Dissertations / Theses on the topic 'Teacher placement in industry'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Teacher placement in industry.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Kesselring, LeAnn E. "Physical Education Teacher Education Student Teaching Placement Procedures: Part 1." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4010.
Full textHaines, Brenna. "Advanced Placement Statistics Teaching Knowledge Assessment." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631362.
Full textAdvanced Placement Statistics Teaching Knowledge Assessment Increasing student enrollment in high-school level Advanced Placement (AP) Statistics courses necessitates the need for teachers who are knowledgeable in the subject-area. However, no benchmark has been established that describes the amount or types of teaching knowledge that is required, or even desirable, of AP Statistics teachers. More specifically, there does not exist a criterion of reference to determine if an AP Statistics teacher does or does not possess the content-specific knowledge necessary to teach the subject. Therefore, a teacher may possess sufficient knowledge to teach mathematics but be deficient in the subject-specific knowledge necessary to teach AP Statistics.
This study had two main research goals. The first was to design an Advanced Placement Statistics Teaching Knowledge (APSTK) online assessment to investigate the content and pedagogical knowledge of secondary-level, in-service AP Statistics teachers. The second goal was to explore the relationships among individual teacher assessment scores and teacher characteristic variables including educational background, years of experience teaching AP Statistics, and a self-reported percentage of student success on the AP Statistics exam.
There were three primary methodological phases included in this study. Phase I consisted of item development and item-level analysis based on responses from a national sample of current AP Statistics teachers. Phase II consisted of completing a Confirmatory Factor Analysis (CFA) to evaluate the results of a measurement model and structural model using Structural Equation Modeling (SEM). Phase III consisted of a multiple regression analysis to determine which teacher characteristic indicator variables predicted APSTK latent variable score (LVS).
Phase I resulted in a modified assessment with nine AP Statistics Content Knowledge (APSCK) and five AP Statistics Pedagogical Content Knowledge (APSPCK) multiple-choice items. Phase II produced a measurement model with acceptable fit, and proved that items designed to measure APSCK and APSPCK fit well within the model. In addition, a structural model produced good fit, and showed evidence that APSCK was a more reliable construct than APSPCK. However, APSPCK was found to be a stronger predictor of overall APSTK. Phase III concluded that a linear combination of teacher characteristic variables was a significant predictor of APSTK LVS. Specifically, the self-reported "Student Success on the AP Statistics Exam" variable was the only statistically significant variable in predicting APSTK LVS.
Prince, Linda P. M. "An evaluation of the teacher placement service of an inner London area." Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271989.
Full textTruelove, Lynne. "Early years teacher status trainees' placement experiences : a creative interpretative phenomenological analysis." Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/15578/.
Full textStark, Mary Elizabeth Rae. "Learning from experience : the role of placement in becoming a reflective primary teacher." Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23750.
Full textMacFarlane, Bronwyn. "Advanced Placement world language teacher perceptions of high ability students and differentiated instruction." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539791822.
Full textRosen, Perri I. "Teachers' Perceptions of Factors Used in Placement Decisions." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/292096.
Full textPh.D.
Children with autism spectrum disorders (ASD) are spending greater amounts of time in inclusive classroom settings. The perceptions of teachers regarding the educational placement of children with ASD are a critical topic of study, since teachers are primarily responsible for the implementation of inclusion (Soodak, Podell, & Lehman, 1998). While there is a substantial research base that has examined the attitudes of teachers about inclusion, less research has focused on ASD that compared the attitudes of general and special education teachers. As reported in the literature, there are multiple barriers that prevent successful inclusion, particularly in high-poverty, urban districts. Since teachers are key stakeholders in decision-making processes for students' educational placement, their attitudes are important to assess as they may act as either barriers or facilitators of inclusion. These high-stakes decisions inevitably alter students' trajectories in terms of developmental outcomes, and therefore warrant further examination. Identifying teachers' specific resource needs is also crucial in determining how to make inclusion more successful for this population of students. Two similar surveys were developed and administered to 27 Autism Support (AS) and 28 general education (GE) teachers who presently had students with ASD in their classrooms. The surveys included quantitative items presented through a Likert-type scale, as well as open-ended items. They were designed to gather information on teacher demographics, students' current and recommended placement, teachers' perceptions of child and context-related variables found in the literature to impact inclusion, and resource needs. Overall, both AS and GE teachers felt their current students' placement was appropriate, though AS teachers' ratings of appropriateness were significantly lower. AS teachers reported they were likely to recommend more time in the general education setting for a majority (70%) of their students with ASD. While GE teachers believed a majority of their students (86%) should be included for most or all of the school day, they recommended less time in general education for 27% of students. GE teachers also expressed more concerns about the functioning of their students with ASD than they did about their own ability to teach those students or aspects related to the classroom context. AS teachers, on the other hand, felt less confident in the supportiveness and prior experience of the general education teachers at their school, whereas they felt their students were prepared to meet general education classroom demands. For both groups of teachers, their beliefs about child-related factors were associated with their recommendations for more time in an inclusive classroom. Identified barriers at the classroom and school-wide levels differed significantly for AS and GE teachers, with AS teachers focused more on skill development among general educators, and GE teachers indicating a greater need for external supports (e.g., classroom assistants, paraprofessionals). AS teachers also indicated a need for a more inclusive climate and greater acceptance than did GE teachers. Findings provide insight into the unique perspectives of AS and GE teachers, in terms of their perceptions of inclusion and their identified resource needs. Results indicate that the survey measures had good internal consistency α = 0.86) and a factor structure that clustered roughly as intended, despite the small sample size. Thus, this measure may be a valuable tool for use in future research on this topic.
