensuring its’ practicality and innovation. 3. To increase revenue, organizer should focus on recruit female and male both, encouraging citizens exercise frequently in Taipei DaAn Sports Center.

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Boily, Élisabeth. "Effets d'un programme de lecture orale répétée et assistée sur la fluidité de lecture d'élèves provenant d'une classe à large effectif au Burkina Faso." Mémoire, 2011. http://www.archipel.uqam.ca/4485/1/M12334.pdf.

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L'enseignement de la lecture s'effectue dans des conditions difficiles au Burkina Faso, ce qui affecte sans contredit l'apprentissage de ces habiletés nécessaires à la réussite scolaire et l'épanouissement personnel. Chez les élèves des premiers cycles du primaire, la fluidité de lecture semble notamment se développer difficilement. Dans le cadre de cette recherche, les effets d'un programme de lecture orale et répétée visant à développer la fluidité de lecture des élèves provenant d'une classe à large effectif et hétérogène de CE1 au Burkina Faso ont été évalués. Les résultats indiquent que ce programme a un effet positif sur le développement de la fluidité des élèves faibles et très faibles. L'effet varie également selon le sous-groupe dans lequel se trouvent les élèves. La qualité des tuteurs serait donc un facteur à prendre en considération. Ce programme de lecture orale répétée et assistée est prometteur puisqu'il constitue une première tentative d'implantation d'une intervention respectant le modèle d'enseignement-apprentissage de la lecture à trois niveaux dans un pays d'Afrique subsaharienne. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : fluidité, enseignement de la lecture, éducation de base au Burkina Faso, lecture orale répétée et assistée, classe à large effectif, classe hétérogène, tutorat par les pairs.

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Sangoni, Masivuye Siziphiwe Nomonde. "Transkei College of Education lecturers' perceptions of principles guiding the quality assurance policy of the college's academic programme." Thesis, 1999. http://hdl.handle.net/10413/4071.

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The aim of this study was to determine the views of the Transkei College of Education (TCE) lecturers concerning the principles that should guide a quality assurance (QA) policy of the academic programme of the institution. To address this, five sub-questions were raised, dealing with respondents' perceptions on: generic or specific skills; involvement in drafting teacher education outcomes; the criteria for outcomes' assessment; programme monitoring and the handling of the results of the monitoring process. This case study, was conducted at TCE, in Umtata. Data were gathered by using a self-administered questionnaire distributed to all college lecturers, resulting in a (64%) return rate. Participating lecturers' responses revealed that they preferred that the teacher education programme contained both generic and specific skills/outcomes; that such outcomes be developed by stakeholders, the most important of which should be mastery of subject matter to be taught. The respondents' regarded the establishment of a committee to oversee the self-evaluation process as the most important criteria to be used in the process of self evaluation, while senior members of staff take on the responsibility of monitoring self-evaluation processes. The respondents felt that the results of self-evaluation should be used to improve and develop the programme. Overall, the respondents exhibited a good understanding of the principles that should guide the development of both the college's educational outcomes and a QA system for the college. The respondents also showed alacrity of thought regarding the important elements in the development of criteria and outcomes for the programme offered at the college, as well as for the assessment and monitoring of the programme to ensure quality. The study therefore, recommends that practical steps be put in place for the review of the educational outcomes of the college - which of necessity will entail maximum stakeholder participation - both from within the college and outside. Furthermore, it is also evident from the results of this study that the college is ready for a quality assurance system for its academic programme. Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1999.

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Taylor, Vanessa, Sarah L. Ashelford, P. Fell, and P. J. Goacher. "Biosciences in nurse education: is the curriculum fit for practice? Lecturers' views and recommendations from across the UK." 2015. http://hdl.handle.net/10454/9274.

