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Dissertations / Theses on the topic 'Training Integration'
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Moody, Brendon Dean. "Educator Preparation Provider Training and Technology Integration." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565163638160558.
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Gulyanska, Maya. "Schlüsselqualifikationen bei Mitarbeitern aus Osteuropa Training, Beratung, Integration." Saarbrücken VDM, Müller, 2005. http://deposit.d-nb.de/cgi-bin/dokserv?id=2979657&prov=M&dok_var=1&dok_ext=htm.
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Gulyanska, Maya. "Schlüsselqualifikationen bei Mitarbeitern aus Osteuropa : Training, Beratung, Integration." Saarbrücken VDM, Müller, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2979657&prov=M&dokv̲ar=1&doke̲xt=htm.
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Zhang, Hao. "Human systems integration: training and education needs analysis." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Zhang_09007dcc80534b76.pdf.
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Thesis (M.S.)--Missouri University of Science and Technology, 2008.Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed August 28, 2008) Includes bibliographical references (p. 89-92).
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Guercia, Leonard H. "Integration of training civilian and military disaster responders." Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/5590.
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CHDS State/LocalApproved for public release; distribution is unlimited
In the years since the September 11 attacks of 2001, and following the Gulf Coast hurricanes and the earthquake in Haiti, research has shown that first responders and medical institutions remain insufficiently prepared to address the increased demands for emergency response during and following major disasters. The threat from terrorism and natural disasters is very real; thus, the medical "system" will face continual challenges. A brutal recent reminder of this was the international outbreak of the H1N1 virus that caused a worldwide pandemic in 2009, resulting in an increased demand for medical services. In the wake of these disasters, Homeland Security Presidential Directives (HSPD) were issued. Among these, are HSPD 21, Public Health and Medical Preparedness, which requires the establishment of a realistic strategy at all levels of government and across all sectors in the medical response community to meet the demands of contemporary preparedness. Areas of concern include the education and training for future response. To meet these needs, joint training of responders may enhance the efficiency of currently established training methodologies for national disaster teams, civilian hospital personnel, and National Guard and Reserve military emergency medical personnel training in domestic emergency medical deployment and response. The research question to be answered is how can the national policy enterprises design an effective model for the pre-event joint command and control training of disaster responders for both military and civilian operations? The conclusions reached in this research can be used to shape future national and local training policies and curriculum presented to response agency leaders from civil and military agencies.
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Dobel, Tracy A. "Study of gender-integration in classroom training at the Navy Recruit Training Command." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA355006.
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Thesis (M.S. in Management) Naval Postgraduate School, September 1998.Thesis advisors, Lee Edwards, Mark J. Eitelberg. "September 1998." Includes bibliographical references (p. 73-74). Also available online.
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Leitao, Joao. "Continuous states conditional random fields training using adaptive integration." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3095.
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The extension of Conditional Random Fields (CRF) from discrete states to continuous states will help remove the limitation of the number of states and allow new applications for CRF. In this work, our attempts to obtain a correct procedure to train continuous state conditional random fields through maximum likelihood are presented. By deducing the equations governing the extension of the CRF to continuous states it was possible to merge with the Particle Filter (PF) concept to obtain a formulation governing the training of continuous states CRFs by using particle filters. The results obtained indicated that this process is unsuitable because of the low convergence of the PF integration rate in the needed integrations replacing the summation in CRFs. So a change in concept to an adaptive integration scheme was made. Based on an extension of the Binary Space Partition (BSP) algorithm an adaptive integration process was devised with the aim of producing a more precise integration while retaining a less costly function evaluation than PF. This allowed us to train continuous states conditional random fields with some success. To verify the possibility of increasing the dimension of the states as a vector of continuous states a scalable version was also used to briefly assess its fitness in two-dimensions with quadtrees. This is an asymmetric two-dimensional space partition scheme. In order to increase the knowledge of the problem it would be interesting to have further information of the relevant features. A feature selection embedded method was used based on the lasso regulariser with the intention of pinpointing the most relevant feature functions indicating the relevant features.
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Kim, Young Jun. "An integrated approach to combine computer-based training (CBT) and immersive training (ImT) for mechanical assembly." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/y_kim_050207.pdf.
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Ganqa, Ncumisa Hazel. "Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.
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The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
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Exner, Megan. "Training effects in audio-visual integration of sine wave speech." Connect to resource, 2008. http://hdl.handle.net/1811/32154.
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Law, Sin-yee Angelina, and 羅羨儀. "Effects of training on attitude of student-teachers towards integration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3195568X.
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Merritt, Jennifer. "Individualized Instruction as a Faculty Training Strategy for Technology Integration." NSUWorks, 2017. http://nsuworks.nova.edu/gscis_etd/1013.
