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Tesis sobre el tema "Centre for Continuing Education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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1

Al-Ansari, Eissa. "Facilitating adult learning through continuing education : a case study of the Centre for Community Service and Continuing Education at Kuwait University". Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320420.

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2

Hauer, Debra. ""That's how people learn It's through the connection": Collaborative learning in an Aboriginal adult Literacy Centre". Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27590.

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Collaborative learning is an important component in adult literacy learning but has not been investigated among Aboriginal adults. The concepts of cognitive apprenticeship and guided participation informs the case study of an Aboriginal adult Literacy Centre. A metaphor of entering a house of literacy learning was used to describe how learners become a part of a community of literacy practice. An individual stands on the threshold with dreams for the future. He or she walks fully into the house by increasing participation in learning activities. Learning occurs through connections with others by sitting together at a round table. The literacy organization, the funding agency and the community act as floorboards in supporting the learners. The findings point to particular patterns of guided participation in Aboriginal settings, may broaden our understanding of social perspective of literacy and may contribute to our knowledge of learning in an urban Aboriginal setting.
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3

Bester, Andries Jacobus. "Guidelines for structuring and managing multi-purpose community learning centres". Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-12092005-123401.

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4

Leung, Yau-chi Franklin. "The University of Hong Kong, School of Professional and Continuing Education (SPACE) : branch building : a life long learning center in Central /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953011.

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Thesis (M. Arch.)--University of Hong Kong, 2000.
Includes special report study entitled: The computer workstation as the determinant in learning space. Added title page title: HKU Space Branch Building-a Lifelong Learning Centre in Central. Includes bibliographical references.
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5

Ciccone, Dana B. "Assessing organizational effectiveness in continuing education subunits : a preliminary study using Cameron's dimension called organizational health /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691096641.

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6

McCann, Lisa Nicole. "Overall satisfaction ratings of training programs provided by the Continuing Education Center of the University of Wisconsin Stout in Region V". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999mccannl.pdf.

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7

Adams, Evelyn May. "Lifelong learning and the learning culture of a college flexible learning centre". Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2751.

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This study aims to address a gap in knowledge about Further Education college flexible learning centres and their contribution to lifelong learning. Flexible learning centres were established as a response to the lifelong learning agenda of the 1990s and are now in the front line in responding to government initiatives to improve employability and foster social inclusion. Their tutors work in a contested area where the boundaries between teaching and supporting learning are blurred and the learning achieved may be undervalued by the Inspectorate and college authorities. This study adopts a qualitative approach of narrative inquiry to analyse the learning culture of the Flexible Learning Centre (FLC) of Hollypark College, focusing on 15 learners’ and 2 tutors’ narratives elicited by episodic interviews. The narratives of learning biographies and work biographies of learners and tutors are explored, supplemented by quantitative data from College databases. The study evaluates the ways in which the pedagogical approach of selfdirected study with tutor support appears to be successful for predominantly mature learners wishing to acquire mainly Information Technology (IT) skills which may enhance their chances of employment or benefit them in other ways. Building on recent work on learning cultures, social capital, well-being and identity theories, the study gives a voice to these learners who are so far unheard and despite the demographic population shift to increasing numbers of older people, are not the focus of current government policy initiatives. Focus on employability which is equated with acquiring skills is seen as too narrow to encompass the wider needs met and benefits accrued by attending the FLC. The findings are that this FLC’s approach is particularly effective for older learners in general in acquiring IT skills. Those made redundant, the retired, those in work and carers who may have been out of the workforce for some time may flourish in this learning environment where mainstream courses cannot offer equivalent flexibility and opportunities to structure their own learning. The learning culture of the Flexible Learning Centre provides a space where such learners may not only acquire IT skills but may also increase their social and cultural capital while opening up new horizons for their future. Tutor/learner relationships are of key importance and the learning taking place should be re-evaluated by the Inspectorate and government alike.
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8

Leung, Yau-chi Franklin y 梁友智. "The University of Hong Kong, School of Professional and Continuing Education (SPACE): branch building : a lifelong learning center in Central". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985312.

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9

Marshall, G. B. y n/a. "Black and white decision making : a theoretical approach to innovation and the resolution of inter-organizational conflict - with application to a Tasmanian Centre for Continuing Education of Teachers course in aboriginal studies". University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060907.100512.

