Dissertations / Theses: 'Problems of education'

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Trammell, Eugene. "The effects of instruction in problem-solving strategies including reading word problems on student achievement in solving word problems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1376.

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The purpose of the study was to determine if there was a significant difference between the traditional method and the experimental or structured method of instruction in word problem solving and translating them into almost word less sentences. Two groups of ninth graders in a general mathematics course on reading and solving word problems were selected for the study. At the beginning of the study a pre test for achievement differences was administered. The test results indicated there were no significant achievement differences between the groups when the test was initiated. Word problem solving instruction was given to the experimental group, but the control group was allowed to ask. questions only for clarification of the problems which possibly enabled them to pick up ideas on how to analyze word problems during the questioning session. The treatment consisted of problems on how to find discounts, commission, interest and sales tax. The t statistic and a .05 level of significance were used. A posttest was administered to both groups after the treatment, and the findings of the test results indicated that there was no significant difference in achievement. Therefore, teaching the reading of word problems did not affect the experimental method more than the use of the conventional method. of data indicated that there was no significant differ ence in achievement between the two groups. It was suggested that because the control group was permitted to ask questions, students in that group may have learned how to analyze word problems during the questioning sessions. It was recommended that there should be more inter action between students and teachers through questions and answers during word problem-solving instruction. Teaching word problem solving should begin early in the elementary school and sequentialized in the middle and high school. In-service teaching on word problem solv ing should be provided. Calculators should be used by students only after they have mastered the basics of arithmetic.

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Graumann, Günter. "Reflecting Problem Orientation in Mathematics Education within Teacher Education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82503.

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Gonzalez, Daisy. "Problems faced by beginning principals." FIU Digital Commons, 1997. https://digitalcommons.fiu.edu/etd/3981.

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The job of a principal is becoming more demanding and more critical each year. Principals are asked to undertake huge challenges and to succeed regardless of what obstacles lie ahead. The purpose of this study was to identify which Administrative Task Areas and Specific Task Areas caused the most difficulties for first- and second-year principals. A survey was taken of first- and second-year principals in Dade County, Florida. These beginning principals rated their level of proficiency for each administrative task area and each specific task within those areas. Participants rated their perceptions on a scale from one to four. The data were analyzed based on frequency distributions, percentages, means, and standard deviations. Beginning principals perceived themselves as least proficient in the administrative task areas of management and personnel duties. They believed their strongest areas were curriculum and instruction and school-community relations. Within these areas, the specific administrative task areas identified as most problematic were identifying proper procedures for construction in the schools, visiting classrooms to help teachers improve instruction, awareness of issues related to school law, establishing accounting procedures for the school’s internal funds, and procedures for dismissing incompetent staff members. Many beginning principals surveyed volunteered to make recommendations for future beginning principals. Of these recommendations, the most popular responses addressed obtaining more experience with the budget and internal funds prior to becoming a principal. In addition, there was a strong need for more training dealing with school personnel and the importance of networking with a veteran principal. The principal training programs for five of the largest school districts in Florida were reviewed. These programs were found to incorporate a vast amount of the recommendations included in the literature. Florida is moving in the right direction toward excellence in the public schools.

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Little, Jennifer Leslie. "Early childhood education : perceptions, problems and possibilities." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/13949/.

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This thesis attempts to provide evidence, based in historical and contemporary research, of the importance of early years education, not only in terms of academic achievement, but of social outcomes as well; to examine the perceptions of teachers in relationship to societal influences and the effects of such on the changing educational needs of the child; and to suggest possible elements for high quality programme development in the early years. Section I attempts to set in context certain apparent key influences on the growth and development of early childhood education. Whilst the main focus of the thesis is a comparison of Britain and Canada, Section I also provides an international context by examining early years programmes in several other countries. Section II addresses the critical nature of familial and community environments with respect to parents' initial involvement as their children's first teachers and their continued involvement in a partnership with schools. This section also discusses the importance of early intervention for children 'at risk' in the context of its broad benefits to society. Section III deals with the methodology and data analysis of a survey of teachers in Britain and Canada. The survey, complemented by interviews with several of the respondents, was designed to gather perceptions and reflections from teachers. Section IV identifies features of successful early childhood programs in terms of what appears to work according to current research and the perceptions of teachers. In addition, it provides illustrations of selected programmes in Canada and Britain that have incorporated many of these features. Since societal changes identified in the thesis are urging educators and policy makers to re-examine their approach to early years provision, the last section suggests elements necessary for high quality early education programmes that will provide opportunities to maximise the individual potential of all children.

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Akapelwa, Emma Ziweyi Mwangala. "Problems of music education : a comparative study." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336035.

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Daly, Katharine M. "Hand-drawn graph problems in online education." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100303.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 104-106).
Machine-gradable assessments in online education platforms are currently limited to questions that require only keyboard or mouse input, and grading efforts generally focus only on final answers. Some types of problems in the science, technology, engineering, and math (STEM) domain, however, are most naturally answered through sketches drawn with a pen. We introduce a simple graph problem type that accepts solutions drawn using a stylus as a proof-of-concept extension to online education platforms. Simple graphs have a small number of components (vertices, arrows, and edges only), and we describe a three-step recognition process consisting of segmentation, symbol classication, and domain interpretation for converting users' pen strokes into a simple graph object representation. An experiment run on Mechanical Turk demonstrates the usability of our trained, recognition-driven drawing interface, and examples of simple graph problems illustrate how course developers can not only check students' final answers but also provide students with intermediate feedback.
by Katharine M. Daly.
M. Eng.

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Pyle, Stephanie J. Asteriadis. "Campus Community Readiness and the Prevention of Gambling Problems." Thesis, University of Nevada, Reno, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10126118.

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Gambling disorder is a behavioral addiction that disproportionally affects college students as a population group and can disrupt college careers. While gambling disorder has not traditionally been one that institutions of higher education have addressed, the rapid growth of legalized gambling in the United States and the resulting widespread availability and acceptability of gambling in general have led to calls for policies and programs to prevent the negative consequences that even mild to moderate gambling disorder can cause. The purpose of this mixed methods study was to determine the stage of readiness of a university campus community to address the issue of students’ disordered gambling, to identify the barriers and needs of the community prior to the implementation of disordered gambling prevention on campus, and to explore the reliability of using the Community Readiness Tool (Oetting, 2014) as a repeated measure tool over time to appraise changes in levels of community readiness, particularly when re-interviewing the same key informants.