Temple University--Theses
Johnson, Amy F. "Preparing for changes in teacher preparation program accountability| Evaluating the factors that influence job placement of teacher preparation program graduates." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3740382.
Full textTeacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.
Of the factors studied, the most influential factors in job placement in public schools in the state were (1) in-state residency status, (2) preparation in a teacher shortage area, (3) completion of a post-baccalaureate preparation pathway, (4) receipt of financial assistance that requires completion of future teaching service, (5) institution attended, (6) GPA relative to other graduates, (7) year of graduation, and (8) age at the time of completing the program. However, these combined variables provide less than 20% of the potential predictability in job placement outcomes. This suggests that additional work is needed to identify the factors influencing beginning teacher placement. Job placement rates for preparation programs should be interpreted with caution, as at least some of the related factors are not within the control of preparation programs (e.g. year of graduation). Furthermore, the use of job placement rates to make high-stakes decisions may provide incentives to programs to implement policies that may not be ethical (such as preferential admission of younger applicants) or that may not be advisable for other reasons.
Stevens, William Eugene. "Computer Science Teacher Certification And Student Success on the Advanced Placement Computer Science Examinations." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/861.
Full textTaylor, Michael L. "An investigation of placement and teacher retention of Brigham Young University Technology Teacher Education Bachelor of Science graduates from 1994-2007 /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2622.pdf.
Full textTaylor, Michael L. "An Investigation of Placement and Teacher Retention of Brigham Young University Technology Teacher Education Bachelor of Science Graduates from 1993-2007." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1640.
Full textGuenther, Meagan. "Teacher Recommendations Of Students for Honors Coursework: Effects of Teacher Perceptions of Student Characteristics Including Race/Ethnicity." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240537263.
Full textAmos, Sandra J. "Teacher educators in higher education : a study of their practice and contribution during school placement visits." Thesis, Open University, 2014. http://oro.open.ac.uk/42769/.
Full textGeorge, Ashley Rae. "Practicing Teachers' Perceptions of Their Whole Child Preparedness and Intent to Stay in Their Current Placement." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624617117935842.
Full textSörling, Marie-Louise, and Viktor Wallgren. "Media Placement of Locations : An Exploratory Study of the Possible Trends within the Film Industry." Thesis, Jönköping University, JIBS, Business Administration, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-159.
Full textProduct placement is a relatively new idea within marketing. Despite this, it has become a more accepted and used concept, especially within the motion picture industry. It has been noticed that exposure on screen has had a positive effect on sales of the showed products, even though there are still no clear method to measure its efficiency. Evidence has shown that there is an increased tourism to destinations exposed on screen. For example, the movie Braveheart increased tourism to Scotland, Notting Hill has brought attention to London’s district Notting Hill, and the books of Wallander has benefited Ystad. We therefore see a possible development of product placement, which so far only has incorporated products, to also include placement of geographical places (cities, region or nations etc), i.e. location placement. The exposures that to this point has occurred has been random, with no active participation from marketers or filmmakers.
Our purpose is to investigate if media placement of locations (defined as paying for the placement) is a possible future source of revenue for location marketers as well as film and product placement agencies.