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The following study, in examining theoretical constructs and their practical implications, as they relate to organization management, innovation, and ethnicity, notes the inter-relationship of all aspects of administration. It also recognizes that organizations are social entities which have a nonrational component. These non-rational elements can lead to prejudice, discrimination, and hostility, particularly across organizations and across ethnic boundaries. In the field of education it is contended that innovation or change is only acceptable where effective communication across all involved groups occurs; and in ethnic settings educators must heed the feelings of the ethnic community accepting that the community has knowledge about its culture that they do not possess. Educators are often unprepared, or unwilling, to do this, hence the move towards change stagnates, and hostility between the groups festers. To overcome the stalemate appropriate cultural forms of communication between the participating groups must be established. To demonstrate the application of the various theories under review, an inter-organizational conflict situation between the University of Tasmania and the Tasmanian Aboriginal Education Consultative Committee was examined. The reasons leading to the conflict are cited, along with their relevance to theory, and proposals to overcome the obstructions facing each group are delineated. In putting forward these notions there is a realization that closer bonds must be forged between the University and the TAECC if the conflict is to be resolved. To do this it is advocated that the change strategy, Organization Development, be utilized, using outside change agents who are acceptable to both organizations.
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Alves, Raquel Pereira 1959. "A formação continuada de professores/as nas cidades de Campinas e Hortolândia : um balanço do período de 2000 a 2012". [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253998.

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Orientador: Vicente Rodriguez
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Essa pesquisa tem como propósito investigar o papel que os Centros de Formação de Professores das cidades de Campinas e de Hortolândia vêm desempenhando na condução das políticas de formação continuada, através do levantamento e da análise dos Programas de Formação ofertados aos docentes do Ensino Fundamental, no período de 2000 a 2012. O contexto histórico pautou-se nas mudanças ocorridas a partir da Reforma do Estado que propôs o processo de descentralização e municipalização das matrículas do Ensino Fundamental, bem como, a criação de mecanismos de monitoramento dos resultados das avaliações externas. Essa mudança colocou para os municípios, os/as gestores/as e principalmente, para os/as professores/as a responsabilidade sobre os resultados da educação. Nesse sentido, a formação continuada ganha o centro das atenções e dos debates. A literatura sobre o tema é unânime em indicar que a formação seja centrada na escola. Nossa questão se coloca nesse ponto: qual o papel dos centros de formação? A coleta de dados foi realizada nos documentos guardados nos Centros de Formação das duas cidades. A análise se pauta na identificação dos proponentes, das temáticas e objetivos subjacentes às ações ofertadas, e também no modo como se deu a captação das demandas e a participação dos/das professores/as. Como resultados, identificou-se que as Secretarias Municipais de Educação das duas cidades realizam parcerias com a esfera federal e estadual, bem como com o setor privado para a condução de suas políticas de formação continuada. No entanto, grande parte da oferta dos programas resulta das orientações das próprias secretarias de educação, dos/as gestores/as, assessores/as, especialistas e dos/as professores/as. A pesquisa mostrou que os temas Curriculares foram prioritários no planejamento das ações de formação durante o período analisado. Os objetivos das ações ofertadas variaram de acordo com o proponente, no entanto observamos como prioridade nos dois centros a implementação de políticas educacionais originadas, tanto das próprias secretarias municipais quanto dos governos estaduais e federal. Em Hortolândia constatamos a interferência do setor privado na definição de conteúdos no Currículo do Município. v Os modos como as ações de formação estão estruturadas nesses municípios marcam diferenças: em Hortolândia a escolha dos professores é mais individualizada e em Campinas a escolha é individual e a proposta se organiza de forma mais coletiva por meio, principalmente, de grupos de formação e de estudos. Concluímos que os Centros são importantes na medida em que favorecem o encontro de professores de diferentes escolas, o que, dependendo da metodologia empregada, poderá favorecer o intercâmbio de experiências e de reflexões sobre a prática e a profissão
Abstract: This research aims to investigate the role that the Centers for teacher¿s training, have played in the conduct of continued education policies in the cities of Campinas and Hortolândia. The investigation was conducted through the survey and analysis of the training programs offered to elementary school¿s teachers, in the period from 2000 to 2012. The historical context was based on the changes brought about by the State Reform which proposed the process of decentralization and municipalization of elementary school's enrolment, as well as the creation of mechanisms to monitor the external evaluations results. These changes have placed to municipalities, managers and especially for teachers the responsibility for education results. In this sense, continuing education wins the center of attention and debates. The literature on the subject is unanimous in stating that continuing education should be centered in school. Our research question arises at this point: what is the role of training centers? Data collection was performed on documents stored in the training centers of the two cities. The analysis is guided in identifying the proponents, the themes and the objectives of these programs, and also in the way how demands were captured and how teachers' participation has occurred. As a result, it was found that the Municipal Departments of Education of the two cities hold partnerships with the federal and state governments as well as with the private sector to conduct their continued education policies. However, much of the supply of programs follows from the guidelines of their own education departments, managers, advisors, experts and teachers. The research has shown that the Curriculum subjects were most important in the planning of training activities during the period. The objectives of actions taken have varied according to the proponent, however we could observe that the priority in the two centers was the implementation of educational policies arising from the municipal education departments and also from the state and federal governments. In the city of Hortolândia we found the private sector¿s interference in the content definition of the Municipality's Curriculum. vii The ways in which training activities are structured in these municipalities show differences: in Hortolândia teachers¿ choice is more individualized and in Campinas the choice is individual but the program¿s proposal is organized in a more collective way through, mainly, groups of training and of studies. We conclude that the centers are important in favoring the meeting of teachers from different schools, which, depending on the methodology used, can promote the exchange of experiences and reflections on the practice and the profession
Mestrado
Ciencias Sociais na Educação
Mestra em Educação
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11