Eleven mid-level university administrators participated in the study. Each participant was interviewed using an adapted version of the CRT. All interviews were audio recorded, transcribed, and scored according to the standard scoring procedures. Grounded theory analysis was used for the purpose of identifying barriers and needs of the community not fully captured by the CRT. The results indicated an overall lack of awareness of problem gambling as a higher education issue. Eight barriers and nine needs emerged from the qualitative analysis. To examine the use of the CRT as a repeated measure, four participants were re-interviewed one year after their initial interview, and scores were compared to both their own original scores and the scores of a second cohort of participants who were interviewed only once but at the same time. There were no significant differences in overall CRT scores from time 1 to time 2, or between the two cohorts of participants. Implications for appropriate prevention programming and future research are discussed.

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Huang, Chiung-shiann. "Singularities in plate vibration problems /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507503742.

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Conley, Michele E. "UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.

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Many students who are proficient with basic math facts struggle for understanding when it comes to word problems. Teachers time and time again teach and re-teach problem solving strategies in hope that their students will one day acquire all the skills necessary to become proficient in this area. Unfortunately understanding problem solving skills is not the only answer to solving word problems. There has been a significant amount of evidence linking reading comprehension to mathematical reasoning. The development of a website to assist teachers and students who are having difficulties with mathematical word problems is extremely beneficial. The website is designed with links, power points, and examples that enhance reading comprehension within mathematical word problems. Through this project, it has been determined that students who are exposed to an additional mathematical program related to breaking apart word problems show evidence of a greater understanding and mastery of solving mathematical word problems.

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Shaw-Hones, Gayle E. Haslam Elizabeth L. "Learning to solve problems within a pharmaceutical organization : designing problem and story-based constructivist e-learning environments /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2827.

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Bishop, Douglas L. "Solving performance problems through first-line supervisors." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681151.

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Can a first-line supervisor improve worker performance? First-line supervisors at a facility of a manufacturing company volunteered to learn performance improvement principles and be coached in applying those principles in order to solve performance problems in the workplace. The researcher continued coaching and evaluating the performance of the first-line supervisors as the volunteers utilized action research methodology to improve worker performance. While solving performance problems, the volunteers used a job aid specifically designed to guide the first-line supervisor in solving performance problems, improving the job aid as a result of usage. Each of the first-line supervisors, prior to volunteering, had some experience as a supervisor, ranging from one year to 20 years, but had not been prepared to be a supervisor prior to assuming the position and had not been trained in performance improvement after becoming a supervisor. In solving each performance problem, the first-line supervisor analyzed performance of a worker or group of workers to determine the performance gap for the problem, identified the cause of the problem, chose an intervention to improve performance, implemented the intervention, and evaluated all of the actions taken to determine if further action was needed to improve performance. Some performance problems were solved with one intervention and others required multiple interventions to find the most effective intervention to solve the problem. Each first-line supervisor used the job aid to guide, as well as document, actions taken to solve performance problems. Each first-line supervisor also contributed to improvement in the job aid resulting from usage. Findings resulting from observation, interview, and the comments of the volunteer first-line supervisors were that: (a) learning was transferred to application by actually solving performance problems, (b) the job aid was useful in guiding first-line supervisors in solving problems, and (c) action research, in addition to being easily understood by the supervisors, facilitated the solution of problems by providing a framework for action in solving performance problems. Further research is needed in applying the action research methodology in other organizations with a larger sample of first-line supervisors, in different locations, with different missions and goals.

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Marks, Lori J., and C. Hales. "Instructional Techniques for Students with Learning Problems." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3586.

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Marks, Lori J. "Addressing the Needs of Students with Learning Problems." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3583.

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Plaster, Jessica. "Language Development and Behavior Problems in Young Preschool Children: Relationship to Teacher and Parent Ratings of Behavior Problems." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/honors/4.

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This study analyzed the relationship between young children’s language development and behavior problem ratings from their teachers and parents. It examined this relation to determine to what extent children’s language delays are associated with clinically significant levels of behavior problems, the degree to which the level of language delay is related to behavior problem ratings by both teachers and parents, and the degree of correlation between teachers’ and parents’ ratings of behavior. Participants were teachers and parents of children between two to five years of age in Washington County early intervention classrooms. Parents and teachers of the children returned Informed Consent Documents and were asked to complete the appropriate version of the Child Behavior Checklist for Ages 1 ½ to 5 (CBCL 1 ½ -5) about their student or child (Achenbach & Rescorla, 2000). A measure of language development from the Battelle Developmental Inventory was obtained from the child’s existing language assessment data in his or her school record (Newborg, Stock,Wnek,Guidubaldi, & Svinicki, 1984). The expressive and receptive language age equivalent score from the Commjunication sub-test of the Battelle Developmental Inventory was analyzed for each child (Newborg, Stock,Wnek,Guidubaldi, & Svinicki, 1984). Low negative correlations were found between the Total Behavior Problem score and Receptive Language, as well as between Total External Behavior Problem score and Receptive Language. Teachers and parents showed moderate to high agreement on child behavior ratings. Implications for understanding the reciprocal role of language and behavior development and for future research were discussed.

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Fontanini-Axelrod, Angela M. "Linking assessment to intervention utilizing experimental analysis of reading problems to develop individualized interventions /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3200636.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.
Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4296. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 11, 2006).

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Im, Moon Hyuk. "Finite element analysis of frictional contact problems /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598748017846.

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Schultheis, Ann Marie M. "Language needs of preschoolers with behavior problems /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488205318509321.

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Patterson, Margaret Ann 1952. "Development and validation of a self-administered test of learning problems for college students." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278468.

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The reliability and validity of a new self-assessment questionnaire was evaluated. Fifty-five college freshmen with learning disabilities (SALT) and 55 freshmen with no learning disabilities (Control) rated their abilities using a Likert scale in 15 subscales (Writing, Spelling, Reading, Note Taking, Attention, Memory, Spatial Abilities, Mathematics, Cognitive Abilities, Social Relations, Study Habits, Motor Skills, Language, Processing Time, and Impact). The test-retest stability coefficient and the internal consistency proved the questionnaire to be reliable. Concurrent validity was examined by correlating the 15 subscales with the WAIS-R. Associations were found in the Writing, Attention, Memory, and Mathematics subscales. Construct validity was examined via t-test comparisons of the SALT and Control groups' mean scores on the subscales. The two groups rated themselves significantly different in abilities in 13 of 15 subscales (all but Social Relations and Study Habits), demonstrating that the questionnaire can discriminate between SALT and Control groups in these areas.