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It is inevitable that campus-based higher education will adopt some form of a hybrid learning approach. For schools and their faculty members, this means the acknowledgment and acceptance of these changes are required. Campus-based higher education faculty members wish to change how they teach courses due to societal demands to better suit the next generation of students. Initially, schools began offering new technology to faculty that wished to use the technology; however, over the years, due to the demands of competition with other schools and next generation, tech-savvy students entering academia, schools are starting to require the use of technology that was once only an option for faculty members. This implementation of incorporating technology into the classroom has faced several roadblocks because what was once considered a simple transition has become more complex due to faculty resistance to new technology, which stems from various limitations, barriers, and perceptions, such as low computer self-efficacy, high computer anxiety, and time to learn new technology. The purpose of this study was to understand how in-service faculty experience individualized training as a method of teaching faculty how to use the technology and integrate it into their courses. The lived experiences and perceptions of in-service faculty regarding individualized training were specifically focused on to determine how individualized instruction was perceived to help or hinder integrating technology into their courses. The focus was the experience Harper College and McLennan Community College’s in-service faculty, who experienced training through the group training currently offered by the schools, as well as the proposed individualized training. Higher education faculty from general study areas, such as English, math, and science were invited to participate. The study consisted of a 6-week individualized training program for 12 in-service faculty members (seven completed the study) who previously participated in a group training program about Blackboard. The study was a phenomenological approach in that used interviews to gather information regarding the lived experiences as the basis of analysis. The data for this study were gathered, horizonalized, and analyzed through a 7-step data processing method for phenomenology studies. After the data were analyzed, the findings show how developing a good individualized training program can help in-service faculty members not only integrate technology into their course designs but address any of the limitations or barriers the faculty faced. These findings coincide with the recommendations that training programs need to be developed into a phased approach in which the existing group training should continue but a secondary training program should be developed that incorporates andragogy-based principles and the technological pedagogical content knowledge (TPACK) framework.
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Todd, Neil M. "The integration of visually impaired students in further education." Thesis, Loughborough University, 1992. https://dspace.lboro.ac.uk/2134/10533.
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This thesis is in three parts. Part One reviews the general literature on the integration debate and looks at the debate in relation to the specific field of visual impairment. This examines the issues and gives a broad context to the particular area of the visually impaired student in mainstream further education. Part Two is a review of the field of integration support with particular reference to further education and individuals with visual impairment. There exist real concerns about the ability of the mainstream to provide an environment that will ensure that these individuals maximise their learning potential. These concerns seem principally related to making appropriate support services available so that the advantages of mainstreaming are not outweighed by the disadvantages of reduced levels of support. Part Three is a research project based on further education colleges in the Midlands. It attempts to identify and examine the support services that enable successful integration of visually impaired students. It also attempts to evaluate these factors to establish their relative value in this mainstreaming process. The evaluation is from the perspective of visually impaired students in fur.ther education rather than that of professionals in the visually impaired field. This perspective is clearly relevant and has not been given due weight in the literature to-date. The thesis goes on to compare these findings to the data from other surveys which were concerned to identify and evaluate these support services from the perspective of the professional in this field.
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Stewart, Gina M. "A spirituality of integration: a process for training emotionally intelligent leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/325.
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This dissertation entitled “A Spirituality of Integration: A Process for Training Emotionally Intelligent Leaders was intended to gain insight regarding the competencies needed to train leaders in the area of emotional intelligence and their response. This dissertation included the results of surveys, exercises and assessment tools for the purpose of designing a process for emotionally intelligent spiritual T~adership. The study resulted in a process for leadership development that included various theological and practical methods for training emotionally intelligent leadership and integrating the components of emotional intelligence in the local church. It is proposed that the theological and practical applications of the process may be useful in any church or faith community that endeavors to train emotionally intelligent leaders Participants gained significant insight regarding emotional intelligence competencies and its implication for ministry effectiveness. Participants also gained awareness of the importance of leading in an emotionally intelligent manner. Given the lack of empirical data related to emotional intelligence and the faith community, there is tremendous opportunity for further research in this area.
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Boateng, Patrick. "New Deal and minority ethnic young people : training, employment and integration?" Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/4066/.
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New Deal for Young People was hailed as the Labour government's flagship' initiative when it was introduced nationally in April 1998. The programme promised to help young people who have been unemployed and claiming Jobseeker's Allowance to find work and improve their prospects of gaining and sustaining employment. It is especially pertinent to young people from minority ethnic groups who have been identified as having an increased tendency to be unemployed. However, the government's expressed intention to bring about parity of job outcomes for minority ethnic young people has not been matched with any real commitment, nor has it been matched at local level by the Employment Service as well as employers with changes required to improve institutional procedures and practices for the delivery of the programme. This thesis presents the findings of research conducted in Southern Derbyshire. Using both qualitative and quantitative approaches, it examines the perspectives and experiences of young people from minority ethnic groups as they pass through the various stages of New Deal, including work-placements. It argues that young people from these groups have not benefited from the programme to the same extent as their White counterparts.
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Vallance, Michael. "The impact of synchronous inter-networked teacher training in ICT integration." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2604/.
