To see the other types of publications on this topic, follow the link: Teaching - Aids and resources.
Dissertations / Theses on the topic 'Teaching - Aids and resources'
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 'Teaching - Aids and resources.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Al-Hakami, Ibra. "An empirical study of Saudi secondary school students' achievement motivation, attitude toward subjects, perception of classroom environment and teaching aids, in relationships to academic achievement in three school subjects." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:3864.
Full textAbstract:
Low levels of academic achievement among secondary school students, especially in Islamic Religious Science, Arabic Language and English Language, have become a matter of concern to Saudi society in recent years. Educationalists have, based largely on hearsay or theoretical assumptions, blamed students' low achievement motivation and poor attitudes, and rigid teaching methods.This study investigates the affective responses of Saudi secondary students towards Islamic Religious Science, Arabic Language and English Language; relationships between academic achievement and affective variables; and teachers' perceptions of students' academic achievement and affective responses, and of their own teaching methods and use of teaching aids.The samples were students (n = 1,224) of all third year classes in eight secondary schools in Taif, Saudi Arabia; and their teachers of Islamic Religious Science, Arabic Language and English Language (n = 49, 49 and 39 respectively).Students' achievement motivation, attitude toward subject, and perceptions of the classroom environment and of teaching aids, were measured using a questionnaire designed by the researcher. Data on their academic achievement in Islamic Religious Science, Arabic Language and English Language were obtained from the Ministry of Education. Interviews were conducted with eight teachers of each subject and, based on content analysis of their responses, a multiple-choice questionnaire devised for administration to a further 113 teachers.Students' scores on affective variables were low to moderate. Teaching aids were perceived as little used, and little variety in teaching methods was reported. Academic achievement was not correlated with any other variable. Further investigation suggested that teachers' assessments of student academic achievement are unreliable.The findings of the study have implications for teacher training, objective-setting, curriculum design and student assessment. There is a need for revision of the national curriculum and assessment system, in which the U.K.'s TGAT model may be a useful guide.
2
Schmelzer, Diana McAllister. "A case study and proposed decision guide for allocating instructional computing resources at the school site level." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76500.
Full textAbstract:
School based administrators must often determine the use of potentially powerful computing resources for the school's instructional program. While site level administrators have allocated many kinds of resources within the schools, the allocation of this new technology has little precedent. A decision guide is proposed to assist site level administrators.
This guide explores three major sources of information to assist the site level administrator in making computer-related allocations. First, the context of the school, such as the school profile, and the district plan for instructional use of microcomputers, forms a basis for investigating the allocation of computing resources. Second, because both access to and applications for instructional computing resources are critical issues, the moral dilemma of equity-excellence is examined. Finally, empirical information from the existing literature and from a possible school based research effort are analyzed. A procedure for using this information to make decisions is proposed. By weighing these three sources of information, it is contended that the administrator is better able to allocate potentially powerful computing resources.
Woven into the decision guide are specific examples from one administrator's efforts to make decisions about word processing at an intermediate school. The context, equity-excellence issues, and empirical information are examined in this particular site to illustrate one application of the guide and to share findings about word processing as an instructional tool.Ed. D.
3
Daly, Kelly Sue. "A web page of curricular resources for the computer literacy class: Grades 7 - 9." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1959.
Full textAbstract:
This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.
4
White, Richard Neal. "A high school physics instructor's website: Design, implementation, and evaluation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2062.
Full textAbstract:
In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.
5
Asher, James Wayne. "Integration of the Internet in career exploration in education." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1919.
Full text
6
Ziskovsky, Lorraine. "Attempts to improve the teaching of English by Black teachers in selected areas of the Eastern Cape and the Transkei, through educational workshops and resource materials." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1003060.
Full textAbstract:
This action research study covers the period November 1983 to August 1985, and is an ethnographic account of what started as a small-scale attempt to assist black teachers of English at the Standard 6, 7 and 8 level, in Grahamstown. During this period, the writer was employed by the South African Council for Higher Education's Grahamstown branch as a part- time English tutor of black and coloured teachers engaged in private study for the Joint Matriculation Board and UNISA. It was under Sached's aegis that the project started, with the writer holding the belief that poor matriculation examination results obtained by blacks were at least partially caused by poor English language communication skills. It was hoped that assistance to black teachers of English as a second language (ESL) at the chosen level (Standards 6, 7 and 8) would be of some help in freeing black students from the necessity of having to achieve academically and linguistically at the same time, in Standards 9 and 10.
7
Mbambo, Markus S. "The role of teachers' resource centres from the perspective of school managers and teachers." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003638.
Full textAbstract:
This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
8
Sigears, Kimberly Ann. "The effectiveness of integrating technology into science eduaction (sic) compared to the traditional science classroom." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2142.
Full textAbstract:
The goal of this project is to assist the teacher in integrating technology into a seventh grade science classroom, with an emphasis on the human body systems. Through the integration of technology into science education, this project aided in enhancing the learning environment, while motivating students to become more active participants in their learning experience.
9
Agria, Russo Vladimir Kiluange. "A resource-based learning approach to professional development: the case of the ACEE (Rhodes University Advanced Certificate in Environmental Education)." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003625.