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Auxter, Abbey Auxter. "The Problem with Word Problems: An Exploratory Study of Factors Related to Word Problem Success." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/392790.

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Math & Science Education
Ph.D.
College Algebra is a gatekeeper course that serves as an obstacle for many students pursuing STEM careers. Lack of success in this course could be a key reason why the United States lags behind other industrialized countries in the number of students graduating with STEM majors and joining the STEM workforce. Of the many topics presented in College Algebra that pose problems, students often have particular difficulty with the application of systems of equations in the form of word problems. The present study aims to identify the factors associated with success and failure on systems of equations word problems. The goal was to identify the factors that remained significant predictors of success in order to build a theory to explain why some students are successful and other have difficulty. Using the Opportunity-Propensity Model of Byrnes and colleagues as the theoretical guide (e.g., Byrnes & Miller-Cotto, 2016), the following questions set the groundwork for the current study: (1) To what extent do antecedent (gender, race/ethnicity, socioeconomic status, and university) and propensity factors (mathematical calculation ability, mathematics anxiety, self-regulation, motivation, and ESL) individually and collectively predict success with systems of equations word problems in College Algebra students, and (2) How do these factors relate to each other? Bivariate correlations and hierarchical multiple regression were used to examine the relationships between the factors and word problem set-up as well as correct completion of the word problems presented. Results indicated after all variables were entered, calculation ability, self-regulation as determined by homework score, and anxiety were the only factors to remain significant predictors of student performance on both levels. All other factors either failed to enter as significant predictors or dropped out when the complete set had been entered. Reasons for this pattern of results are discussed, as are suggestions for future research to confirm and extend these findings.
Temple University--Theses

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Marks, Lori J. "Addressing the Needs of Students with Reading and Writing Problems." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3713.

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Marks, Lori J. "Addressing the Needs of Students with Reading and Writing Problems." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3717.

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Haider, Mariam. "Emotional and behavioural problems among Pakistani children." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94914.

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The first objective of the present study was to investigate the prevalence rates of emotional and behavioural problems among Pakistani children. Age and gender effects were also investigated. The internal consistency and construct validity of the Urdu Child Behavior Checklist (CBCL) were examined. In addition, the Pakistani sample was compared to a demographically similar American sample. Parents of 600 children ranging in age from 6 to 16 years completed the Urdu CBCL, with the sample divided equally between boys and girls. Data were collected from private and public schools in the Pakistani city of Lahore. A higher prevalence of Internalizing Problems as compared to Externalizing Problems was found in the overall sample. Within empirical syndromes, Anxious/Depressed was the most prevalent whereas among the DSM-oriented scales, Somatic Problems were the most prevalent. Similar to other cultures, there were significant gender differences with a higher degree of Externalizing Problems scores among boys as compared to girls. The converse was true for Internalizing Problems. Consistent with other cultures, Internalizing Problems increased with age whereas Externalizing Problems decreased with age. Despite the cross-cultural similarities in developmental trends, there was a significant effect of culture. Based on Cohen's criteria (1988), the effect size for Culture was medium (.06) for Total Problems scores. Cross-cultural comparisons indicated that Pakistani children had higher scores on all the scales except Thought Problems. The high Pakistani scores may be attributed to the current increase in violence and terrorism in Lahore. Current findings support the ecological-transactional model. There were also some significant interactions. Findings also indicated that the Urdu CBCL has adequate internal consistency in the current sample. With regard to construct validity, there is good convergent validity whereas discriminant validity needs to be improved. The theoreti
L'objectif principal de l'étude a été d'examiner les taux de prévalence des problèmes émotionnels et comportementaux parmi les enfants Pakistanais. L'effet dû à l'âge et au sexe ont également été étudié. La cohérence interne et la validité conceptuelle du CBCL de l'Ourdou ont été examinées. De plus, un prélevé des échantillons de Pakistanais fut comparé à celle d'une démographique Américaine. Les parents de 600 enfants âgés de 6 à 16 ans ont complété le CBCL en Ourdou, avec l'échantillon divisé également entre garçons et filles. Les données ont été recueillies parmi les écoles privées et publiques dans la ville Pakistanaise de Lahore. Une plus haute prévalence de problèmes d'internalisation comparée aux problèmes d'externalisation a été trouvée dans l'échantillon. Dans le cadre de syndrome empirique, soucieux/déprimé était la plus répandue mais parmi l'échelle DSM, les problèmes somatiques ont été la plus répandue. Semblable aux autres cultures, il y avait d'importantes différences entre les sexes avec un degré plus élevé de problème d'extériorisation parmi les garçons comparativement aux filles. L'inverse était vrai pour les problèmes d'internalisation. Les problèmes d'internalisation augmentent avec l'âge mais les problèmes d'extériorisation diminuent avec l'âge. Malgré les ressemblances interculturelles dans les tendances du développement, il y avait un effet accordé par la culture. Fondé sur les critères de Cohen (1988), l'effet de la Culture était moyenne (0.06) pour les résultats totale. La comparaison interculturelle a indiqué que les enfants Pakistanais avaient de meilleurs résultats sur toutes les échelles sauf ceux des problèmes qui font réfléchir. Les résultants peuvent être attribués à l'augmentation de la violence et du terrorisme à Lahore. Les constatations actuelles soutiennent le model écologique-transactionnel. Il y avait également des interactions signif

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Branwhite, Tony. "Adolescent problems, perspectives, and school-based helping." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:16864.