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This research aimed to provide fresh perspectives and experiences in technology-based learning, in an endeavour to produce new knowledge that would further inform the literature on the utilisation of technology in education. The Case Study research (Merriam, 1988) attempted to develop an understanding of the change in pre-service teacher trainees' pedagogical practices in the integration of ICT in learning environments during a 12-week undergraduate course where synchronous networked tasks were developed and implemented. The contributions by the trainees (n=16) to the process of the iterative task design, post-task discussions, and commentaries on a Bulletin Board System, provided insights to the research question regarding changing beliefs and the impact of synchronous networking in affecting such change. This qualitative data was supported by quantitative data in the form of weekly surveys that situated synchronous and asynchronous task activities and cognitive outcomes (Knipe & Lee, 2002). In summary, the research highlighted a development of academic competencies (Morrison & Collins, 1996) considered appropriate for informed ICT integration; namely, generic, epistemic and declarative competencies. In addition, after taking into consideration the competencies developed during this Case Study, a framework consisting of four key elements, namely, the communication, the task, the learning and the technology, was drawn. It is thus anticipated that the competencies and the framework contribute new knowledge to the literature on technology in education on how best facilitate the 'informed' integration of ICT (Towndrow & Vallance, 2004) by teachers to support 'good' learning (Goodyear, 2001).
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Gariety, Megan. "Effects of training on intelligbility and integration of sine-wave speech." Connect to resource, 2009. http://hdl.handle.net/1811/37224.
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Jackson, John C. "Technology Integration and Training in Small and Medium-Sized Manufacturing Enterprises." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7154.
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Business leaders' lack of effective technology strategies results in lower quality products in the machining industry. This multiple case study was an exploration of the strategies that machining industry business leaders in small and medium-sized enterprises (SMEs) used to implement technology training. The population consisted of 9 business leaders from 3 machining industry SMEs in the southeastern United States who had successfully used technology-training implementation strategies. The conceptual framework for this study was the reasoned action theory, as demonstrated through the technology acceptance model (TAM). The data collection process included semistructured interviews and organizational documentation. Data analysis was conducted following Yin's 5-step approach. Data were compiled and organized, disassembled into fragments, reassembled into sequence of groups, and interpreted for meaning. Methodological triangulation and member checking validated the trustworthiness of those interpretations. Three themes emerged from the data analysis: ensuring technology preparedness, delivering appropriate employee training, and overcoming barriers to implementation. The implications of this study for positive social change include the potential to establish a workforce with high technology skills that is prepared to provide an improved quality of life for themselves and their families.
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Pepe, Theresa Marie. "Teacher Perceptions and Attitudes of Classroom Technology Integration Related to iPad Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1913.
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While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school who rated their lowest and highest concerns about using iPads in the classroom. Data sources included the Stages of Concern Questionnaire, Levels of Use observation rubric, and one-on-one interviews. Data analysis included open and axial coding for identification of themes and patterns. Results indicated teachers had little concern with gaining extra training on classroom time and organization and with conflicts between their interests and teaching responsibilities when integrating iPads. Results also indicated they had high levels of concern regarding developing working relationships with fellow faculty members to maximize the benefits of iPad training, as well as about receiving additional iPad training. Finally, results indicated teachers' concerns with acquiring more iPads for students, as well as acquiring greater network connectivity within the school. These results will aid administrators and designers with making positive changes to professional development that both improve and increase teachers' successful integration of mobile technology in their classrooms.
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Fahy, P. "Cross cultural training and the effective integration of the construction supply chain." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445436/.
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Most professionals working within the UK construction industry are familiar with the recommendations of both the Latham and Egan reports, their conclusions called for improvement to the service that the construction industry delivers both for its clients and for the profitability of the enterprises involved. Their recommendations were the impetus for the drive within the industry to use strategic partnering as a replacement for competitive tendering and supply chain management as a means of improving the design process and reducing conflict, in order to achieve greater integration between enterprises involved in business transactions within the construction supply chain. It is however noteworthy that to date few suggestions have been made as to how to achiev e integration of partner enterprises and project teams once an agreement is made or a team formed and thus this paper seeks to investigate why fragmentation is necessary how it adds value to the overall labour process how cross-cultural training techniques can be used as a structured means of achieving the integration of partner enterprises or project teams by reducing conflict. The investigation will follow several paths. First it aims to identify the barriers to successful integration of enterprises within the construction supply chain. Second it reviews the various different techniques by which cross-cultural training is currently carried out and its effectiveness as an assimilation tool. Thirdly it looks at the effectiveness of the application of cross-cultural training in the construction context through an action research exercise carried out on a live project.
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Lynas, W. A. "Some aspects of the integration of hearing-impaired pupils into ordinary schools." Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484404.
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Backert, B. Marlene King. "The integration of household financial management training with premarital counseling, a case study." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.074-0075.
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Backert, B. Marlene King. "The integration of premarital counseling and household financial management training a case study /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p074-0075.
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Kotb, Heba Mohamed Wagih. "The integration of pupils with special educational needs from special school into mainstream school." Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/488/.