Full textAbstract:
This interpretative case study derives and examines the characterising features of the resource-based learning approach used in the Rhodes University Advanced Certificate in Environmental Education (ACEE), particularly in Module 1 (Environment and Environmental Issues) and Module 3 (Contemporary Environmental Issues). The study explores processes of resource-based learning through the analysis of three individual case stories of participants’ experience in adaptive use of learning support materials in different work contexts. It discusses the relationship between thematic categories related to participants’ experience of assignment work, and course design and course implementation. This study indicates that resource-based learning processes in the ACEE involve curriculum deliberation and the use of resource packs in supporting participants’ practice. It also indicates that the ACEE’s practice-based orientation to workplace-based assignments plays an important role in supporting the adaptive use of learning support materials, encouraging lifelong learning and developing applied competence. It highlights the significance of reflexive narration of practice in improving course participants’ educational practice. A diagrammatic representation of the unfolding and intermeshed characterising features of resource-based learning is presented. The study argues that resource-based learning in the ACEE appears to create possibilities for the course participants to become scaffolders and co-constructors of their own learning. It notes that resource-based learning can enable course participants to take ownership of their educational and workplace needs, and to develop skills and competences necessary to respond to environmental issues and risks in southern Africa. This study examines the potential that the reflexive narration of practice has in supporting course participants to engage in better ways of doing things in their workplace-based contexts. This study provides some recommendations to enhance the Advanced Certificate in Environmental Education as well as some ‘fuzzy generalisations’ that might guide the Southern African Development Community (SADC) Regional Environmental Education Programme (REEP) in the development and adaptation of professional development courses in southern Africa.
10
Dullien, Starley Beatrix. "In time on time: Website for teachers of English to speakers of other languages." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2730.
Full textAbstract:
The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.
11
Dlol, Sarah. "How Ethnicty is Represented in Teaching Aids : A Literature Study of two English Teaching Aids." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19332.
Full textAbstract:
The aim of this essay is to analyze how two teaching aids is representing ethnicity and how the teaching aids is maintaining the multicultural view, as the Swedish curriculum recommends (Lgr 2011). The two teaching aids are What's Up (2007) and Wings (2010). Ajagán - Lester (1999) claims in his article that the western norm is represented in teaching aids and how the representation of "The other" is important part of our worldview because of the fact "The Other" is contradiction to "Us". Ajagán - Lester (1999) also believes teaching aids construct an ethnic self - understanding and that this plays an important role in how other cultures and ethnicities are introduced in teaching aids. Lgr (2011) advocate since there is pupils with different cultural backgrounds, nationalities and experiences it is important to work for the same democratic values and principles in all Swedish Schools. In addition, it isimportant to emphasize the ethos that humans are different by introducing the pupils to different nationalities and socialites.In order to make the analysis the study is based on reader - response theory, the theory emphasize an ingoing examination of a text, as a result the analysis indicated that What's Up and Wings are introducing ethnicity with the concept of nation and the teaching aids are only present and explain the nations from an Western world perspective.
12
Davies, Siân May. "The potential of a stratified ontology for developing materials in community-based coastal marine environmental education processes." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003591.
Full textAbstract:
This study set out to explore the possibilities that the Critical Realist concept of a stratified ontology might have for environmental learning and materials development processes. This involved processes of ongoing contextual profiling; the use of picture-based resources and storytelling to support the engagement with the marine harvesting contexts of the villages of Hamburg and Ngqinisa, in the former Ciskei. At the heart of the study was the process of uncovering the empirical, the actual and the real in the context of a community of coastal marine harvesters whose lives and livelihoods are affected by poverty and a history of inequality, and more recently by issues such as HIV/AIDS. Their stories of existing practice changed as we engaged with picture-based narratives, gaining depth and focus in relation to sustainability issues. The learning processes associated with and emerging out of the research processes were enhanced through abductive use of metaphors and graphic illustrations, and through intra- and inter community exchanges, again using picture based narratives. As the study unfolded, the development of environmental education materials receded. Focus turned to how conceptual abstraction processes (of abduction (metaphor) and retroduction) and the stratified ontological framework allowed for learning across epistemological divides.
13
Chapman, Judith A. "Dance education : resources, teaching and talking." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286103.
Full text
14
Mona, Elmon Henis. "An application of multimedia in English Second Language mathematics and science classroom at George Mhaule Primary School in Mpumalanga Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1776.
Full text
15
Israelsson, Johan. "Teachers' attitudes to teaching aids and authentic materials." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32028.
Full textAbstract:
The aim of this thesis is to elucidate how English teachers in Sweden choose what materials to use in the classroom and how they benefit students. In order to accomplish this, I studied a variety of theories that deal with the subject of using traditional teaching aids versus authentic materials. Four interviews with English teachers of different backgrounds and experiences were conducted. I analysed the results of the interviews in conjunction with the theories. My conclusion is that teachers use different materials based on a combination of experiences and preferences. However, due to the limited number of interviewees in this study, it is not possible to draw any general conclusions. Nevertheless, it seems probable that new and inexperienced teachers seek comfort in traditional teaching aids such as textbooks and accessories, while experienced teachers lean towards incorporating authentic materials in their teaching to a larger extent. The experienced interviewees feel that authentic materials enable students to learn in an environment where they forget that they are actually ‘learning’. Instead, English becomes the natural means of communication. However, most interviewees agreed that time constraints sometimes make it difficult to incorporate authentic materials in the classroom. It is my own conclusion that authentic materials provide teachers with a never-ending source of inspiration that has the potential to revitalize and even reinvent the profession.
16
Cheng, Mo Yin Vivian. "Creativity in teaching : conceptualization, assessment and resources." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/342.
Full text
17
Cash, Jennifer A. "HIV/AIDS and conservation agency capacity in southern Africa perceptions of critical impacts, barriers, and intervention strategies /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05302007-112018/.
Full text
18
Gilbert, Hannah. "Rallying resources : strategies of therapeutic engagement among patients living with HIV in Senegal." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79769.