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This study describes a two-phase research project focused on English adolescents in full-time education, which set out to answer five main questions. These asked how secondary school students perceived themselves, how they perceived the helping resources of their school, what were their preferences in helping situations, what was their experience of teacher support, and how far professional contact was a threat to their self-esteem. The mixed-sex samples involved were each composed of equal numbers of males and females. In the first phase of the enquiry, a multiple-choice questionnaire was administered to a stratified random sample of 540 students of 13-15 years old from three urban and three rural secondary schools. In the second phase, 60 students from a seventh suburban secondary school were exposed to two contrasting treatment conditions. This experiment was set up to test the robustness of the threat-to-self-esteem hypothesis amongst adolescent help-seekers in a real-world context. In the survey phase, most students indicated that they had few personal problems, and were proactive in dealing with those that existed. However, one third or more reported that, in order of importance, they would be likely to need help with their career, schoolwork, relationships, money, and their feelings. Helping resources were most likely to be selected on the basis of established relationships, and favoured friends or parents over teachers or other professional helpers. Remote sources of assistance, such as a national telephone helpline, were very poorly supported as an initial response to personal problems. The majority of adolescents preferred to seek help for themselves, as opposed to having it arranged by parents, friends, or teachers. Substantial support emerged for a same-sex helper, and for one-to-one meetings, rather than group or telephone support. There was also a frequent adolescent requirement for helper suggestions. For the minority of students who actually had received teacher support, high levels of satisfaction and problem resolution were recorded. Yet despite generally positive outcomes, the survey findings nonetheless called into question certain conventional counselling practices. The experimental phase exposed self-selecting age and sex-matched students to either a personal-emphasis or an educational-emphasis treatment of equal duration, each incorporating direct before-and-after measures of self esteem. No significant differences between pre- and post-treatment self-esteem scores were obtained, indicating that no threat to student self-esteem was generated by either treatment. This outcome was interpreted as having implications for the utility of the threat-to-self-esteem hypothesis for adolescent help-seekers in the context of their schools.

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Kurilov, Jevgenij. "Digital library of education resources and services components interoperability problems." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080620_093755-60074.

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The main scientific problems investigated in this work deal with the creation of flexible open source e-Learning content and services system (referred here as Digital Library of Educational resources and services – DLE) providing learning customisation possibilities for its users. Standards and interoperability are key factors in the success of the introduction of such kind of DLEs, and therefore the main research object of the work is investigation and proposal of interoperability guidelines for DLE components. The main problem is not the identification of suitable standards and specifications, but the adoption of these standards and specifications and their application in e-Learning practice. Approaches concerning LOM Standard Application Profiles (APs) and curricula mapping are the main topics created and investigated here because they could provide more quick and convenient LOs search possibilities in the repositories for the users. Another key factor is quality of DLE systems, and therefore one more research object of the work is the effectiveness of methods of DLE components evaluation. DLE components’ complex evaluation tools suitable for systems based on flexible approach have been created. These tools should include a number of criteria to evaluate LOs reusability level and VLEs adaptation capabilities. Practice of flexible DLE software creation and development for Lithuanian primary, secondary and vocational education based of flexible approach is presented in more... [to full text]
Disertacijoje nagrinėjamos lanksčios atvirosios el. mokymosi turinio ir paslaugų sistemos (t. y. skaitmeninės švietimo išteklių ir paslaugų bibliotekos, angl. Digital Library of Educational Resources and Services) kūrimo bendrajam lavinimui ir profesiniam mokymui mokslinės problemos. Nagrinėjama skaitmeninės švietimo išteklių ir paslaugų bibliotekos (toliau – skaitmeninės bibliotekos) schema ir reikalavimai. Pagrindinis dėmesys skiriamas bibliotekos lankstumui, t. y. biblioteka turi teikti naudotojams individualizuoto mokymosi galimybes. Skaitmeninės bibliotekos sudedamųjų dalių suderinamumas (sąveikos geba, arba sąveikumas, angl. Interoperability) ir standartai yra esminiai bibliotekos funkcionavimo veiksniai, todėl pagrindinis disertacijos tikslas yra bibliotekos sudedamųjų dalių sąveikumo rekomendacijų kūrimas. Sprendžiami uždaviniai: standartų parinkimas, jų tinkamumas, adaptavimas ir taikymas švietimui. Pagrindinis dėmesys skiriamas mokymosi objektų (MO, angl. Learning Objects) metaduomenų standarto (LOM – angl. Leaning Objects Metadata) taikymo modeliui tobulinti ir bendrųjų programų sąryšiui su MO. Daug dėmesio skiriama skaitmeninės bibliotekos sudedamųjų dalių kokybei vertinti, todėl bibliotekos sudedamųjų dalių kompleksinių vertinimo kriterijų, pagrįstų bibliotekos lankstumo ir sudedamųjų dalių sąveikumo rekomendacijomis, kūrimas taip pat yra darbo tikslas.

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Damons, Etherecia Oryetta. "Religious education in South African public schools : opportunities and problems." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60353.

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Kirkley, Debra Lynn. "Mentoring in Nursing Doctoral Education: Processes, Perceptions, Problems and Prospects." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2190/.

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This study described the mentoring relationship between doctoral nursing students and their committee chairs. Twenty-two public university doctoral programs responded to a request for names and addresses of their doctoral candidates. The Major Professor Mentoring Scale was used to measure the mentoring relationship. The survey also included demographic and open-ended questions regarding the student-committee chair relationship. Surveys were mailed to 269 doctoral students with an 86% return rate. A principal components analysis was performed to identify the structure underpinning the relationship. The typical doctoral student in this sample was found to be a 44 year old Caucasian female, married with children, working full or part time while pursuing a PhD degree. Students traveled an average of 85 miles each way to campus and nearly half had selected their program based on its location. The typical committee chair was a Caucasian, tenured, associate or full professor between 46 and 69 years of age. The majority of chairs were married and had funded research projects. The students in the study reported knowing their chairs for an average of five years. The study revealed that mentoring is occurring in the majority of relationships between doctoral nursing students and their committee chairs. Students identified many strengths and weaknesses in their relationships with their chairs although the relationship appears to be largely positive. The mentoring relationship is composed of four principal components, the largest of which is psychosocial support. Dissertation support, role modeling and scholarly collaboration comprise the other three components. The factor receiving the most positive rating was role modeling, suggesting that students see their chairs as intelligent and hard-working. Students also report positive feelings about both the psychosocial and dissertation support they have received from their chairs. Students reported more neutral feelings about scholarly collaboration suggesting that this is not a frequent occurrence in the relationship. Demographic variables including age, sex, race, geographic distance and family status were not predictors for mentoring scores.

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Salman, Amin Mohammad Hasan. "Some problems in the educational system in Jordan." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019208/.