We have interviewed people from three main areas: marketer of a geographical location, product placement agency, and representatives from the film production. Since we had some problems collecting sufficient data, we decided to complement our empirical findings with secondary data.
We see a potential development of location placements. It does however require some conditions to be fulfilled. First, the placement must be seamlessly placed, should lead the story forward and should not be the main focus before the script. Second, the placement must be communicated openly throughout the entire production process and with all parties involved. Finally we see that placement must be founded on good relationships and having the right channels. The actors involved in a location placement are the marketer, product placement agency, location shout, director and other film production crew.
To sum up, a well thought-thru location placement that are consistent with the overall location brand image and the story, would benefit both the location and the film.
Li, Wei. "'Dancing with handcuffs and shackles' : how product placement is adopted by the Chinese film industry." Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/59612/.
Full textAntunez, Fernando. "The Effectiveness of the National Board Certification as it Relates to the Advanced Placement Calculus AB Exam." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154930.
Full textThis study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards’ Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction.
A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen’s d (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores.
Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender.
With a reliability estimate using Cronbach’s alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success.
The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher’s professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.
Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.
Full textGuenther, Meagan Marie. "Teacher recommendations of students for honors coursework effects of teacher perceptions of student characteristics including race/ethnicity /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240537263.
Full textCrawford, Freda M. "Characteristics of Advanced Placement environmental science reading teacher participants and their perceptions of the reading as a professional development experience." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0009782.
Full textBrown, Matthew Jay. "Media Meets Science: The Experience of a Media Teacher and Science Teacher as They Implement Media Literacy in a Science Classroom." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3263.
Full textMorrish, Douglas Glenn. "Relationships of important elements of the student teaching experience and methods of student teaching placement to the quality of experience of student teachers." Texas A&M University, 2003. http://hdl.handle.net/1969/476.
Full textScarborough, Jenny Ogden. "Examination of administrative support, instructional preparation, and collegial support met and unmet needs of first year teachers participating in the Georgia teacher alternative preparation program in middle Georgia." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/jenny_o_scarborough/scarborough_jenny_o_200708_edd.pdf.
Full text"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 217-226) and appendices.
Mcintosh, Shona. "Trainee teachers on placement : an exploration of contextual influences on the development of situated agency in the process of becoming a teacher." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560881.
Full textJohnson, Luther E. Jr. "Perception, Beliefs, or Implicit Bias: Investigating the Relationship between Teacher Recommendation and African American Males Selection in Gifted and Advanced Placement Courses." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1597066097768687.
Full textPhuthi, Nduduzo. "Enhancing quality academic practice through integrated industry-based learning." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24125.
Full textThesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
Bratton, Edwin L. "Relationships among Missouri Secondary Vocational-Technical electronic programs success, teacher and curriculum characteristics /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924866.
Full textPoole, Kerry Dean. "Assessing Competing Demands and Charting a Course: A Phenomenological Study of Advanced Placement U.S. History Teachers' Decision Making and Course Planning." Scholar Commons, 2013. https://scholarcommons.usf.edu/etd/5105.
Full textArnold, Quail T. "Student, teacher,and educational leader perceptions of the quality of implementation of an advanced placement program in a select urban high school: a mixed methods study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/278.
Full textGrilo, João Maria Aranha. "Portfolios reflexivos na formação inicial de professores: um estudo na formação inicial de professores de Biologia e Geologia ao nível do estágio pedagógico integrado." Master's thesis, Universidade de Évora, 2002. http://hdl.handle.net/10174/14684.
Full textVaz, Adelaide do Rosário Caetano Pinto Neto. "Formação inicial de professores de biologia e geologia: percepções dos professores estagiários sobre o currículo e sobre o estágio pedagógico." Master's thesis, Universidade de Évora, 2000. http://hdl.handle.net/10174/15109.
Full textHou, Heng. "Exploring the role of an online learning community in supporting preservice English language teachers’ school placement in a Chinese normal university." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-role-of-an-online-learning-community-in-supporting-preservice-english-language-teachers-school-placement-in-a-chinese-normal-university(b04765c8-db97-470e-94c6-ae37ce474a5e).html.
Full textDoerfert, David Lawrence. "Performance of regular and industry-prepared vocational education teachers in Ohio on the National Teacher Exam core battery tests /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671640054521.
Full textFedorchak, Nancy E. "Perceived importance of new teacher training topics for trade and industry and health occupations career and technical education teachers /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052236.