Full textAbstract:
In recent years there has been a worldwide recognition of the disparity of HIV treatment available in the West and in Sub-Saharan Africa. The West African nation of Senegal was early to implement measures that allowed for the distribution of highly effective anti-HIV therapy known as Antiretroviral (ARV) therapy to a limited number of patients. This thesis explores how patients living in Senegal who are infected with HIV have engaged in various negotiations to obtain access to treatment and other resources to meet the needs posed by their infection. These negotiations are framed by various historically embedded notions of how to engage relationships in the search for care. Strategies are also shaped by the biopolitically-laden discourse that guides the distribution of ARV therapy. This thesis traces the structure, evolution, and effects of patients' strategic negotiations in response to the introduction of this therapeutic technology.
19
Kelly, Laurie Lynn. "Steering an AIDS-free course : personal prevention strategies of young people in Tanzania." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:10548.
Full textAbstract:
This thesis presents an exploration of the personal HIV/AIDS prevention strategies of young adolescents in Tanzania. Most of the 209 research participants were aged 10-15. They included students, those out of school and ‘street children’. In this multiple method study, the young people participated in focus groups, individual interviews, questionnaires, ranking exercises, and write-and-draw exercises. Most of the participants were motivated to prevent HIV/AIDS and were able to communicate credible strategies. Many participants described tactics related to refraining from sex. Males tended to describe sexual temptation in terms of their own sexual desires, and refraining from sex in terms of the management of those desires. Females tended to describe sexual temptation in terms of the benefits males might offer in exchange for sex and the possible risks of agreement or refusal. Females described refraining from sex in terms of politely refusing, eluding and outsmarting males, and avoiding situations where rape might occur. Male participants who discussed penile-anal sex nevertheless seemed to associate HIV transmission mainly with heterosexual relationships and penile-vaginal sex. In further findings, many participants described tactics related to the prevention of blood-borne infection. Some participants mentioned testing and transmission in mother-to-child and caring relationships. Although most participants agreed in theory that condoms were a good way to prevent HIV/AIDS and that it was acceptable for a male or female to ask a partner to take an HIV test before having sex, relatively few participants included testing or condoms in their strategies. Most pilot study participants were knowledgeable about some aspects of prevention, but demonstrated no knowledge of HIV prevalence. This study indicates a role that national and international leaders, policy makers, teachers, parents and others might play to encourage young adolescents to steer an AIDS-free course, by supporting young people to build on their existing personal strategies of prevention, and to develop and adapt their strategies as they mature. That may support the young people to delay the sexual debut, to prevent HIV/AIDS when beginning and maintaining sexual relationships, to refrain from sex, if they wish, after the sexual debut, and to reduce the incidence of blood-borne transmission, mother-to-child transmission, and transmission when caring for others who may be affected.
20
Grove, Teresa. "Nurses' attitudes toward patients with AIDS examined by hours of AIDS education." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4071.
Full textAbstract:
This study was designed to describe the attitudes of staff nurses toward patients who have Acquired Immunodeficiency Syndrome (AIDS), and to determine if the 1989 Washington State licensing requirement for seven hours of AIDS education was effective in changing the attitudes of these nurses toward AIDS patients. Health care providers' attitudes toward patients with AIDS have been documented as differing from their attitudes toward patients with other debilitating conditions (cancer, diabetes, heart disease) in that they place more blame for getting the disease on those with AIDS, they tend to have some degree of homophobia, and they are sometimes overly cautions in using protective procedures around these patients. The consequence of these attitudes can be seen in the nursing care received by some of these patients: insensitive comments and avoidance behavior by staff.
21
Falkner, Morgan. "Natural Resources Workshop: Teaching the Teachers About the Environment." College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/295700.
Full text
22
Rowell, Janet L. "Student Perceptions: Teaching and Learning with Open Educational Resources." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2545.
Full textAbstract:
The purpose of this study was to analyze factors that may contribute to student perceptions of courses using Open Educational Resources (OER). Specifically, the 6 independent variables tested were the course discipline, age, gender, course delivery mode, enrollment status, and number of credit hours taken. The dependent variables were measured as mean scores of 6 OER perception dimensions: motivation to learn, quality of learning experience, value of OER, cognitive learning, affective learning, and course quality. A 27-item online survey was administered to gather data from students enrolled in a course that used OER in the fall semester, 2014. There was a 23% response rate with 80 completed surveys.
Independent-samples t tests were used to determine if significant differences existed between 5 of the 6 independent variables (the number of credit hours taken was tested using a different method) and each OER perception dimension mean. A Pearson product-moment correlation was used to determine whether there were significant relationships among the 6 dependent OER perception dimension means and the number of credit hours taken. The level of significance used was < .05.
The findings of the independent-samples t tests revealed that there were no significant differences between the independent variables and the 6 OER perception dimension means. The motivation to learn perception mean was highest at 3.97 on a 5-point Likert-type scale; the value of OER had the lowest perception dimension mean of 3.37. The Pearson product-moment correlation determined that there was a significant weak negative relationship between the number of credit hours taken and the level of perceived cognitive learning dimension. All other correlations were found to have no significant relationships.
It can be concluded from the findings of the study that students are highly motivated to learn. From the perception rating of 3.37 for the value of OER, it can be concluded that student perceptions of the value of OER are slightly positive. It can also be concluded that as the number of credit hours in which a student is enrolled increases they have a lower perception of their level of cognitive learning.
23
Tempa, Tshering. "Teaching wildlife biology in Bhutan development of wildlife biology curriculum and teaching modules /." CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-10212008-220358/.
Full text
24
Joubert, Christine. "Community music therapy as a resource for persons living with HIV/AIDS." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/36761.