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Problems arise from asynchronous changes in society. Therefore, changes in the socio—economic system have created problems due to inadequate responses in the educational system. While new aims in education have been discussed, and even were incorporated in the 19614 Jordanian Education Law, they have not been fully achieved in practice. While many of these aims were appropriate to the new circumstances in Jordan, there were serious faults in the Law, which prevented the successful pursuit of the aims. This study an attempt to reveal why the aims of education in Jordan, as set out in the 196 14 Law, have not been achieved adequately in practice, by examining some issues of policy in the educational system. The central issues are: school buildings, literacy, adult education and private education. In addition there are constraints which hinder the realisation of the aims of education and solutions to these issues. The constraints that are considered in this study are finance and the mental states of participants in the educational process. To tackle this situation it is necessary to design new policies for educational administration and finance, the structure and organisation of the system, curricula in the schools of Jordan and teacher training. Therefore, the thesis is organised as follows. Chapter One deals with a discussion of the aims of education in general and in Jordan specifically, in terms of whether they should be knowledge, child or society centred. The second chapter deals with issues in the educational system and constraints preventing change and suggests how the Minitry of Education could deal with the problem of achiving the stated aims of education. The third chapter discusses educational administration, and the relationships between the various parts of the educational administration system. Special attention is paid the the different roles of administrators at the national, local and school level, to explore the extent to which these roles are complementary or in conflict. Chapter Four deals with the structure and organisation of the school system, and whether the pressent 6-3-3 is the most appropriate organisation for the achievment of the educational aims. The fifth chapter tackles the curriculum, which is perhaps the most important issue of all. All the elements of curriculum development, namely theory, objectives and content are discussed and related to the aims of education and whether they are knowledge, child, or society centred. The sixth chapter deals with the related issues of teaching methods and evaluation in similar terms. Chapter six deals with the preparation of teachers, and how teachers can best be trained so as to improve the opportunities for achieving the stated aims. Particuar attention is paid to the institutions in which the training of teachers takes place, and the part played by the universities and the Ministry of Education. In the eighth and final chapter the findings oare summarised, and a range of policies are put forward which are deigned to solve the identified problems.

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Bernadette, Elizabeth. "Third grade students' challenges and strategies to solving mathematical word problems." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Brook, Ellen. "INVESTIGATING THE ADULT LEARNERS’ EXPRERIENCE WHEN SOLVING MATHEMATICAL WORD PROBLEMS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1394513871.

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Thomas, Wayne Robert. "An evaluation of educational decision problems under uncertainty." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319396.

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El-Akwah, Essam Abdel-Raheem Afifi. "Distance education for professional development in Egypt : problems, paradoxes and possibilities." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274303.

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Shahadan, Azuraida. "Primary headmaster implementation of the Malaysian National Education Blueprint| Problems and challenges." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581781.

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The implementation of the Malaysian National Education Blueprint 20062010 (NEB) expanded headmasters' responsibilities and roles in managing schools. One of the NEB goals is to stabilize and strengthen the primary school education system, which brings tremendous pressure to bear on the headmasters charged with managing schools. The purpose of this qualitative case study was to explore the problems and challenges confronting primary school headmasters in Selangor, Malaysia. This study is grounded in the pragmatic worldview and concerned with applications and solutions that face educational leaders today.

This study addresses the leadership of primary school headmasters. Data was collected from nine sample schools, involving nine participants in the state of Selangor, through interviews, observations and document reviews. Triangulation of data and member checks were used to establish the validity of data.

The analysis of qualitative data from nine public primary school headmasters yielded the following findings: (a) the empowerment of Malaysian education focuses on the public school and emphasis was given to the primary level of education; (b) headmasters felt prepared and able to manage their school curriculum and finances following the guidelines from the National Education Blueprint 2006-2010; (c) credibility, ability, vision and visibility were identified as the most effective leadership traits of a successful school leader and instructional, charismatic, transactional and transformational leadership styles were identified as leadership styles that could be used in managing the school; (d) the NEB requires headmasters to follow standard guidelines and achieve the goals listed in the national plan; (e) the headmasters indicated the implementation of the NEB put pressure on their roles and responsibilities: (f) headmasters expressed their disappointment regarding the lack of training provided by the Ministry of Education to the teachers and support staffs; (g) headmasters felt that they need to allocate some time to discussing and implementing the school strategic plan, to taking a recess or break to recharge themselves, and to collaborating with teachers and students' families regarding student improvement plans.

The findings will make a significant contribution to educational leadership by providing a general understanding of headmasters' roles, leadership and challenges in managing primary schools.

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Lawes, C. J. "Patient education and spinal cord injury : The prevention of pressure sores." Thesis, Leeds Beckett University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378929.

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George, Ranjit Varkki. "A computer-based cognitive aid for formulating urban planning problems /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779914826154.

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Keung, Kwai-hing Judy. "Teachers as action researchers : problems and benefits /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598837.

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Marks, Lori J., and C. Hales. "Promoting the Success of Upper Primary and Secondary Students with Learning Problems." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3582.

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Harris, Brenda C. "An Analysis of Problems Identified by Teachers and Selected Social Demographic Variables." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2694.

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The problem of this study was to investigate the problems listed as bothersome and their frequency as identified by selected elementary teachers. Another objective was to analyze differences between teacher problems and selected social demographic variables. The background research was limited to a review of the literature related to the subject. It was determined that the relevance of professional problem solving as a competency could provide formative information to guide changes in undergraduate, graduate, preservice, and in-service education. A descriptive research design was followed by surveying a selected sample of teachers of grades 1-7 in the nine counties and two cities with independent school districts in Southwest Virginia. Three hundred fifteen teachers were randomly selected to participate in the study. Two hundred forty-six teachers responded, and the findings reflect their responses. The statistical analysis of the collected data indicated significant differences in 12 of the 21 hypotheses developed for the study. A significant relationship existed between the frequency and bothersomeness of problems and the following clusters of problems: affiliation, control, parent relationships and home conditions, student success, and time. The predominately mentioned problems of teachers were problems dealing with time--having enough time to plan and implement good teaching and to complete related responsibilities. The second most frequently mentioned problems were problems dealing with student success. Conclusions of the study emphasized the fact that teachers can and will identify and share their school-related problems. Older and more experienced teachers were less bothered by problems than were the younger and less experienced teachers. Teachers in grades 3, 4, and 6 were more bothered by problems. No difference existed between the frequency and bothersomeness of problems and the sex of the teachers. There was also no relationship between the frequency and bothersomeness of problems and class size or the degree earned by the teacher. Teachers who indicated that they were less than very satisfied with teaching experienced more frequent problems and were much more bothered by those problems than were teachers who said that they were very satisfied with teaching. Seventy percent of the respondents were less than very satisfied with their undergraduate preparation program for teaching, and 60% of the respondents indicated that they were less than very satisfied with teaching.