Braxton-Brown, Greg. "Andragogy and a professional M.B.A. program /". Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937687.

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Rosa, Fábio Silva da. "Práticas educativas em um centro de terapia intensiva adulto". Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4877.

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A educação quando pensada de forma isolada da práxis, pode provocar um distanciamento entre saberes e fazeres, gerando o que podemos nomear de serviços de saúde de baixa qualidade e resolutividade, ou que não correspondem com as efetivas necessidades dos usuários. OBJETIVO: Propor um programa educativo para o desenvolvimento dos processos de ensino em serviço para os profissionais da enfermagem atuantes em um Centro de Terapia Intensiva (CTI) adulto de um hospital privado na cidade de Porto Alegre/RS. MATERIAL E MÉTODO: Estudo qualitativo do tipo exploratório descritivo, com o uso da técnica de grupo focal realizada no período de junho a julho de 2014. Foram selecionados 10 participantes (cinco enfermeiros e cinco técnicos de enfermagem) do quadro funcional de enfermagem ativos no CTI adulto com no mínimo um ano de trabalho no local. Os dados foram coletados pelo pesquisador responsável através da discussão nos grupos focais, os quais ocorreram em duas etapas com três encontros com uma hora de reunião cada encontro. A primeira etapa teve como objetivo realizar o levantamento de dados referentes à realidade atual, isto é, dificuldades e potencialidades da equipe de enfermagem, na adesão e participação das práticas educativas desenvolvidas atualmente no serviço. Foi utilizada para cada etapa da pesquisa a técnica de análise do conteúdo do tipo temática com o uso do software QSR Nvivo versão 7.0 como ferramenta para a organização dos dados seguindo as etapas: 1º Pré-análise; 2º Exploração do material; 3º Tratamento dos resultados obtidos e interpretação. RESULTADO: Foram detectados 191 unidades de registros que deram origem a três categorias e oito subcategorias, as quais foram construídas a partir dos temas que tiveram maior frequência e interligadas contextualmente, conforme as etapas do estudo. Categorias da Etapa I – Análise das práticas educativas: a) Dificuldades na adesão e participação das práticas educativas: treinamento inicial; comprometimento dos enfermeiros; aplicação das práticas educativas; qualificação do instrutor; b) Potencialidades na adesão e participação das práticas educativas: logística das práticas educativas; temas das práticas educativas; Categoria da Etapa II –Construção e aplicação de uma proposta educativa: a) Propostas de melhorias para as práticas educativas: capacitação para os multiplicadores; metodologia ativa com simulação realística e certificação. CONCLUSÃO: Pensar em processos educativos para o contexto de um CTI é algo desafiador pela própria dinâmica de trabalho deste setor e a complexidade que instiga a busca de alternativas para a formação dos profissionais. Frente a isso foram elencadas três alternativas para implantação de um programa educacional na terapia intensiva. São elas: (1) Programa de certificação para a enfermagem da terapia intensiva; (2) Programa de desenvolvimento e atualização para enfermagem; (3) Programa de desenvolvimento para enfermeiros.
When education is thinking in isolation from praxis it may cause some distancing between knowledge and techniques, provoking what we can call low quality and problem-solving health care services, or that not correspond to the costumers pressing needs. OBJECTIVE: Proposing an educational program for the development of in-service teaching processes for nursing staff in an adult Intensive Care Unit (ICU) of a private hospital in Porto Alegre/RS. MATERIAL AND METHOD: Qualitative study with an exploratory-descriptive research design, using the focus group technique performed from June to July, 2014. Ten participants were selected (5 nurses and 5 nursing technicians) from ICU active nursing staff who have been working there for at least one year. Data were collected by the head investigator through focus groups discussions, which occurred in two steps with three meetings that lasted one hour each. The aim of the first step was surveying data relating to current reality, that is, difficulties and potentials of nursing staff, adherence and participation in educational practices currently developed in the service. For each research’s step was used theme-base contend analysis technique analysed with QSR NVivo software, version 7, following the stages: 1º Pre-analysis; 2º Exploring the material; 3º Treatment of the results and interpretation. The project was approved by the institutions’ Ethics Committee. RESULTS: 191 units of registration have been identified, leading to three categories and eight subcategories, which were constructed from the most frequently themes and contextually connected, according to steps of research. Categories of Step I – Analysis of educational practices: a) Difficulties in adherence and participation in educational practices: initial training; nurses’ commitment; application of educational practices; instructor’s qualification; b) Potential adherence and participation in educational practices: educational practices’ logistic; educational practices’ issues; Category of Step II – Contruction and application of an educational proposal: a) Proposals for educational practices improvements: capacity-building for multipliers; active teaching-learning methodology with realistic simulation and certification. CONCLUSION: Thinking in educational processes in the context of an ICU is something challenging by its own work dynamics and this complexity pushes us to seek alternatives for training of professionals. Given this, three alternatives were listed to be implemented in the intensive care unity. These are: (1) Certification program for ICU nursing team; (2) Program for nursing development and updating; (3) Development program for nurses.
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Brustolin, Renata Martins dos Santos. "Formação de diretores em Centro de Educação Infantil Conveniado: um estudo exploratório". Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21737.