Full textAbstract:
This study explored community music therapy as a psychosocial resource for persons living with HIV/AIDS at a clinic in Tshwane, South Africa. The role of community music therapy and its implications in South Africa were addressed as a second aim. A review of the literature on HIV/AIDS suggested that Sub-Saharan Africa has the most reported cases of HIV/AIDS and that persons living with HIV/AIDS may experience a lack of psychosocial resources. These psychosocial resources included inter- and intrapersonal attributes, positive mood and feelings of well-being. The data emerged from transcription of audio and video excerpts of community music therapy sessions, which included live music making and informal interviews during sessions at an HIV/AIDS clinic. These excerpts were transcribed as thick descriptions, coded and categorized to answer the research questions. The four categories were discussed as themes and supported community music therapy as a psychosocial resource for persons living with HIV/AIDS. In the broader South African context, community music therapy is a viable, inexpensive and valuable approach to re-establish community and facilitate psychosocial resources for persons living with HIV/AIDS.Mini Dissertation (MMus)--University of Pretoria, 2009.
gm2014
Music
Unrestricted
25
El, Hadj Meriem. "Community Decision Making Aids for Improved Pasture Resources in the Madiama Commune of Mali." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29894.
Full textAbstract:
The lack of forage resources in the Sahelian region of Mali is a major constraint to food production and food sufficiency. Madiama commune is located in northern Mali, in the Niger Delta region. Three separate experiments were conducted to investigate ways to improve pasture resources and productivity. The first experiment (2003) was designed to investigate the influence of sheep grazing tethered at two different residual heights on botanical composition, forage biomass and animal performance. Young sheep weighing approximately 18-24 kg were tethered for a certain period of time depending on residual canopy height. Two treatments 3 or 6 cm residual height were each replicated 4 times. Animals were rotated based on canopy height and each tethered animal followed an 8 paddock rotation. Measurements included forage biomass, plant diversity, animal performance, and botanical composition. The forage species found on these pastures were primarily Schoenfeldia gracilis, Panicum laetum, Setaria palludefusca, Eragrostis turgida, Eragrostis tremula, Zornia glauchidiata, Tephrosia pedicellata, and Cynodon spp. Accumulated seasonal forage biomass increased while forage quality declined as the growing season progressed. Treatment had only a slight effect on animal weight gains (1 to 3kg season-1). These results suggest that residual height may not affect livestock gain. The second experiment was designed to investigate the potential of Cassia tora (C. tora) which is an invasive weed in the region as a supplemental feed for livestock. Cassia tora was harvested within the Madiama commune and ensiled with or without additives (water and or honey/sugar) for 60 or 90 days. Harvest occurred at the vegetative stage in year 1 and mature growth stage in year 2. Prior to placing the chopped material in the bags for ensiling, sub-samples of fresh C. tora were obtained for dry matter (DM) and chemical analysis (NDF, ADF, CP, IVDMD and TDN). In year 1, the ensiled material/fresh material across treatments and locations had NDF varying from 48 to 56 %/ 56 to 57%, ADF from 34 to 41 %/40 to 42%, CP from 9 to 10 %/9 to 23%, and IVDMD from 53 to 64 %/52 to 54%. In year 2, CP averaged twice as much as year 1 with significantly less fiber probably due to the fact that harvest occurred at the vegetative stage. Addition of water or sugar/honey improved the nutritive values of the ensiled material. These results suggest that C. tora can be a reliable feed source during the dry season. A greenhouse experiment was conducted using various P sources (Tilemsi phosphate rock (TPR), North Carolina phosphate rock (NCPR), Aluminum phosphate (AlP), Iron phosphate (FeP), and Triple superphosphate (TSP) and rates (0, 20, 40, 60, and 80 mg P kg-1 soil). Plants were grown for 10 wks, harvested and separated into above and below ground plant parts. The root and plant material were dried, ground and analyzed for elemental P. The result showed variable P solubility and uptake by the plant. Overall, addition of P resulted in an increase in above ground biomass as well as root mass compared with the untreated control. Field and greenhouse experiments showed that in the Sahel region of Africa where feed resources are scarce 8 out of 12 months a year, anything we can do to increase pasture resources and animal productivity while maintaining a healthy ecosystem, could improve the quality of life in the community.Ph. D.
26
Ogden, Jessica Ann. "Reproductive identity and the proper woman : the response of urban women to AIDS in Uganda." Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:3931.
Full textAbstract:
This thesis considers the extent to which factors involved in women's reproductive identity construction constrain their capacity to protect themselves from HIV infection. It proposes that currently available prevention methods are impracticable for women in this setting, because it is only through unprotected sexual intercourse that they achieve "Proper Womanhood". The thesis is divided into three parts. Part I addresses the historical and epistemiological roots of the problem, and the methodological approach taken. Four bodies of literature are reviewed for this purpose. Part II consists of six case studies, which provide the empirical foundations for the analysis presented in Part III. It is argued that since the colonial era, Kampala women have struggled to establish their rightful place in the city. Doing so, however, has often meant choosing between social respectability and economic independence. This history has influenced the development of the Proper Woman construct, and contributes to its power. New dilemmas brought by the AIDS pandemic both underscore the relevance of Proper Woman values and present new obstacles to attaining them. Although AIDS is recognised as a clear and present danger, remaining HIV negative is not yet seen as a priority overriding all others. For women in this corner of Kampala, despite AIDS and the exigencies of city life, striving for decency and demonstrating respect and respectability, give shape to daily life, and meaning to the future. The thesis concludes with a discussion of how interventions should take account of the existing normative structure, and particularly of existing values and norms that influence sexual and reproductive behaviour in relevant ways.
27
Alexander, Joy. "An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/7808.