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Ross, Kathleen M. "Fifth Graders' Representations and Reasoning on Constant Growth Function Problems: Connections between Problem Representations, Student Work and Ability to Generalize." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203483.

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Student difficulties learning algebra are well documented. Many mathematics education researchers (e.g., Bednarz&Janvier, 1996; Davis, 1985, 1989; Vergnaud, 1988) argued that the difficulties students encounter in algebra arose when students were expected to shift suddenly from arithmetic to algebraic reasoning and that the solution to the problem was to integrate opportunities for elementary school students to simultaneously develop both arithmetic and algebraic reasoning. The process of generalization, or describing the overall pattern underlying a set of mathematical data, emerged as a focal point for extending beyond arithmetic reasoning to algebraic reasoning (Kaput, 1998; Mason, 1996). Given the critical importance for students to have opportunities to develop understanding of the fundamental algebraic concepts of variable and relationship, one could argue that providing opportunities to explore linear functions, the first function studied in depth in a formal algebra course, should be a priority for elementary students in grades 4-5. This study informs this debate by providing data about connections between different representations of constant growth functions and student algebraic reasoning in a context open to individual construction of representations and reasoning approaches. Participants included 9 fifth graders from the same elementary class. Data shows that students can generate representations which are effective reasoning tools for finding particular cases of the function and generalizing the function but that this depends on features of the problem representation, most importantly the representation of the additive constant. I identified four categories of algebraic reasoning on the task to find the tenth term and found that only students who used reasoning approaches with the additive constant separate and functional reasoning to find the variable component were able to generalize the function. These instances occurred on a story problem and two geometric pattern problems. None of the students used such a reasoning approach or were able to generalize on the numeric sequence problem which did not represent the additive constant separately. Implications for future research and for teaching for conceptual understanding of variable and relationship are discussed.

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Askew, Susan. "What's the problem? : an investigation into the social construction of 'problems' through the case of boys and their education." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10006672/.

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El-Banna, H. A. A. M. "The development of a predictive theory of science education based upon information processing theory." Thesis, University of Glasgow, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382005.

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Patias, Petros Georgios. "Application of random field theory in mapping problems /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636477491.

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Rubtcova, Mariia. "The education system for children with disabilities in the modern Russia: problems of reforming correctional school education." Doctoral thesis, Universitat de Girona, 2019. http://hdl.handle.net/10803/668026.

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Inclusive education is a pedagogic approach that has been developed in response to the demand for including children with disabilities in regular school education. The present work is devoted to the studying of the reforming characteristics of the Russian correctional school education and attempts have been made to include inclusive education in particular social context related to Russian secondary schools. This thesis presents a series of studies devoted to the issues of the correctional education reform and the development of inclusive education in St. Petersburg during the period 2012-2016. The first public demonstration against the reform of correctional education started in 2011 after the beginning of the neoliberal educational reforms of the government. Therefore, our first study in 2012 was devoted to the opinion poll of the St. Petersburg residents focused on the reform of correctional and inclusive education. In December, 2012, 396 structured interviews were carried out. They were repeated in March, 2014. It is interesting to note that the study showed a fairly high loyalty to inclusive education. Our second research devoted to stakeholders was conducted in 2014. The first stage was devoted to teachers of regular schools in order to understand the extent of their acquaintance and involvement in the process of implementing inclusive education. 196 questionnaires of respondents - teachers at regular school in 2012 and 343 in 2014 were achieved. The second stage was devoted to the opinion of students of teacher education. We have 276 questionnaires of student-future teachers in 2012 and 269 in 2015. The research revealed quite contradictory assessments and judgments. The results showed that the concept of inclusive education gradually integrates into the life of modern Russia but also requires efforts to fully implement it in the educational process.
La educación inclusiva es un enfoque pedagógico que se ha desarrollado en respuesta a la demanda de incluir alumnado con discapacidades en el sistema educativo ordinario. El presente trabajo está dedicado al estudio de las características de la reforma de la educación escolar especial en Rusia, planteando los avances desarrollados en relación a la educación inclusiva. Esta tesis presenta varios estudios dedicados a la reforma de la educación especial (Correctional Education) y el desarrollo de la educación inclusiva en San Petersburgo durante el período 2012-2016. La primera manifestación pública contra la reforma de la educación especial comenzó en 2011, después del inicio de las reformas educativas neoliberales del gobierno. Por esta razón, nuestro primer estudio en 2012 estuvo dedicado a la encuesta de opinión de los residentes de San Petersburgo centrada en la reforma de la educación correccional. En diciembre de 2012 se realizaron 396 entrevistas estructuradas. Se repitieron en marzo de 2014. Es interesante observar que el estudio mostró una adhesión considerablemente elevada a la educación inclusiva. Nuestra segunda investigación se llevó a cabo en 2014. La primera etapa se dedicó a los maestros de escuelas ordinarias para comprender el alcance de su conocimiento y participación en el proceso de implementación de la educación inclusiva. Se obtuvieron 196 cuestionarios procedentes de maestros en escuelas ordinarias en 2012 y 343 en 2014. La segunda etapa se dedicó a profundizar en la opinión de los alumnos de magisterio. Obtuvimos 276 cuestionarios de futuros maestros, actuales estudiantes en 2012 y 269 en 2015. La investigación reveló evaluaciones y juicios bastante contradictorios. Los resultados mostraron que el concepto de educación inclusiva se integra gradualmente en la vida de la Rusia moderna, pero también requiere esfuerzos para avanzar en su total implementación en el proceso educativo.

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Stephens, Michael 1964. "The interface between education and social change efforts in civil society agencies /." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33930.

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Social change strategies grounded in theory help change agents to be more effective in their efforts. This study attempts to make explicit the links between public education efforts and the social change goals of non-profit organizations through an examination of both radical humanist thought and various social change theories.
This thesis maintains that public education is an essential component of lasting change, serving eleven identifiable roles in the social change process. Of particular note, education can serve to challenge the dominant corporate paradigm and to develop an informed, critical, and more active citizenry. Education can also help create an environment conducive to achieving systemic changes. It is argued that civil society organizations are well situated to play a leading role in the creation of a more just and healthy society. Public education is proposed here as an approach that shows considerable promise to move us in that direction.

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Lohman, Margaret C. "The effects of a guided discovery versus a deductive training method on supervisors' ability to solve problems and facilitate problem- solving skill of subordinates /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250104650.