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This research was conducted in order to find out what takes place in the process of integration of pupils with special educational needs from special schools into mainstream schools. A design was chosen that allowed the study of the various stages of transfer from a special school into a mainstream school. The design chosen was an "overlapping longitudinal" design i.e. pupils going through the different phases of the transfer process were studied in parallel. Three phases were identified: the pre transition phase. the transition phase and the post transition phase. Three groups of pupils were studied representing each phase of the transfer. In total twenty pupils were studied their ages ranging from six to nine with a range of Special Educational Needs. The first group the Pre transition group comprised pupils for whom a decision was not made yet to transfer them to mainstream school. The second group the Transition group comprised pupils for whom a decision had been made to transfer them to a mainstream school. The third group the Post transition group comprised pupils who had already transferred into a mainstream school during the previous academic year. The case study approach was chosen in order to study the three groups and the methods of data collection were interviews, observation and consultation of documents. Interviews were held with parents, special school staff, educational psychologists, mainstream school stff and staff at the Local Educational Authorities' Support Services. Two schedules of observation were devised, one of them aimed to capture the general occurrences in the classroom "Classroom Observation Schedule" and the other aimed at capturing the pupils' interactions in detail, "Classroom Interaction Schedule". Tests of reliability were carried out to ensure the reliability of both schedules. A research diary was kept to compliment the observation gathered from both schedules. As for the documents that were consulted, these were pupils' statements, schools' SEN policies, LEA SEN policies and some examples of pupils' work. The analysis of the data gathered through the different sources were discussed for each group individually and emerging themes from the three groups were discussed in the final chapter.
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Davies, Peter. "The integration of pupils with special educational needs in one South Wales education authority." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383270.
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BECKER, CAROLYN M. "AN EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHERS' TECHNOLOGICAL EXPERIENCES, SKILLS, AND INTEGRATIVE PRACTICES." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1172004383.
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France, Robert J. "The relationship between technology training and technology integration by technology education teachers in Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004francer.pdf.
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Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.
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BibliographyThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed.
AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.
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Douglas, Ian. "The integration of expert systems and simulation modelling in the construction of training systems." Thesis, Glasgow Caledonian University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.688237.
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Lang, Jeanine A. McLaughlin Pamela F. "Analysis of the integrated defense acquisition, technology, and logistics life cycle management framework for human systems integration documentation." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FLang.pdf.
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Thesis (M.S. in Operations Research)--Naval Postgraduate School, December 2009.Thesis Advisor(s): Shattuck, Lawrence G. Second Reader: Miller, Nita Lewis. "December 2009." Description based on title screen as viewed on January 27, 2010. Author(s) subject terms: Human Systems Integration, Acquisition, Manpower, Training, Personnel, Human Factors Engineering, Safety Health Hazards, Human Survivability, Policy. Includes bibliographical references (p. 93-94). Also available in print.
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Konstantinou, Georgia. "A qualitative exploration of how trainee counselling psychologists, with prior 'core' therapeutic training, experience and make sense of their current training in counselling psychology." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/a-qualitative-exploration-of-how-trainee-counselling-psychologists-with-prior-core-therapeutic-training-experience-and-make-sense-of-their-current-training-in-counselling-psychology(f9b95945-572e-4e86-b357-7c39daddcd27).html.
Full textAbstract:
Background: Therapeutic training is considered as the beginning of therapists' professional development. Research exploring the experiences of therapeutic training, particularly the experiences of trainee counselling psychologists is scarce. Additionally, research exploring the experiences of therapists integrating a new model of therapy is also limited; this is a surprising fact given the growing development of the integration movement in the therapeutic world. Aims: The present study explores how trainee counselling psychologists, with a prior training in a 'core' therapeutic model, experience and make sense of their current training in counselling psychology. As a secondary aim, this study explores how these trainees experienced integrating a new model of therapy in their practice and the process of integration within the context of counselling psychology training. Participants: Six trainee counselling psychologists from three different training courses based in the UK, who had all been previously trained in a single school model (primarily person-centred) participated in the study. Method: The present study is an Interpretative Phenomenological Analysis (IPA) study. Data were collected through single, semi-structured, in-depth interviews during which participants were invited to reflect on their experiences of training. Findings: The five super-ordinate themes that were identified in the participants' narratives are: 'Desires, Expectations and Needs from counselling psychology training', 'The turbulence of counselling psychology training', 'The Questioning I', 'The Changing Self' and the 'Finding Peace'. Each of these themes described different components of these trainees' experience of counselling psychology training and reveal that it is a challenging experience on both an emotional and an intellectual level. Discussion: The identified findings of the present study deconstruct, illuminate and are illuminated by existing theoretical and empirical literature. These findings shed light on the cyclical process of professional development within the context of professional training in counselling psychology in the UK.
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Mudd, James Edmund. "Solution-Focused Therapy and Communication Skills Training: An integrated approach to couples therapy." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/36362.
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This study uses a quasi-experimental design to determine if a solution-focused therapy (SFT) approach to couples counseling can be effective in improving an individual's marital satisfaction, and if a SFT approach to couples therapy can be improved upon by adding a one-time, psycho-educational intervention (i.e. Video #2 from the Fighting for your Marriage series: The Speaker/Listener Technique) that is normally not a part of the model.