Full textAbstract:
Includes bibliographical references.This dissertation examines the interface between pre-service teachers' HIV/AIDSknowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy. It is located within the models of teacher education which provides a conceptual framework to analyse HIV/AIDS pre-service teacher education. This study was conducted at the Cape Peninsula University of Technology's Faculty of Education which prepares pre-service teachers for primary school and high school teaching. It involved 68 first year foundation phase pre-service teachers in 2003. With the use of a qualitatively - based vignette probe, the pre-service teachers' intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was investigated. The same pre-service teachers' were assessed for their levels of HIV/AIDS knowledge, attitudes towards people with HIV/AIDS, and their self-efficacy with regard to reducing their own risk of HIV/AIDS infection, using a quantitatively based comprehensive questionnaire probe. The overall findings of the study revealed that the interface between the pre-service teacher's HIV/AIDS knowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was inconsistent. The results highlighted the need for a constructivist model for HIV/AIDS pre-service teacher education which will develop pre-service teachers' HIV/AIDS subject matter expertise and their professional dexterity to critically assess and implement school - based HIV/AIDS curricula in an HIV/AIDS context of teaching.
28
Watters, Georgia George. "The Experiences of Military Parents Homeschooling Using Online Teaching Resources." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/529.
Full textAbstract:
U.S. military members and their families relocate from one duty station to another on average once every 3 years. Children in military families change schools often, introducing potential problems such as struggling to make new friends, having trouble adjusting to new teaching styles, and losing academic credits due to the transition from one school to the next. Homeschooling that incorporates online resources can provide instructional continuity, social interaction opportunities, and submission of required periodic assessments. The primary purpose of this phenomenological study was to examine the experiences of military parents involved in homeschooling their children using online resources. The research questions were designed to explore these experiences and to create recommendations for other military families. A conceptual framework based on a constructivist learning approach and change theory informed this study. Data were collected from 9 parents with many years of experience homeschooling. The parents were interviewed via phone, e-mail, and Skype. Data were analyzed using open coding, axial coding, and hierarchical coding. Parent participants chose homeschooling due to dissatisfaction with available schools, family location, and flexibility. Online resources were described as making it easier and more engaging for students to learn and as simplifying the parents' instructional and management tasks. These alternative methods replaced or augmented traditional educational methods. Parent participants encouraged other parents to reach out and seek help early in the process. This study promotes positive social change by providing resources for alternative ways children can be educated while one or more military parent is serving and defending the United States of America.
29
Torstensson, Gabriella Anna Maria. "Managing the impact of HIV/AIDS in Botswana’s education system : redefining effective teaching and learning in the context of AIDS." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/8818.
Full textAbstract:
This study has as its starting point the central contention that the implications of the AIDS pandemic in sub-Saharan Africa affect a wide range of societal structures including all levels of the education system. This multilevel qualitative case study of Botswana’s education system sets out to complement national quantitative HIV/AIDS impact studies. Using the draw-and-write technique and unstructured and semi-structured interviews, the study examines the impact of HIV/AIDS on the pupil, classroom, school and contextual levels, as experienced by primary age pupils, teachers, head teachers, regional educational officers and officers at the ministerial level, in high HIV/AIDS prevalence areas. The analysis of data reveals that HIV/AIDS does not only have an impact on orphans and vulnerable children, but affects the majority of children’s psychosocial well-being, perception of self, hopes, beliefs and aspirations for the future, as well as, teaching, learning and the management of learning. Moreover, the impact of the pandemic influenced many of the factors that have been shown to correlate positively with pupils’ achievements in School Effectiveness (SER) research. The findings of the study thus challenge SER’s goal of universality and its narrow focus on academic outcomes. Consequently, the researcher argues that HIV/AIDS needs to be regarded as a contextual variable that not only influences processes and pupils’ outcomes at all levels in the education system, but also as variable that must necessitate a shift in the goals, content and role of education, in order for schools to be regarded as ‘effective’ within the context of AIDS. The study identifies a number of academic and affective educational outputs, outcomes and processes that should be integrated into the primary school phase in order for pupils and schools to not only mitigate the impact of the pandemic but in order that they can become active change agents in reversing the current AIDS trend. The researcher proposes that through a synthesis of the School Effectiveness and the Educational Indicator Research Paradigms, effective process variables can be identified, measured and monitored against relevant outputs and outcomes to support the process of turning the HIV/AIDS trend around.
30
Bond, Virginia Anne. "Household capacity and "coping up" in rural Zambia : dealing with AIDS, other illness and adversity in Chiawa." Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:3878.
Full textAbstract:
A synonym for "dealing with", "coping up" is a common Zambian expression in the 1990's' as households face pressing problems in the context of economic hardship and HIV/AIDS. Through the lens of seven rural households in Chiawa (a chieftaincy on the banks of the Zambezi River), this thesis explores the capacity of households to deal with a series of adversities and changes over a period of four years. The influence of locality and, at another level, national trends are taken into account, but the focus is on how and how well each household has coped in the face of four separate adverse events, a dysentery epidemic, a drought, the introduction of fees in government health facilities and schools, and the terminal illness and untimely death of a young adult. The capacity of households to deal with the HIV/AIDS epidemic is then examined.Overall the households differ in their capacity to deal with these events, but, though each event demands particular responses, resources and strategies, the pattern that emerges is, with the important exception of HIV/AIDS, consistent. Leaving the latter aside, it is possible to rank the households along a scale of high to low capability, to reveal how some households slide up and down the scale over time, and to tease out which resources determine coping well and coping badly in a Chiawa context.HIV/AIDS however, is unlike other adversities. Households ranked as the most capable in relation to the other events are not necessarily able to protect themselves against HIV infection - indeed it is sometimes their relative success in other spheres that puts them at particular risk. The thesis concludes that even 'high capability' households have yet to adapt to the presence of HIV/AIDS in their community, and to develop support systems to prevent its further spread.A parallel theme in the thesis is the capacity of anthropology and anthropologists to conduct research which is ethically sensitive and can usefully be applied to HIV/AIDS interventions.
31
Burke, Thora Maria Elizabeth. "The role of teaching-learning media in teaching biology in OBE-classes / T.M.E. Burke." Thesis, North-West University, 2005. http://hdl.handle.net/10394/538.