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Marks, Lori J. "Promoting the Success of Students with Learning Problems in the University Classroom." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3584.

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Taylor, K. Lynn. "University professors' and students' knowledge of the executive control strategies applied in the solving of ill-structured problems." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7515.

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In a problem solving context, executive control (EC) strategies are those strategies which monitor, direct and evaluate the problem solving process. Effective use of EC strategy knowledge characterizes the problem solving behaviour of expert solvers, but is commonly lacking in students. The exploratory investigation presented here addresses EC strategy knowledge at the university level and was guided by the following research objectives: (1) to explore EC strategy use and the associated strategic knowledge demonstrated by professors and students, while solving ill-structured problems within their domain of expertise and outside of that domain; and (2) to examine the differences in EC strategies applied and in associated strategies knowledge, across expertise and across domains. The research describes a broader range of EC strategy knowledge than is typically addressed in conventional expert-novice studies. This broader spectrum of strategy knowledge is reflected in a model of strategy knowledge first proposed by Pressley, Borkowski and O'Sullivan (1985) which, in its revised form, includes the interaction of general strategy knowledge, specific strategy knowledge and strategy acquisition knowledge. Four groups consisting of nine students and nine professors from the domain of biology and nine students and nine professors from the domain of political science respectively, were recruited on a volunteer basis. Following a short training session, each solver was requested to solve randomly assigned, ill-structured tasks in two domains: biology and political science. Participants were asked first, to work on each task while thinking aloud and then, to report on how they solved the problem in a semi-structured interview. All verbalizations were audiotaped, transcribed and then coded to extract EC strategy knowledge. The results indicate clear expertise and domain differences. Across expertise, professors and students differed in their patterns of global strategy use, the specific strategy knowledge they demonstrated and the beliefs they reported relevant to problem solving. Some of these results reflected a non-linear progression from novice to expert, suggesting that the EC strategy knowledge of both professors and effective student solvers provide an important resource in understanding and addressing EC strategy knowledge in the context of academic courses. Across domains, general strategy knowledge differences were strongest and influenced specific strategy knowledge, which in turn, was frequently implemented with different emphases and supported by different conditional knowledge. At a more general level, a number of themes emerged from the data. As expected, a full spectrum of EC strategy knowledge was demonstrated in the strategy knowledge reported by university students and professors, and the components of strategy knowledge in this spectrum were inter-dependent. The results on strategy acquisition knowledge indicated that solvers experienced little exposure to strategic knowledge in academic courses. Consequently, there was little conscious awareness of how EC strategy knowledge can be actively acquired. Finally, a performance-goal pattern of motivation was observed to influence the problem solving behaviour and strategy acquisition knowledge of both professors and students. The results have important implications for how university level educators represent and use Ec strategy knowledge in heir classrooms and demonstrate specific forms of EC strategy knowledge which could contribute to the development of "competence" in the domains of biology and political science.

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Horne, Debra Theupiena. "Strategies and guidelines for educators to deal with behaviour problems." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53601.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: The increase in violence in our society has a huge impact on learning in some schools. Learners become more and more disruptive and educators experience schools as an unsafe environment. This causes an impediment to learning and teaching. Even educators who have a wealth of experience find it difficult to control and discipline learners in a constructive and positive way. Because of their lack of knowledge and skills, many educators shift their responsibility to teach social skills to the parent whom they believe should actually be responsible for the discipline of their children. The realization that academic achievement and discipline goes hand in hand has compelled educationists and psychologists to address disciplinary problems. Educators are also aware that parents and the education department expect all learners to receive quality education. A definite need has, therefore, arisen to support educators to deal with the youth at risk, disruptive learners, those who are at risk of dropping out, and those who are being expelled or suspended. The purpose of this research is, therefore, to develop guidelines and strategies for educators to deal with disruptive behaviour in the classroom. Many strategies have been developed In the past to address disruptive behaviour. Despite implementing these strategies, disruptive behaviour is on the increase. The research revealed that the failure of these strategies can be attributed to their punitiveness and the emphasis that was placed on control and compliance. These strategies also have failed, because it did not teach the learners insight in their selfdefeating behaviour and how it impacts on themselves and others. The Life Space Crisis Intervention (LSCI) strategy was developed to support educators to teach these learners self-control' skills by teaching them to gain insight in their destructive behaviour. According to the LSCI model the behaviour of learners can be grouped according to the six central issues: • Displacement of Conflict • Lack of Social Skills • Peer Manipulation and Vulnerability to Peer Influence • Anti-social Behaviour without Guilt • Irrational Beliefs • Impulsivity with Guilt. The LSCI Model was structured in such a way to give educators a clear guideline how to support disruptive learners and youth at risk. Although educators were given a clear cognitive map to apply the LSCI strategy, research revealed that they were not very successful in teaching learners the necessary skills to apply self-control and to become resilient. To apply the LSCI model successfully, it is crucial for educators to acquire the appropriate skills to teach learners to gain insight in their self-defeating behaviour and to apply self-control. The assumption can be made that educators do not only need guidelines, but they also need the necessary skills to teach learners to apply self-control. They also need to know what specific strategies are needed to support a learner that exhibit a specific central issue. The researcher attempted to develop strategies and guidelines for educators to deal with the following central issues: • Peer Manipulation and Vulnerability to Influence • Impulsivity with guilt and • Anti-social behaviour without Guilt This research attempted to draw upon the vanous literature, and where necessary developed strategies to support educators by looking at what skills educators need to support disruptive learners and what strategies can be implemented to teach these learners insight in their self-defeating behaviour.
AFRIKAANSE OPSOMMING: Die toename in geweld in ons samelwing het 'n groot impak op leer in ons skole. Leerders raak al hoe meer ontwrigtend en opvoeders ervaar skole as onveilig. Selfs opvoeders wat jare ervaring het vind dit moeilik om leerders op 'n konstruktiewe en positiewe manier te beheer en te dissiplineer. Omdat hulle die kennis en vaardighede ontbreek, skuif baie opvoeders hul verantwoordelikheid om leerders sosiale vaardighede te onderrig na die ouers. Hulle glo dat ouers verantwoordelik is vir die dissiplinering van hul kinders en nie die skool nie. Omdat opvoeders en sielkundiges besef dat akademiese prestasie en dissipline hand aan hand gaan, het dit hulle genoop om dissiplinêre probleme wat ervaar word aan te spreek. Opvoeders is ook bewus van die feit dat ouers en die onderwys departement verwag dat alle leerders kwaliteit opvoeding en onderwys moet ontvang. 'n Behoefte het dus ontstaan om opvoeders te ondersteun in die hantering van risiko leerders, gedragsmoeilike leerders, diegene wat moontlik mag uitval op skool en diegene wat uitgeset of geskors word. Die doel van hierdie navorsing is dus om riglyne en strategieë vir opvoeders te ontwikkelom ontwrigtende gedrag in die klaskamer te hanteer. In die verlede is verskeie strategieë ontwikkelom ontwrigtende gedrag aan te spreek. Alhoewel hierdie strategieë geïmplementeer word, neem ontwrigtende gedrag in die klaskamer toe. Navorsing het bewys dat die mislukking van hierdie strategieë toegeskryf kan word aan die feit dat dit te ingestel was op straf, beheer en onderworpenheid. Die feit dat hierdie strategieë gefaal het, kan ook toegeskryf word aan die feit dat dit leerders nie insig in hul destruktiewe gedrag en watter invloed dit op hulself en ander het, geleer het nie. Die "Life Space Crisis Intervention" (LSCI) strategie was ontwikkelom opvoeders te help om leerders seltbeheersingsvaardighede aan te leer deur vir hulle insig te gee in hul destruktiewe gedrag. Volgens die LSCI model kan leerders se gedrag in ses sentrale gedragspatrone gegroepeer word: • Verplasing van konflik • Gebrek aan sosiale vaardighede • Portuur manupilasie en weerloosheid aan portuur invloede • Anti-sosiale gedrag sonder skuldgevoelens • Irrasionele denke • Impulsiwiteit met skuldgevoelens Die LSCI model is op so 'n manier gestruktureer dat dit opvoeders duidelike riglyne bied hoe om gedragsmoeilike en hoe risiko leerders te ondersteun. Alhoewelopvoeders 'n duidelike kognitiewe raamwerk gegee IS om die LSCI strategie toe te pas, het navorsing getoon dat hulle me baie suksesvol was om leerders seltbeheersingsvaardighede aan te leer om hul meer weerbaar te maak nie. Dit is noodsaaklik dat opvoeders toepaslike vaardighede bekom om hierdie leerders insig in hul destruktiewe gedrag te leer, sodat hulle die nodige seltbeheersing kan toepas. Daar kan van die veronderstelling uit gegaan word dat opvoeders nie net die nodige riglyne benodig nie, maar dat hulle ook die nodige vaardighede benodig om leerders te leer hoe om seltbeheersing toe te pas. Dit is ook belangrik dat hulle moet weet watter spesifieke strategieë nodig is om ondersteuning te bied aan 'n leerder wat 'n spesifieke gedragspatroon openbaar. In hierdie navorsing sal daar gepoog word om strategieë en riglyne vir opvoeders te ontwikkelom die onderstaande sentrale aspekte te hanteer: • Portuur manupilasie en weerloosheid aan portuur invloede • Anti-sosiale gedrag sonder skuldgevoelens • Impulsiwiteit met skuldgevoelens Die navorsing poog om deur literatuurverkenning na bestaande strategieë te kyk, en waar nodig, strategieë te ontwikkel wat opvoeders sal help om leerders wat ontwrigtend is, te ondersteun. Daar salook gekyk word na watter vaardighede opvoeders nodig het en watter strategieë kan geïmplementeer word om hierdie leerders insig in hul destruktiewe gedrag te gee.