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No This study aims to review the biosciences component of preregistration nursing programmes in higher education institutions across the UK through the experiences and perceptions of lecturers involved in nursing education. Studies suggest that some qualified nurses lack confidence in explaining the bio-scientific rationale for their clinical practice. Biosciences can be difficult to understand and integrate into clinical decision-making and require protected time within preregistration nurse education. In the absence of explicit national guidelines, it is unclear as to the depth and extent biosciences are taught across different institutions and the level achieved at the point of registration. A survey approach was adopted to generate quantitative and qualitative feedback. Data were collected using a semi-structured questionnaire seeking the experiences and views of lecturers involved in teaching biosciences to nursing students across the UK. Data received from 10 institutions were analysed using descriptive statistics and thematic analysis. Lecturers reported that the hours of taught biosciences ranged from 20-113 hours, principally within the first year. This represents between 0.4-2.4% of time within a preregistration nursing programme (4600 hours). Large group lectures predominate, supplemented by smaller group or practical work, and online materials. The biosciences are assessed specifically in half the institutions surveyed and as part of integrated assessments in the rest. In relation to student feedback, all respondents stated that students consistently requested more time and greater priority for biosciences in their programme. This survey suggests that the number of hours spent teaching biosciences is minimal and varies widely between higher education institutions. All respondents expressed concern about the challenges of teaching difficult bio-scientific concepts to large groups in such a limited time and called for greater clarity in national guidelines to ensure that all nurses are adequately educated and assessed in bioscience subjects. Failure to understand the biosciences underpinning care has implications for safe and competent nursing.

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Liau, Shin-miau, and 廖鑫淼. "Comparison between Innovative and Traditional Ventilation Systemin Indoor Air Quality Improvement Simulation-A Case Study of Lecture Hall at Yuntech." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/06356661443609629213.

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碩士 雲林科技大學 環境與安全工程系碩士班 98 According to the literature on indoor activities, students in general longer than the time in outdoor activities, 12% more. Indoor air quality ventilation system will affect these indices, thereby affecting the efficiency of students and teachers, among which the most easy to produce CO2, but most easily overlooked. The purpose of this study Yunlin University of Science Lecture Hall, for example, innovation mechanical ventilation system (installed on the inside window frame) and conventional mechanical ventilation system (installed in the seat bottom) of the physical nature of simulation. In this study, the use of PHOENICS software CFD (Computational Fluid Dynamics) simulation. The results demonstrate that most of the velocity field, with innovative and traditional mechanical ventilation system of the indoor average wind speed are higher than the current status of 2 times. Velocity field by the indoor indoor air inlet and outlet geometry and relative positions of significant influence, such as increasing distance from the curved wall and the turbulence phenomenon is more significant. The temperature field simulation in part, at present the current status of this Lecture the indoor average temperature is 27.2 ℃, plus the traditional ventilation systems and innovative design the ventilation system were lower than the current situation of 5.4 ℃ and 4.4 ℃, due to mechanical ventilation and cooling, but officers of the heat source temperature and the window frames pass effect. CO2 concentration field in part due to the relative position of inlet and outlet effects, innovative ventilation system than the traditional 72% higher discharge capacity, in addition,multiple air vents with mechanical equipment impact, making innovative ventilation system and more emissions than the current status of 89% of the CO2. In staff rest areas (0 ~ 350cm) CO2 concentration variation, in the current status of the lecture hall, the high CO2 concentration regardless of any amount are more than in 585ppm. Due to the traditional ventilation fan installed in ladder below the seat, change the overall height difference between the maximum and minimum values within ± 5ppm. Innovative ventilation system office staff rest area 90cm high CO2 concentration, because CO2 molecules in the office below or spread the cumulative result of slow changes in its value were maintained at between 550 ~ 600ppm. Three models of air exchange rates were 21.2% for the current situation, 46.8% of traditional ventilation systems, innovative ventilation system is 50%, before both of them have short flow phenomena, and innovative ventilation system is the phenomenon is completely mixed. Therefore, this study due to the installation of ventilation systems that innovation in the window frame in position to make itself a heat effect and modification easy ... and so on, the innovation by the simulation that the ventilation system and the study due to the relative position of inlet and outlet To better the air exchange rate and reduce the rate of CO2 than traditional ventilation systems are good.

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Urbanová, Dagmar. "Zajištění kvality vzdělávání v organizacích realizujících další profesní vzdělávání." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-380813.