Full textAbstract:
A review of literature concerning teaching-learning media and the factors that influence the
choice of teaching-learning media was conducted, in order to establish which teaching-learning
media teachers are using to present a lesson, especially in OBE. The classification
of teaching-learning media by different media specialists was looked into, before it was
applied in a Biology lesson. The plant cell and animal cell sketches were used as examples
to draw up transparencies, overlay-transparencies and to build models.
An empirical investigation was undertaken to investigate which teaching-learning media
teachers are using and why they are using certain teaching-learning media. It also
investigated the role teaching-learning media plays in presenting a lesson and what can be
done to help teachers to use more effective teaching-learning media in teaching Biology as
part of Natural Science in the senior phase of OBE.
According to the investigation teachers seem to stay with the traditional teaching-learning
media, such as the chalkboard and textbook, for they are easily available, user-friendly and
cost saving. However, there is a need that more courses should be offered, where teachers
can be trained how to use certain teaching-learning media and how to create their own
teaching-learning media.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
32
Gripper, Antoinette Bernadette. "The impact of an HIV/AIDS module on the self-efficacy of teachers." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/737.
Full textAbstract:
In response to the crisis created by the HIV and AIDS pandemic in this country, South African education departments are demanding that educators play a significant role in creating awareness amongst children and adults alike. This task is challenging for teachers who are already working under the pressure of demanding workloads. In order to achieve the intended outcome of AIDS awareness, training of highly efficacious teachers is required. The education module, PSED201, Issues in School and Society, offered as part of a BEd degree for in-service mathematics and science teachers at the Nelson Mandela Metropolitan University, provides one such training opportunity. This study investigates the impact of this module on the self-efficacy of 128 teachers with respect to their role as HIV and AIDS educators. Both quantitative and qualitative methods were used and data were collected by means of questionnaires and interviews. The results suggest that there has been an improvement in all four areas of teacher self-efficacy examined in this research. As such, it may be concluded that an important outcome of this intervention has been achieved. As highly efficacious teachers are more likely to influence the behaviour of their learners, the findings of this research should make a meaningful contribution to the debate around AIDS education in South African schools.
33
Baser, Abdul Jabar. "THE ROLE OF VISUAL AIDS IN TEACHING : A study of visual aids used by TTC teachers in two provinces of Afghanistan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31081.
Full textAbstract:
This research is about the usage of visual aids in education which takes place in teacher training colleges (TTCs) of Afghanistan. The data is collected from two TTCs, Kabul and Wardak provinces. It covers a specific area, which is the use of visual aids during teaching and learning. The views of 100 teachers regarding usage of visual aids, providing visual aids, as well as male and female differences are considered and views of experienced and less experienced teachers are investigated. The necessary data is collected by using questionnaires. The responses of teachers’ show, that all of them use visual aids. Some teachers use less and some of them use more visual aids during teaching and learning. All respondents believe on the importance of using visual aids. Also the result shows that male and female teachers use the visual aids but, with some differences, as it is clearly shown in the findings some use one type, but some use other types. Kabul TTC teachers use more visual aids than Wardak province TTC teachers. In addition to that the important finding is the differences between experienced and less experienced teachers, the junior teachers use more visual aids than senior or experienced ones. These findings would not be generalized for the whole country. But it could be considered for the central region of Afghanistan, because the two TTCs are located in the central region of Afghanistan.
34
Rose, Diana Florence. "Evaluation of computer-based aids in library and information studies." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/7172.
Full textAbstract:
The idea that computers are important as an aid to learning has gathered momentum due to ecomomic and social conditions. Moreover, the number and flexibility of computer hardware and software has lead to them being used at all levels of education, from primary school to higher education. This is learning at a distance as it involves no direct contact with the teacher in the traditional sense. This study, which is in the form of a formative evaluation, involves computer-based aids used to deliver commercial packages and reading lists in information and library studies topics. The evaluations involved tutors, academic librarians and students at all levels; research and undergraduate. Staff and students from Loughborough University and the Department of History at Leicester University were participants, as well as tutors and academic librarians from various British universities. To complete the study, questionnaires and interview questions were designed to reflect the backgrounds of participants, their views on the success, or otherwise, of the aids and their views on computer-based learning in general. Quantitative and qualitative techniques were to determine outcomes. Commercial packages were highlighted and some comparison was made between staff and students with regard to outcomes. Features which were more successful were identified, and information was gathered on how students use automated reading lists. The value of this study is two-fold. First, it brings forward information which can be used to improve computert-based learning and, second, it pinpoints the situation as it was during the years of evolution, i.e. 1992-1996.
35
Trevett, Julie A. "Teacher-transcription and self-transcription as aids for teaching and learning jazz improvisation." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421583.
Full text
36
Bednall, Timothy Colin Psychology Faculty of Science UNSW. "Effects of self-regulatory aids on autonomous study." Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.
Full textAbstract:
The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.
37
Tutunis, Birsen. "Integration of microcomputers into the teaching of English to speakers of other languages." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278109.
Full text
38
Murris, Karin Saskia. "Metaphors of the child's mind : teaching philosophy to young children." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:3484.
Full text
39
Pereiro, José Santiago. "Henry Edward Manning and the teaching office of the Church." Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:13816.