Nine male-female couples participated in the project. One group (n = 8) completed treatment without viewing the communication skills video while the other group (n = 10) viewed the video at week two of treatment. Three questions were asked when analyzing data: 1. Do individuals who receive both solution-focused therapy and the speaker/listener tape end therapy reporting a greater increase in marital satisfaction than individuals who receive solution-focus therapy only? 2. Do individuals who receive both solution-focused therapy and the speaker/listener tape end therapy reporting a greater increase in satisfaction with their couple communication than those who receive solution-focused therapy only? 3. Do individuals who receive both solution-focused therapy and the speaker/listener tape end therapy reporting more satisfaction with the therapy process than those who receive solution-focused therapy only?
No significant difference in marital satisfaction or communication satisfaction was found between the two groups. However, individuals who viewed the video reported being significantly more satisfied with therapy. In addition, both groups reported significant improvement in their relationships which suggests that SFT promotes change. Evidence also suggests that males and females respond to SFT in significantly different ways.
The study was limited by its small sample size and one measure that was deemed unreliable. Findings suggest that integration of models and/or interventions is a delicate balance of art and design, and can be altered by such things as dose, philosophy, and placement of psychosocial treatments.Master of Science
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Lin, Wen Tzeng Cheng. "A methodology for evaluating and improving the integration process of children transferred from special to regular classes." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276854.
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Delgado, Araceli. "Social Work Students' View on the Integration of Religion in Social Work." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/842.
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This study focused on social work students’ views on the integration of religion in social work. This study allowed students to gain knowledge and insight on the importance of discussing religion with clients. The study examined social worker students’ experiences during their involvement in the social work program which looked into how prepared they were in situations where religion was necessary to discuss with clients and other outcomes.
Qualitative interviews were conducted with ten participants who discussed their experiences in internships during their involvement within the social work program. Participants were in different years in the BASW and MSW program and were from various ethnicity, age, gender, and specializations. Main findings were that participants believed religion plays a huge role in clients’ everyday lives and that the social work program is not teaching students how to discuss religion with clients during their internships. Another finding was that a few social work students were not prepared to discuss clients’ religious practices. Agency employers also discouraged social work students from discussing clients’ religious practice.
This study enhances the social work profession and allow social workers to better service diverse and cultural clients by highlighting the importance of religion in some clients’ lives. The social work profession can improve the quality of service that is given to clients that have a religious practice and can be assessed for appropriate services based on their individual needs. Social work students can learn to integrate this topic into their assessments.
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Makwana, Alpesh. "Integration of Computer-Based Virtual Check Ride System - Pre-Trip Inspection in Commercial Driver License Training Program." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3296.
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Pre-Trip Inspection of the truck and trailer is one of the components of the current Commercial Driver's License (CDL) test. This part of the CDL test checks the ability of the student to identify the important parts of the commercial vehicle and their potential defects. The Virtual Check Ride System (VCRS), a computer-based application, is an assessment and feedback tool that mirrors the inspection component of the actual CDL. The VCRS has provided an after action review (AAR) via a feedback session that helps in identifying and correcting drivers' skill in inspecting parts and for overall safety. The purpose of this research is to determine the effectiveness of the VCRS in truck driving training programs. An experimental study was conducted with truck driving students at Mid Florida Tech, located in Orlando, Florida. The students were divided into control and experimental groups. Students in the both groups received regular training provided by Mid Florida Tech. The experimental group received additional training by making use of the VCRS. A total of three paper-based tests were given to all subjects during first three weeks; one test at the end of a week. Both groups were given the same paper-based tests. A two-way analysis of variance was conducted to evaluate the effect of the VCRS in the experimental group. This analysis found a significant difference between control and experimental groups. This effect showed that the students in the experimental group increased their performance by using VCRS. Moreover, there was a main effect in the scores of each week. However, there was not an interaction between the two factors. Follow up Post Hoc tests were conducted to evaluate the pair-wise differences among the means of the test week factors using a Tukey HSD test. These Post Hoc comparisons indicated that the mean score for the third week's test scores were significantly better than the first week's test score in the experimental group. It was concluded that the VCRS facilitated learning for the experimental group and that learning also occurred for both groups as a result of repeated testing.Ph.D.
Other
Other
Modeling and Simulation PhD
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Surface, Eric Alan. "An Integration of the Training Evaluation and Job Performance Modeling Literatures: Confirming BE KNOW DO with United States Army Special Forces Training Data." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-01082003-010557/.
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Training data from 1441 graduates of the U.S. Army Special Forces Qualifications Course (SFQC) offered an opportunity to test a multidimensional model of training performance. A three-factor model based partially on the Kraiger, Ford, & Salas (1993) framework was operationalized with level-of-performance training criteria (Sackett & Mullen, 1993) and successfully confirmed using confirmatory factor analysis (CFA). The model utilized the BE KNOW DO terminology from the U.S. Army?s leadership model to describe the cognitive, skill-based, and affective training outcome factors. Several alternative models were tested and found not to be identified, suggesting the Kraiger et al. (1993) version provided the best description of performance. Additionally, the BE KNOW DO model was successfully confirmed for two individual phases of the SFQC training separated in time. Therefore, structural equation modeling (SEM) analyses were conducted to determine the relationship of similar constructs over time. Each construct from the initial training phase was found to predict its counterpart in the later phase. The degree of relationship varied for the constructs, suggesting some were more influenced by time and situation. Two performance modeling issues?the specificity of performance constructs and the impact of overfitting a model to the idiosyncratic characteristics of the initial sample on cross-validation?were investigated as well. Results related to the specificity of modeling performance content were inconclusive. Both the one- and three-factor construct models failed to provide adequate fit. The over-modified model provided a worse fit upon cross-validation in 11 out of 12 cases, demonstrating the importance of cross-validating modified models. An integration of the training evaluation and job performance literatures is presented and serves as the rationale for proposing a general three-factor performance model. The idea that all performance can be described in terms of three factors regardless of the context, content, situation, measurement method, or performance level should be investigated. Future directions for practice and research are discussed.