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Quality assurance of education in organizations providing further vocational education Dagmar Urbanová ABSTRACT The aim of the thesis is to analyze the possibilities of assurance of quality in private organizations providing adult professional education in the Czech Republic and to find out whether and with what impact these possibilities are currently used. The theoretical part puts continuing professional education into the context of lifelong learning, outlines the historical development of this segment of education, recalls important documents, organizations, and events that advocate autonomy, development and spreading of awareness of the importance of continuing professional education. In the second chapter of the theoretical part, the current possible tools and methods for the management and evaluation of the quality of adult education are defined and described. The research part uses a questionnaire survey to explore what methods for the improving the quality of their services the organizations providing adult education use, what the applied methods give to them, what requirements they impose to their instructors and the overall role played by the quality in their activities. Educational organizations focusing on adult professional education all over the Czech Republic are addressed. The source for...

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Martel, Sylvie. "Élaboration d'une grille permettant l'analyse de la qualité de situations d'apprentissage et d'évaluation en lecture auprès d'élèves du parcours de formation axée sur l'emploi." Thèse, 2011. http://hdl.handle.net/1866/5469.

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Ce mémoire s’inscrit dans le cadre d’une recherche de développement pédagogique d’objet, destinée à des enseignants du secondaire. L’objectif porte sur la conception, et la validation auprès d’un groupe d’experts, d’une grille visant l’analyse de la qualité de situations d’apprentissage et d’évaluation en lecture (GASAEL) conçues pour des élèves de niveau secondaire en difficulté d’apprentissage, notamment ceux du parcours de formation axée sur l’emploi (PFAE). La problématique expose la nécessité chez les enseignants de trouver des réponses ajustées aux besoins d’apprentissage des élèves ciblés, dans un contexte de programmes élaborés par compétences. La situation d’apprentissage et d’évaluation (SAE) est une instrumentation pertinente, mais demeure sous-utilisée. Le cadre conceptuel, guidé par le modèle de la situation pédagogique de Legendre (2005), assure l’analyse du contexte de la SAE et permet d’identifier ses caractéristiques. Ce cadre est suivi par la méthodologie de l’Analyse de la valeur pédagogique de Roque, Langevin et Riopel (1998) exposant la procédure d’analyse des fonctions du produit, au regard des besoins des utilisateurs. L’innovation de ce produit pédagogique tient en son caractère pragmatique; il propose à la fois l’analyse de la qualité des SAE, et une référence rapide à propos des concepts porteurs d’une SAE, fournis par des exemples ou des explications. This research project involved the development of an assessment tool for secondary teachers. The objective of the project was to design and validate, with a group of experts, a rubric for analyzing the quality of Learning and Evaluation Situations (LESs) for students with learning difficulties—notably, those in the Work Oriented Training Path (WOTP). This research was designed to support WOTP teachers’ efforts to develop competency-based instruction. The LES is a powerful context for teaching and learning, but remains underutilized. The rubric’s conceptual framework, based on Legendre’s (2005) model of situated learning, facilitates (a) identification of the key features of LESs, and (b) analysis of their quality. Roque, Langevin and Riopel’s 1998 methodology—‘l’Analyse de la valeur pédagigique’ (AVP)—was used to analyze the effectiveness of the rubric for its intended users (i.e., WOTP teachers). This research project’s contribution to the field of education lies in its practicality. The rubric provides teachers with ready access to a reference bank of explanations/examples of key LES features, encouraging reflection regarding the quality of LESs they design.

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Dziedzic, Allyson. "Perspective vol. 38 no. 2 (Jun 2004)." 2013. http://hdl.handle.net/10756/251180.

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Dziedzic, Allyson Ann. "Perspective vol. 38 no. 2 (Jun 2004)." 2004. http://hdl.handle.net/10756/277529.

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Cuthill, Chris, Natasha Vandenberg, and Harry Fernhout. "Perspective vol. 37 no. 2 (Jun 2003)." 2013. http://hdl.handle.net/10756/251184.

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Cuthill, Chris, Natasja VanderBerg, and Harry Fernhout. "Perspective vol. 37 no. 2 (Jun 2003)." 2003. http://hdl.handle.net/10756/277673.

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Dissertations / Theses on the topic 'Lecturer quality'

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