Full textAbstract:
Manning considered that the end of education was the formation of man, helping him achieve his full stature. From a Christian perspective, this implied a remoulding of man's mind, heart and will after the perfect model of humanity as found in Jesus Christ. He is not only the example but also the author of that transformation: Christ's revelation is the only key for the human intellectual to have access to divine truth, and his grace is the only hand which can truly transform the human heart; they changed man into the likeness of God. It was, therefore, of paramount importance, for the process of education, to be able to establish the test to identify with certainty divine truth and to distinguish it from error. In the mid 1840s he found that the Anglican Rule of Faith - Scripture interpreted by Tradition - provided him with an incomplete answer. Who was the judge to apply that rule without error? In 1847 he discovered that the Holy Spirit, who had led the Apostles into the full truth, was stilI the teacher of the Church: a divine, and therefore infallible teacher, teaching through a human voice. Next it was necessary to determine which one was the Church where the Holy Spirit dwelt. Manning concluded that it was the Catholic Church; there it was that the Holy Spirit spoke by the voice of its legitimate Pastors, specially through the Pope. Manning knew that, within the Catholic Church, some of these truths had not been as solemnly defined or were as universally accepted as he would have desired. He constantly preached those vital principles, and had to defend them not only against Anglicans but also against a few Catholics who did not have a clear perception of them. Once the Vatican Council was convoked, he made it his aim to have those principles clearly and solemnly defined. Only then would they shine in all their splendour and produce their full fruits.
40
George, Susan B. "Music and learning resources : a natural combination /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47451.pdf.
Full text
41
Duy, Nicole. "Revising instructional materials : uniformity among four revisers and their attention to learner data." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59883.
Full textAbstract:
Despite the emphasis that is placed on collecting learner data in formative evaluation, there has been little research to support its use in the revision of instructional materials. In addition, although the literature suggests that different revisers making changes to the same instructional materials will yield different revisions, little research has been conducted to confirm this. The present study addressed these two issues by having four instructional designers, acting as revisers, make revisions to a draft version of an instructional presentation while thinking aloud. A coding scheme was applied to the think-aloud protocols. Revisions were sorted using a product attribute categorization system consisting of three main categories central to evaluating instructional materials. The results suggest that revisers do give a considerable amount of attention to learner data when revising materials. In addition, there was a great deal of uniformity among the revisions that were generated by the different revisers.
42
Tremblay, Diana. "Comparison of feedback generated by subject matter and learner experts during formative evaluation." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26344.
Full textAbstract:
The literature on formative evaluation advocates the use of both subject matter and learner experts to review instructional materials, yet there has been little research to support this recommendation. The present study investigates the distinguishing characteristics of these two expert reviewers, in particular the type and amount of oral feedback they produced and the cognitive processes they engaged in. The think-aloud method was employed to obtain feedback about a six page instructional unit from eight experts; four subject matter and four learner experts. Comments from the experts were transcribed, segmented and coded according to three coding systems. Results indicated that the two groups produced similar data. In addition, the findings showed that both groups referred to similar domains of knowledge, evoked or constructed similar plans and identified their task as detecting problems. These findings contradict the use of both types of experts during formative evaluation. Some practical recommendations for practitioners are offered.
43
Bordonaro, Tino. "A comparison of the effectiveness cost and efficiency of four formative evaluation conditions /." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68074.
Full textAbstract:
This study compared the effectiveness, cost and efficiency of four formative evaluation conditions: (a) revision based on learner data (RLD), (b) revision based on expert data (RED), (c) revision based on both learner and expert data (RBD), and (d) revision without data (RND). Two more conditions were present in the study: materials in draft (MID) and no treatment (NT). The NT condition consisted of students who were tested without exposure to the instructional materials. The instruction that was formatively evaluated was a six-page article describing the relationship between diet and cancer. The article was written by chemistry professors for an "undergraduate chemistry course for non-science students". Undergraduates (n = 187) provided the effectiveness data. They randomly received one of the four formatively evaluated versions of the article, read the article, answered questions on an objective test, and indicated their confidence with respect to their responses. Professional revisors (n = 8) provided cost data. Each revisor provided cost estimates for all formative evaluation conditions. Efficiency was provided by combining effectiveness with cost data. Effectiveness differences were found between the MID and RLD, and the MID and RBD. The mean test scores, as well as the mean confidence-weighed test scores, of both RLD and RBD were significantly higher than those of the MID. Cost differences indicated three levels of cost. RND was the least costly formative evaluation condition. RLD and RED were equivalent in cost and more costly than RND. RBD was the most costly formative evaluation condition. With respect to efficiency, RLD was recommended. RLD was the least costly condition that was significantly more effective than MID. (Abstract shortened by UMI.)
44
Banou, Evangelia. "How personal resources and psychological distress interact with an AIDS/HIV program to reduce HIV risk behaviors among inner-city women." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1180645809.
Full text
45
Roh, Jaemin. "The effects of cultural video resources on teaching and learning Korean language." Thesis, Boston University, 2011. https://hdl.handle.net/2144/33544.
Full textAbstract:
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations.
2031-01-01
46
Nell, Reinette Deidre. "Stress, coping resources and adjustment of married mothers in the teaching profession." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/387.
Full textAbstract:
The changes that have taken place in the South African educational system over the past few years have placed teachers under increasing stress. While abundant overseas literature is available regarding teacher stress, limited studies have focused specifically on South African samples. Female teachers, and working mothers, often experience additional stressors to men. Studies on women’s health have received little attention in comparison with the magnitude of research conducted on men’s health. The aim of the current study was to explore and describe the stress, coping resources and adjustment of married mothers in the teaching profession, and to explore and describe the patterns of stress and coping resources of these women. A non-experimental, exploratory descriptive study was employed. A biographical questionnaire and three paper-and-pencil measures, namely the Experience of Work and Life Questionnaire, the Coping Resources Inventory and the Personal, Home, Social and Formal Relations Questionnaire, were administered to 31 full-time primary school teachers who are married mothers of dependent children under the age of 14 years. A non-probability convenience sampling technique was employed. Descriptive statistics and cluster analysis were used in the data analysis. The results of the WLQ for this sample indicated that the mean score for the total level of stress fell within the high range, but with regards to the mode, the majority of the participants had average scores. The results of the CRI indicated an average level of coping resources for the present sample. The sample scored slightly above average on seven of the eleven components of the adjustment areas of the PHSF and slightly below average on the other four components. The participants in cluster one had average levels of stress and an average level of coping resources. The participants in cluster two scored very high levels of stress and average levels of coping resources. The participants in cluster three had very high levels of stress and low levels of coping resources. Suggestions were made for future research involving the stress, coping resources and adjustment of married mothers in the teaching profession. Finally, the limitations as well as the value of the research were outlined.