Full textReimers, Karl Walter. "Impact of Information Technology (IT) Industry Certification on the Achievement of High School Students Enrolled in Technology Courses." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/284.
Full textStorey, Elizabeth D. "Early Identification Of Students In Accelerated Curricula With Signs Of Academic And Emotional Risk: Working With Teachers To Identify At-Risk Students." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7579.
Full textKivioja, Larry A. (Larry Albert). "Teacher Education Programs in Member Institutions of the Association of Christian Schools International (ACSI): a Comparison With NCATE Standards." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330734/.
Full textMoynahan, Kelly C. "Adaptive Behavior Assessment of Ethnically Different Children Referred for Special Education Services." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4748.
Full textStrand, Malin. "Handledarens yrkeskunnande : Modell och verklighet." Thesis, Linnéuniversitetet, Institutionen för fysik och elektroteknik (IFE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27408.
Full textThis essay has its basis in issues concerning supervisors’ skills. The term supervisor, in this case, refers to teachers functioning as supervisors during teacher students’ placements or as mentors during the probationary year. What is the crucial point in the role of the supervisor? Is it possible to follow a model and what works in reality? What fields of interest and which questions are relevant for future supervisors? How can you educate these individuals so the will be able to handle such issues? The empirical material that is a part of this essay is a result of the dialogue seminar. According to the basic outlook of the research subject Skill and technology examples from practice is the foundation of this work. Beyond these practical examples of dilemmas in connection to supervision research in the field of supervision is described. Different perspectives of knowledge and skill are other components in this essay. Finally, a discussion about the crucial points in the role of the supervisor is conducted. It is illustrated how different perspectives of knowledge affects the possibility to educate skilled supervisors by using “a model for reality”.
McCade, Joseph M. "Projecting acceptance into Millersville University's Department of Industry and Technology using high school rank, social capital, SAT scores, sex, age, and race." Diss., Virginia Tech, 1989. http://hdl.handle.net/10919/37297.
Full textArmstrong, Paula Louise. "Teachers in the South African education system : an economic perspective." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96998.
Full textENGLISH ABSTRACT: ABSTRACT Chapter 1 investigates teacher wages in the South African labour market, in order to ascertain whether teaching is a financially attractive profession, and whether high ability individuals are likely to be attracted to the teaching force. Making use of labour force survey data for the years 2000 to 2007 and for 2010, wage returns to educational attainment and experience are measured for teachers, non-teachers and non-teaching professionals. The returns to higher levels of education for teachers are significantly lower than for non-teachers and non-teaching professionals. Similarly, the age-wage profile for teachers is significantly flatter than it is for non-teachers, indicating that there is little wage incentive to remain in teaching beyond roughly 12 years. The profession is therefore unlikely to attract high ability individuals who are able to collect attractive remuneration elsewhere in the labour market. Chapter 2 deals with explicit teacher incentives in education. It provides a technical analysis of Holstrom and Milgrom’s (1991) multitasking model and Kandel and Lazear’s (1992) model of peer pressure as an incentivising force, highlighting aspects of these models that are necessary to ensure that incentive systems operate successfully. The chapter provides an overview of incentive systems internationally, discussing elements of various systems that may be useful in a South African setting. The prospects for the introduction of incentives in South Africa are discussed, with the conclusion that the systems in place at the moment are not conducive to introducing teacher incentives. There are however models in Chile and Brazil, for example, that may work effectively in a South African setting, given their explicit handling of inequality within the education system. Chapter 3 makes use of hierarchical linear modelling to investigate which teacher characteristics impact significantly on student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Changes in teacher education in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts. However, further investigation is required to fully understand these differences.