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Chen, Ming. "The integration of expert systems into energy management system centers using a dispatcher training simulator /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/5896.
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Johnson, Carol Margie. "Auditory integration training: Its effect on the perception of English of native and nonnative speakers." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/252894.
Full textAbstract:
This study examines the efficacy of Auditory Integration Training (AIT) as a means of perceptual training for adult native and nonnative speakers of English. AIT differs from other methods of auditory training that use either synthetic or human speech as the training stimulus, by using music as its stimulus. During AIT, the music can be altered in two ways. First, optional filters can be selected to eliminate specific frequencies. Second the music is always modulated at random by 20 dB during AIT. The effect of the filtering is that the music sounds less than clear and, from the modulation, the volume increases and decreases very quickly. Currently, this training method is used for children with a variety of language impairments, including hypersensitive hearing and learning disabilities. Developed by Berard (1993), it is considered an exercise of the perceptual system by its proponents who report improvement following AIT in both perception and production. The 43 participants in this study were native speakers of English, Japanese, and Korean and included both students and professors at the University of Arizona. The effect of perceptual training was evaluated by comparing performance in a pretest and posttest administered before and after AIT. Four tests were used: (1) Speech Perception in Noise (SPIN), (2) R-L word identification, (3) Synthetic /ra/-/la/ consonant discrimination, and (4) Synthetic /e/-/epsilon/ vowel discrimination. AIT was administered for one hour per day for 10 days. The first experiment examined the effect of AIT on monolingual English speakers. The results from the first experiment revealed significant improvement in the SPIN test, and changes in the synthetic /ra/-/la/ and /e/-/epsilon/ syllables. The second experiment examined the effect of AIT on native Japanese and Korean speakers and found one significant change---the manner in which native Japanese speakers categorized [e]. However, a control group of native English speakers who listened to unaltered music revealed improvements in the SPIN test similar to those in the first experiment. The improvements from AIT appear to be from the music itself and not from any filtering or modulation.
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Dornberger, Utz, and Dirk Krause. "Integration von e-Learning Systemen und Groupware-Anwendungen am Beispiel von „Group-based Management Training“." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155848.
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Basierend auf den Erfahrungen der Mitarbeiter der confuture Innovationssysteme GmbH auf den Gebieten der Entwicklung von internetbasierten Anwendungssystemen und Groupware-Anwendungen sowie den Mitarbeitern des Instituts für Wirtschaftsinformatik der Universität Leipzig (IWi) bei der Entwicklung, Einführung und Betrieb von e-Learning-Systemen im Projekt „Winfoline“ wurde im Jahre 2003 der Prototyp eines modularen, frei konfigurierbaren e-Learning Systems entwickelt.
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Dornberger, Utz, and Dirk Krause. "Integration von e-Learning Systemen und Groupware-Anwendungen am Beispiel von „Group-based Management Training“." Technische Universität Dresden, 2005. https://tud.qucosa.de/id/qucosa%3A28407.
Full textAbstract:
Basierend auf den Erfahrungen der Mitarbeiter der confuture Innovationssysteme GmbH auf den Gebieten der Entwicklung von internetbasierten Anwendungssystemen und Groupware-Anwendungen sowie den Mitarbeitern des Instituts für Wirtschaftsinformatik der Universität Leipzig (IWi) bei der Entwicklung, Einführung und Betrieb von e-Learning-Systemen im Projekt „Winfoline“ wurde im Jahre 2003 der Prototyp eines modularen, frei konfigurierbaren e-Learning Systems entwickelt.
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Robinson, Linda Marie McDonald. "Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3316/.
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This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society.
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Sum, Vichet. "THE IMPACT OF TRAINING AND ITS INTEGRATION IN THE FIRM'S BUSINESS STRATEGIES ON THE FIRM'S COMPETITIVENESS." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967978701&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Biggs, Brandi L. "Basic computer literacy training to increase comfort levels with computers and improve behaviors of technological integration." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t014.pdf.
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Van, der Watt Marie Aletta. "The integration of critical reflection as a learning strategy in the training of health science practitioners." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10222008-115359/.
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Khabele, Teboho. "The integration of environmental education with technology education : an investigation into teacher training and teacher practice." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1934.