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Lam, Chi-kei Jacqueline, and 林哲奇. "From awareness to action: problems of environmental education campaigns in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31254937.

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Tang, Pui-kwan, and 鄧佩君. "Voice problems of secondary school teachers and the need for preventative education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206591.

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Voice problems are common among teachers due to their job characteristics. Thus, the quality of teaching, daily communication, emotion would be adversely affected. However, the past studies mainly focused on primary school and preschool teachers. There is lack of investigation on voice problems of secondary school teachers. Moreover, the need for voice use training for secondary school teachers was not addressed in the past. This study investigated the prevalence of voice problems in secondary school teachers in Hong Kong and the need for preventive education. A questionnaire was decided with domains in demographics, job natures, impact on voice disorders, risk factors, history of seeking help because of voice problems, view on different treatment options and opinion towards the need of voice protection training. Subjects were recruited from four local secondary schools in Hong Kong. 85 questionnaires were collected and analyzed. The results showed a high prevalence of voice disorders (75%) among secondary school teachers. Also it revealed different levels of impact on work performance, emotion and daily communication. Laryngitis was the only risk factor found to be significantly correlated with the voice disorder. On the other hand, the rate of seeking professional help and their knowledge about voice rehabilitation were low. Most of the respondents realized the need for voice protection training. It suggested that the voice problems of secondary school teachers should be highlighted and more voice protection information and voice training should be provided.
published_or_final_version
Surgery
Master
Master of Medical Sciences

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50

Beyers, Melanie. "Problems experienced by women re-entering into the education profession / Melanie Beyers." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/8632.

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This study investigated problems experienced by women re-entering into the education profession by focusing on: • The nature and scope of re-entry by women into the education profession; • the features and problems experienced by women on re-entering the education profession; • the problems women educators experience on re-entering the education profession in the North West Province. To achieve these goals, both an empirical survey and a survey of literature was conducted. The study of literature was undertaken consulting primary and secondary sources. After the problems experienced by women re-entering into the education profession were established and discussed, a questionnaire was drafted. From the review of literature, it appeared that the problems experienced by women (i.e. re-entry women) were problems within themselves, in the career and society, as well as problems in the work situation and on management level. A systematic sample was used in which women educators of secondary schools in the North West Province were involved. The empirical investigation indicated that women educators have problems when they re-enter the education profession after a period of absence and that certain problems should be addressed. Problems of high priority are related to the category of problems within women. The categories of problems within the career and the society were indicated as problems of high priority. A problem of low priority for women educators appears to be the role of family caregiver for elderly, sick or disabled relatives who live either in the educator's home or nearby. Also, the age of re-entry women seems to be no problem for re-entry women educators. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are the provision of childcare facilities such as after-school care, holiday play-schemes, workplace nurseries and an increase in maternity benefits, and the introduction of paternity and childcare leave. The creation of promotion opportunities for women who aspire to educational management positions is also an important recommendation. All women, including re-entry women, should be treated fairly when applying for posts.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

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Dissertations / Theses on the topic 'Problems of education'

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