AFRIKAANSE OPSOMMING: In Hoofstuk 1 word die lone van onderwysers in die Suid-Afrikaanse arbeidsmark ondersoek om vas te stel of onderwys ʼn finansieel aantreklike beroep is en hoe waarskynlik dit is dat mense met sterk vermoëns na die onderwys gelok sal word. Met gebruik van arbeidsmagopnamedata van 2000 tot 2007 en van 2010 word die loonopbrengs op jare onderwys en ervaring vir onderwysers, nie-onderwysers en beroepslui buite die onderwys gemeet. Die opbrengste vir hoër vlakke van opvoeding is beduidend laer vir onderwysers as vir nie-onderwysers en nie-onderwys beroepslui. Netso is die ouderdom-loonprofiel van onderwysers beduidend platter as vir nie-onderwysers, wat dui op weinig looninsentief om langer as ongeveer 12 jaar in die onderwysveld te bly. Dit is dus onwaarskynlik dat hierdie beroep baie bekwame mense sal lok wat elders in die arbeidsmark goed sou kon verdien. In Hoofstuk 2 word na eksplisiete insentiewe in die onderwys gekyk. Die hoofstuk verskaf ʼn tegniese analise van die multi-taak-model van Holstrom en Milgrom (1991) en van Kandel en Lazear (1992) se model van portuur-druk as aansporingskrag, met klem op die aspekte van hierdie modelle wat in Suid-Afrikaanse omstandighede van nut mag wees. Vooruitsigte vir die instelling van insentiewe in Suid-Afrika word bespreek, met die slotsom dat die stelsels wat tans in plek is nie bevorderlik vir die instelling van onderwysersinsentiewe is nie. Daar is egter modelle in byvoorbeeld Chili en Brasilië wat effektief in Suid-Afrikaanse omstandighede sou kon funksioneer, gegewe hulle eksplisiete klem op ongelykheid binne die onderwys. In Hoofstuk 3 word hiërargiese liniêre programmering gebruik om te ondersoek watter eienskappe van onderwysers ʼn belangrike invloed op studenteprestasie uitoefen. Met gebruik van data van die SACMEQ III studie van 2007 is ʼn interessante bevinding dat jonger onderwysers beter in staat is om die gemiddelde wiskunde prestasie van hulle student te verbeter. Verder vertoon sulke jonger onderwysers self ook beter in die vaktoetse in Wiskunde en taal as hulle ouer kollegas. Veranderings in onderwysopleiding in die laat negentigerjare en vroeë jare van hierdie eeu kan dalk die verskille in die vertonings van jonger onderwysers relatief tot hulle ouer eweknieë verklaar. Verdere ondersoek is egter nodig om hierdie verskille beter te verstaan.
Matilde, Lindh. "Litteraturplaceringens möjligheter : En studie om litteraturens placering i förskolans miljö." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56561.
Full textThe main purpose with this survey is to review how variable, available and allowable the literature is in the preschool environment. When having interviews with preschool teachers and through observation and documentation of the placement of the literature by photos, the answers to the main questions have been answered. The result showed that the preschools have literature next to the place for rest because it´s supposed to be close while reading for the children. The literature is in available height for the children so they can reach the literature. Except the literature by the resting place some of the preschool teachers have placed the literature in every room so it is available everywhere in the preschool, even in the children’s play environment. The preschool teachers were aware of the meaning of the surrounding and the literature for the children, unfortunately this didn´t always reflect in the preschool environment. The preschool teachers were aware of the purpose and the placement of the literature in different degrees.
Gaspar, Andreia Filipa Jorge. "Pelos Caminhos da Indústria do Papel: uma abordagem histórico-geográfica. O caso da Soporcel." Master's thesis, Faculdade de Letras da Universidade de Coimbra, 2014. http://hdl.handle.net/10316/27503.
Full textO presente trabalho que de seguida se apresenta tem como objetivo descrever todas as atividades que foram desenvolvidas no ano letivo 2013/2014, durante o Estágio Pedagógico Supervisionado na Escola Básica 2º e 3º ciclos de Inês de Castro e nos Seminários Científicos de História e de Geografia, na Faculdade de Letras. Começa-se por apresentar o Capítulo I fazendo um balanço das atividades letivas e extraletivas desenvolvidas durante o estágio. No Capítulo II uma análise da evolução histórico-geográfica da indústria do papel no Mundo e em Portugal. No Capítulo III é feita a apresentação do caso em estudo, a Soporcel, o seu enquadramento histórico-geográfico. No Capítulo IV a descrição do Eucalipto, espécie recém-chegada a Portugal. No Capítulo V a aplicação da atividade pedagógico-didática, inserido numa exposição, cujo tema é Comunicar: suportes de escrita – da Pedra ao Papel. Palavras-chave: Atividade pedagógica, Estágio Pedagógico, Eucalipto, Indústria, Indústria do Papel, Soporcel, Suportes de Escrita
The study presented below aims to describe all the activities that were developed during the supervised Teaching Internship in the school “Escola Básica 2º e 3º ciclos de Inês de Castro” and the Scientific Seminars in History and Geography during the school year 2013/2014. It begins presenting the Chapter I by a balance of all the activities developed during the internship. On Chapter II, is made an historical and geographical analysis of paper industry considering its evolution in Portugal and worldwide. On Chapter III is made a studied subject presentation, which is Soporcel paper factory, and its historical and geographical setting. On Chapter IV is addressed the description of Eucalyptus, a newcomer species in Portugal. Among Chapter V is described the application of Pedagogical and didactic activities, inserted in a trend which the theme is to Communicate: writing media - from Stone to Paper. Keywords: Pedagogical activity, Teacher Training, Eucalyptus, Industry, Paper Industry, Soporcel, Supports Writing
Hedqvist, Petter. "Yrkeslärares erfarenheter av yrkeskompetensutveckling : – En intervjustudie på Industritekniska programmet." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177277.