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Thesis (MTech (Education))--Peninsula Technikon, 2003This research study is mainly based on the third learning outcome for Technology Education which requires the learners to be able to demonstrate an understanding of interrelationships between science, technology, society and the environment. The purpose of the study is to investigate how Technology Teacher Training Programmes incorporate environmental aspects into technology education and how Technology educators facilitate learning in order to meet environmental requirements that are expressed as learning outcome 3 for Technology Education. In this study an attempt is made to encourage efforts that could lead to the development of new learning frameworks, integrated activities and learning programmes for the technology education curriculum. The study is set against the literature on integrated programmes for curriculum development in general and for environmental and technology education in particular. It also draws on literature that calls for partnerships and closer co-operation between institutions of higher learning and the world of work, on evaluation research and programme evaluation and on the role that could be played by service-learning in promoting attitudes and values that are necessary for the integration of environmental aspects into technology education. Using the naturalistic or qualitative evaluation approach and narrative data production methods in the context of teaching and learning, the lecturers in teacher education institutions and technology educators in schools were interviewed in order to find out how technology teacher education prepared technology educators for the workplace and how technology educators designed learning activities and facilitated learning in their technology classrooms. The curriculum documents for technology teacher education programmes were consulted and classroom observations also made. The research findings have indicated that technology educators find it difficult to integrate environmental education with technology education when teaching technology education and that technology teacher education programmes do not entirely prepare technology educators for the integration process that is required by the Revised National Curriculum documents of the Department of Education and Training.The study therefore calls for partnerships and collaborative efforts of higher education institutions, the Department of Education and Training and various environmental organizations in order to develop work integrated curricula that could enable technology educators to assist their learners to demonstrate an understanding of interrelationships between science, technology, society and the environment.
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Fung, Kam Man. "Achieving economic and social integration : the training needs of South Asian male adults in Hong Kong." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/36062/.
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This research investigated the training needs of South Asian male adults in Hong Kong. It aimed at understanding the social forces behind the social exclusion and the disadvantageous employment conditions being faced by them, with a view to designing appropriate training programmes for improving their employment prospects and integration into the Hong Kong society. The literature review suggested the view that there were gaps between our existing knowledge about the training needs of South Asian male adults in achieving economic and social integration and the reality. A mixed-method approach of qualitative research was adopted, in which first stage data were collected by questionnaire survey, and qualitative data were obtained by subsequent face-to-face interviews. In general, the South Asian male adults who participated in this study faced problems to various extents in job seeking, employment and receiving training. They considered language barriers, unfair treatments, cultural and religious differences, and racial discrimination as problems which hindered their economic and social integration into the Hong Kong society. The social policy recommendations drawn from the research findings to improve the economic and social positions of South Asian male adults in Hong Kong included: provision of dedicated training services, equal education opportunities, formulation and implementation of Chinese language enhancement policies, fostering of mutual help among ethnic minorities and the ethnic enclave economy, and last but not least, promotion of multiculturalism and interculturalism for achieving racial harmony and mutual understanding.
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McKee, Marissa. "Identifying Competencies of AODA Clinical Supervisors for Integration into Rehabilitation Counselor Training Curriculum: A Delphi Study." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/441.
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This study preliminarily identified clinical supervision competencies needed for alcohol and other drug abuse (AODA) clinical supervisors for integration into rehabilitation counselor training (RCT) curriculum. The Delphi method via LimeSurvey® was utilized to identify competencies specific to AODA clinical supervision. A panel of six experts in RCT and AODA clinical supervision completed five rounds of data collection beginning with an open-ended question. Consensus and stability of responses were calculated following Rounds 2-5 of data collection. Panelist fatigue resulted in data collection being discontinued after Round 5, prior to a consensus or stability of responses being reached. A total of 115 competencies and 51 competency sub-items were administered in Round 5. Results suggested that a consensus was not reached on items as one panelist represented a minority view on many items during multiple rounds of data collection. This panelist discontinued responding during the fifth round of data collection. Rank analysis of items based upon mean response was inconclusive due to limited sample size and response options. Sub-item analysis revealed mixed results regarding original competencies versus sub-items. At times a competency was rated higher, at times a sub-item was rated higher, and in other examples a second sub-item was rated higher. A clear pattern of responses for sub-items was not evident upon visual inspection of mean responses. Content analysis with two reliability raters in addition to the primary investigator suggested competencies fell into seven content areas: Legal and Ethical Concerns; Organizational Management, Administration, and Program Development; Personal Characteristics and Skills of Leadership; Supervisee Performance Evaluation and Feedback; Supervisory Relationship; Theory, Roles, and Interventions of Clinical Supervision; and Treatment Related Knowledge and Skills. Implications for the field, supervisors, supervisees, and rehabilitation educators; limitations including panel and data collection, technology, and reliability and validity; and future research were discussed.
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Kemp, Johanna Jacoba. "The efficacy of the Berard Auditory Integration Training method for learners with attention difficulties / Hannelie Kemp." Thesis, North West University, 2010. http://hdl.handle.net/10394/12774.