47
Dickinson, Julie. "The added-value of non-nurse lecturers teaching on nursing programmes." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:4788.
Full textAbstract:
This thesis investigated the added-value of non-nurse lecturers teaching on nursing programmes. In doing this it attempted to answer the following research questions: • To what extent is the contribution of non-nurse lecturers defined in both theory and practice? • What is their potential role in providing ‘added-value’ to pre- and post-registration nurse education? To counteract what was seen as a deficit model in considering the non-nurses’ role, an added-value approach, as defined by Woodward (1993), informed the various approaches to collecting data and the overall structure. The methodology reflected an interpretivist and critical paradigm, with the use of a number of data collection tools conforming to mixed methods research. The overall approach taken was phenomenological in nature and the data collected is largely qualitative. Five surveys were conducted; including the collection of statistics on numbers of non-nurse lecturer posts and advertisements for nurse lecturers and researchers. Other surveys included; interviews with non-nurse lecturers and an online questionnaire for pre-registration nursing students. Official quality reviews were compared to look for differences between Higher Education Institutions, and elements of reflection were used throughout, alongside an extensive critique of supporting literature. The thesis, due to its exploration of Nursing, Nurse Education and Higher Education, also explored the policy and philosophical context in some detail. The non-nurse lecturers’ present and future role was discussed comprehensively and resulted in the following recommendations: • Non-nurse lecturers need to have an equal role in facilitating interprofessional learning and encouraging interprofessional working in practice; • Non-nurses lecturers should be valued for their discipline knowledge, in the enabling of HE specific skills and the depth of information they can provide in relevant subject areas; • Non-nurse lecturers can encourage a HE culture for nurse education including the importance of research and scholarly activity; and • Non-nurse lecturers need to be seen to benefit the evolution of nursing in encouraging both nurses and students to question existing norms, and in contributing to nursing and health and social care policies.
48
Moonsamy, Vadiveloo. "Integration of teaching strategies and resources in a multicultural school environment." Thesis, 1998. http://hdl.handle.net/10413/3164.
Full textAbstract:
This research is an example of a multiple case study. It investigates the teaching strategies and resources currently being utilised in culturally diverse classrooms, ascertains the reasons for the use of such strategies and resources, and recommends strategies and resources that could be integrated and utilized in order to cater for a culturally diverse pupil population in the classroom. The research was conducted in five purposely-selected secondary schools in the Verulam-Phoenix area. The schools selected were former predominantly Indian schools in order to facilitate the work of the researcher with regard to data collection. The schools also had a pupil population composed of different cultural groups (in terms of religion, race and language) since the study was concerned with an emerging multicultural school situation. The study focused on the teaching strategies and resources utilised in five subject areas - English, Mathematics, Biology, Geography and Accounting. The subjects selected gave the researcher a cross-curricular perspective of the strategies and resources used. Data was collected primarily by engaging in non-participant and participant observation of school resource centres, teachers' centres, and actual teaching in the classrooms. The researcher also conducted structured and unstructured interviews with school principals, subject teachers, pupils, staff at school resource centres and teachers' centres, and also lecturers from universities and colleges of education. Questionnaires were used to supplement the data collected from teachers and pupils. Data was then analysed qualitatively and quantitatively to determine the strategies and resources most commonly utilised by teachers. The data gathered was analysed in terms of the present education system and current thinking regarding teaching strategies and use of resources in teaching. The outcomes of this analysis formed the basis for the recommendations made at the end of the study.Thesis (M.Ed.)-University of Durban-Westville, 1998.
49
Mohono, 'Mapaballo Jeannette. "The management of teaching and learning resources in primary schools." Thesis, 2010. http://hdl.handle.net/10413/5616.
Full textAbstract:
This study sought to explore the management of teaching and learning resources in the context of free primary education in Lesotho primary schools. In addressing this purpose the qualitative methods of data production were used. The participants were the principals and teachers from three schools. Qualitative data was collected through individual semi structured interviews, observations and document analysis. This was analyzed using qualitative thematic approach. The findings showed that the schools studied had functional resource management committees. However the schools experienced a high shortage of resources. These resources largely come from the government but they are delivered late in most cases. Therefore teachers find themselves having to improvise and to use resources in turns. The study concludes that schools cannot rely on government alone in terms of teaching and learning resources.Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.
50
"The impact of educational resources on the teaching and learning of geography in secondary schools." Thesis, 2000. http://hdl.handle.net/10413/3201.
Full textAbstract:
The advancing technology worldwide is a challenge to every creature on planet earth. People are thirsty for knowledge and resources to achieve their goals. Resource as the word implies is anything that a teacher can use to enhance a lesson. Resources then lead to the establishment of resource centres. Resource centres are where information or media materials are accessible. This place can keep resources such as computers, audio-visual resources, books and charts. Throughout the world researchers agree that for real learning to take place, learning and teaching must be as stimulating as possible, and this can be done through the use of different kinds of resources. The objective for writing this research report is to investigate the resources available to geography teachers. This project intends to inform all stakeholders in education about the impact of educational resources, in the light of overcrowded classrooms with few or no resources and the recruitment of too few and inadequately qualified teachers as is the norm today in rural areas of Kwa Zulu Natal, South Africa.Thesis (M.Ed.)-University of Durban-Westville, 2000.