Full textDevelopments in the industrial industry are cutting fast. Machines, processes and factories are becoming both more complex and more advanced. The industry places high demands on those who will work in the industry and it places new demands on the vocational teachers who will train the future workforce. This means that vocational teachers need continuous training and vocational skills development to be up to date with their basic profession and professional identity. The aim was to describe vocational teachers' experiences of and the possibility of continuing professional development within their professional area in the industrial engineering program focusing on product and mechanical engineering. A qualitative research approach was used based on semi-structured interviews (n=4) with vocational teachers on the engineering program. The interviews were analyzed using qualitative content analysis. The four informants worked at three different schools, two of which are run entirely municipally, while the third is conducted at a company on behalf of the municipality. In the result, three main categories emerged; Need for continuing professional development, Promoting factors for continuing professional development and obstacles for continuing professional development. The study shows that vocational skills development is important based on the change that is taking place in the industrial industry. Opportunities for professional development are made through, for example, education or external actors, but vocational teachers also experience obstacles to the same as schools usually arrange competence development that should suit all teachers throughout the school or due to tight finances.
Champangnatte, Dostoiewski Mariatt de Oliveira. "A escola e o professor no cinema brasileiro contemporâneo: discursos e hegemonia a partir dos conceitos da indústria cultural." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6814.
Full textThis research analyzes the discourse of three Brazilian films that present the teacher and/or school as characters/main scenarios: Veronica (2009), Uma Professora Muito Maluquinha (2011) and Qualquer gato vira-lata (2011). The Critical Discourse Analysis, proposed by Fairclough (2001), was the theoretical and methodological framework chosen. Approaching the movies as text, starting from screenplay and film language, discourse and social practices. Regarding the text, preference was given to three points of entry: semantic, involving lexical choices; syntactic, which corresponds to the relations between words and also shots of the film; and pragmatic, which concerns the relationship of producers with text. Both in textual analysis and in discursive and social practices, several concepts of Cultural Industry and Hegemony, related to movies and other means of communication and education were referred to. To perform the analysis was established first a social-historical characterization of Globo Organizations, main responsible for production and dissemination of selected films, as a Cultural Industry and Private Hegemony Apparatus. Aiming at point out the main conceptions of teacher and school that this company wanted to hegemonize through its films, along with its economic partners and the State itself. Like semiformation, from Adorno (1996), in which the films extolled the annulment of teaching, in the teaching- learning process, focusing on an uncritical learning content from the learner autonomy. And conformism, from Gramsci (1982), where such placement is stimulated facing the presentation of problems related to teaching practice. Therefore, based on Critical Discourse Analysis of films, this research approaches the film not only as a work of art, but as a social practice that hegemonizes ideologies of the culture industry which produces it
Turner, Stanley. "An interrelated approach to teaching mathematics in further education." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10505.
Full textPupio, Bárbara Cristina. "Cadeia produtiva da indústria da cultura corporal em academias de ginástica: em busca dos nexos e determinações da tese da divisão da formação como decorrência da reestruturação produtiva." Faculdade de Educação, 2017. http://repositorio.ufba.br/ri/handle/ri/25353.