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Research on the Berard Auditory Integration Training method has shown improvement in the regulation of attention, activity and impulsivity of children whose auditory system have been re-trained. Anecdotal reports have found improvements in sleeping patterns, balance, allergies, eyesight, eating patterns, depression and other seemingly unrelated physiological states. During the Auditory Integration Training (AIT) procedure dynamic music, with a wide range of frequencies, is processed through a system of filters in the AIT device. The volume and tone of the music is constantly and randomly modulated.
The researcher explored Berard AIT as a possible intervention for learners between the ages of six and twelve years, who experienced problems with sustained attention and who have difficulty in shifting their attention from task to task. The aim was to investigate if Berard AIT method would enable the learner to stay calm, relaxed yet alert, with focused attention and thus concentration with appropriate reflection before action.
An experimental quantative study, with a pretest-posttest control group design, was
conducted to investigate the effect that Berard Auditory Integration Training has on learners with attention problems. Checklists and different measurements were conducted before the training started and repeated three months after the training was completed, to monitor if any change in the way that the learners pay attention, occurred the case group of ten learners was compared with ten learners in a control group who did not initially receive the intervention. Although the results of the post-tests varied amongst the learners, most learners in the experimental group experienced a statistical significant increase in attention control and a reduction in behavioural problems by the third month following the listening sessions.Thesis (M.Ed.), North-West University, Vaal Triangle Campus, 2010
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Rahman, Saeed. "A study of teachers' private theories and levels of pedagogical technology integration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47469602.
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This qualitative study investigated the extent of Teachers’ Private Theories on the level of
instructional technology integration within a Hong Kong international school. Such
private theories develop as a result of personal and pedagogical experiences influencing
how teachers think, manage their classrooms and make decisions, essentially acting as a
foundation for instructional decision-making practices. The participants within this study
consisted of three teachers with various degrees of experience. Lesson observations and
interviews were conducted, and an intervention measure in the form of Moodle, a course
management system, was introduced to enhance existing pedagogical practice and provide
an opportunity for the teachers to facilitate a higher level of technology integration;
something that is generally attributed to a strong focus on student centered pedagogy.
Private theories were categorized into six key areas - student learning, management,
assessment, teaching, technology and support. Results from the study indicated that
intervention measures used to facilitate higher-levels of technology integration for teachers
who already focus on student-centered pedagogy, do not result in any noticeable
transformation of their private theories. Instead, teachers develop a deeper cognitive
understanding of the intervention, and begin to question how they can modify existing
teaching and learning practices. Teachers that participate in comprehensive school wide
technology programs need continuous support to ensure they achieve higher-levels of
technology integration, and continue to develop student-centered pedagogy.published_or_final_version
Education
Master
Master of Science in Information Technology in Education
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Monteiro, Andreia Alexandra Machado. "A formação na Fnac Portugal." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14326.
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Mestrado Gestão de Recursos HumanosA formação nas empresas tem constituído um importante instrumento de suporte para as profundas e constantes inovações que as organizações têm vindo a sofrer. Atualmente a formação é vista por muitas organizações como uma ferramenta essencial para o desenvolvimento das competências dos seus colaboradores. Importa destacar como ponto bastante positivo a importância que a Fnac atribui à formação na medida em que investe muito na formação dos seus colaboradores ao longo do ano colocando à disposição dos mesmos inúmeras opções de escolha de ações de formação procurando que todos os colaboradores participem em pelo menos uma ação de formação por mês. A verdade é que a Fnac consegue mobilizar a maioria dos seus colaboradores para assistir às formações, a taxa de sucesso ao final do ano de presenças é bastante positivo. Como nada é perfeito, identifiquei um ponto a melhorar quanto à gestão da formação. A avaliação é o ponto fraco da Fnac, uma avaliação a longo prazo permitia perceber o impacto da formação no colaborador, por outro lado devia ser dada a importância devida às folhas de avaliação dos formadores e dos formandos que por vezes acabam por ter observações construtivas que podiam ser aplicadas. No entanto, percebi que na área da formação a chave para o sucesso é a organização. Sem organização o fracasso é evidente e o sucesso difícil de atingir, esta acabou por ser a grande lição assimilada com este estágio.
Company training has been an importante support tool to deal with the deep and constant innovation changes that all organisations go through. Nowadays, training is seen by many organisations as an essential tool for developing their employees' competences. This is the case of Fnac Portugal, place where the internship conducted is the basis for this report. It is worth highlighting the great importance Fnac attaches to training as a positive aspect since the company invests considerably in the employees' training throughout the year, making them avaiabe countless options on training actions. When doing this, Fnac seeks that the workers get participate in one training action at least once a month. The truth is that Fnac is able to mobilise the majority of the workers to take part in the training process; the succes rate for attendance at the end of the year is quite high. Because nothing is perfect, I have identified an aspect of improvement regarding how training is managed. The evaluation is Fnac's weakness, and a long-term evaluation of this situation would allow me to understand the impact of training on the workers; on the other hand, adequate importance to the evaluation sheets of both the trainers and the trainers should be given, wich sometimes have constructive observations that could be applied. Nevertheless, I have realised that organisation is the key factor for sucess in training. Without organisation, failure is evidente and sucess hard to achive, this being the greatest lesson taken from this internship.
info:eu-repo/semantics/publishedVersion