Full textApproved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-02-22T15:41:03Z (GMT) No. of bitstreams: 1 TESE_Bárbara Cristina Pupio_2017FINAL.pdf: 2874649 bytes, checksum: 6bd079ce0b62fb830fd8d0d3350522fd (MD5)
Made available in DSpace on 2018-02-22T15:41:03Z (GMT). No. of bitstreams: 1 TESE_Bárbara Cristina Pupio_2017FINAL.pdf: 2874649 bytes, checksum: 6bd079ce0b62fb830fd8d0d3350522fd (MD5)
CAPES
Considerando o contexto de reestruturação produtiva e neoliberalismo que incidem na formação social brasileira desde as últimas décadas do século XX, a literatura especializada da área Educação Física estabelece relações entre a divisão da formação em Educação Física e a reestruturação produtiva. Apropriando-se da revisão teórico-conceitual do que a literatura marxista reconhece como reestruturação produtiva, esta pesquisa visa – no âmbito da economia – apanhar a cadeia produtiva da indústria da cultura corporal em academias de ginástica, bem como os sinais de existência de uma reestruturação produtiva que indiquem nexos com a divisão da formação de professores de Educação Física. Buscamos entender os nexos entre o estágio de desenvolvimento da indústria da cultura corporal no setor de academias e – até que ponto, esse estágio de desenvolvimento interfere, influencia, determina – as disputas pela direção da formação em Educação Física no Brasil (1980-2012). A Concepção Materialista e Dialética da História é a teoria do conhecimento que orienta o modo como estamos pensando esse objeto, síntese de múltiplas determinações. As categorias centrais que se articulam são: modo de produção capitalista/reestruturação produtiva do capitalismo na formação social brasileira; reestruturação produtiva x reestruturação da educação/formação da força de trabalho; indústria da cultura corporal (setor de academias); reestruturação produtiva da indústria da cultura corporal/formação de professores de Educação Física. Dentre os resultados da pesquisa, verificamos que houve a necessidade de adequação da força de trabalho no setor de academias, no que se refere as inovações nos equipamentos e aparelhos, novas modalidades corporais, conhecimento de marketing e, principalmente, em relação a atitude pessoal que deve estar voltada ao empreendedorismo e flexibilização, contudo não foram alterações significativas no conteúdo de trabalho do professor de Educação Física, a ponto de justificarem a divisão da formação em Licenciatura e Bacharelado. No nosso entendimento não estão claros os nexos da relação entre reestruturação produtiva e divisão da formação. O reconhecimento da cadeia produtiva do setor de academias e os dados econômicos desse mercado, possibilitou-nos problematizar o debate sobre os interesses dos empresários de academias e suas determinações na direção da formação em Educação Física.
Abstract Considering the context of productive restructuring and neoliberalism that have influenced the Brazilian social formation since the last decades of the twentieth century, the specialized literature of Physical Education establishes relations between the division of Physical Education formation and productive restructuring. Approaching the theoretical-conceptual revision of what Marxist literature recognizes as a productive restructuring, this research aims - in the ambit of the economy - to pick up the productive chain of the body culture industry in gymnasiums, as well as the signs of a restructuring productive relationship that indicate links with the division of the formation of Physical Education teachers. We seek to understand the links between the development stage of the body culture industry in the academy sector and - to what extent, this stage of development interferes, influences, determines - disputes by the direction of training in Physical Education in Brazil (1980-2012) . The Materialist and Dialectical Conception of History is the theory of knowledge that guides the way we are thinking this object, synthesis of multiple determinations. The central categories that are articulated are: capitalist mode of production / productive restructuring of capitalism in the Brazilian social formation; productive restructuring x restructuring of workforce education / training; body culture industry (academies sector); productive restructuring of the body culture industry / training of Physical Education teachers. Among the results of the research, we verified that there was a need to adapt the workforce in the academy sector, in terms of innovations in equipment and devices, new body modalities, marketing knowledge and, especially, the personal attitude that should be focused on entrepreneurship and flexibility, but there were no significant changes in the work content of the Physical Education teacher, to the point of justifying the division of the training in Bachelor's and Bachelor's degree. In our understanding, the links between productive restructuring and division of training are unclear. The recognition of the productive chain of the academies sector and the economic data of this market enabled us to problematize the debate about the interests of entrepreneurs of academies and their determinations in the direction of the formation in Physical Education.
Blanton, William H. "A Regression Model of the Interactions Between Higher Education and High-tech Industries in East Tennessee and Southwest Virginia." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2882.
Full textJooste, Susina M. "A curriculum framework for continuing professional development in culinary studies." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/645.
Full textSchuller, Annamarie. "Workplaces as sights (sites) for learning: an investigation of the value of teacher industry placements." Thesis, 2021. https://vuir.vu.edu.au/42889/.
Full text