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This study aimed to analyse the principal training needs who act in Child Education Centre, from the affiliated network, situated in the south region of São Paulo, including the neighbourhood which compose the districts of Campo Limpo, Vila Andrade, Capão Redondo, Jardim Ângela and Jardim São Luís, and which are part of a territory served by the Education Regional Directory of Campo Limpo. This study was carried out from May to June of 2018. The research is developed in a perspective of a qualitative approach based in the studies of Lüdke and André (1986). The methodological procedure used in the data production was a questionnaire applying, edited in the Google forms, which had classification, open and attitudes scale questions. The information analysis process was done from the answer categorization organized by the proximity of sense and meanings building semantic sets and, later, by textual analysis called “Words Cloud”, using the software Iramuteg which organized the expressions that appeared more often. This procedure allowed a lexical analysis with the aim to validate the primary interpretation of this beginner researcher. From the analysis it was observed that continuing education investment is needed for the principals who act in these institutions, in order to better understand the public policies of care for children from zero to three years old and to develop a high-quality work
O presente estudo teve por objetivo analisar as necessidades formativas de diretores que atuam em Centros de Educação Infantil, da rede conveniada, localizados na região sul de São Paulo, envolvendo os bairros que compõe os distritos de Campo Limpo, Vila Andrade, Capão Redondo, Jardim Ângela e Jardim São Luís, e que integram o território atendido pela Diretoria Regional de Educação de Campo Limpo. O período de realização desse estudo compreendeu os meses de maio e junho do ano de 2018. A pesquisa é desenvolvida na perspectiva de uma abordagem qualitativa embasada nos estudos de Lüdke e André (1986). O procedimento metodológico utilizado para a produção dos dados foi a realização de questionário, editado na ferramenta Google forms, contendo perguntas de classificação, perguntas abertas e em escala de atitudes. O processo de análise das informações foi realizado a partir da categorização das respostas organizadas por proximidade de sentidos e significados, criando grupos semânticos e, posteriormente, pela análise textual “Nuvem de palavras”, com o auxílio do software Iramuteq que organizou as expressões que apareceram com maior frequência. Esse procedimento possibilitou realizar uma análise lexical com o intuito de validar a interpretação primária desta pesquisadora iniciante. A partir das análises realizadas constatou-se que se faz necessário um investimento em formação continuada para os diretores que atuam nessas instituições, a fim de que melhor compreendam as políticas públicas de atendimento às crianças de zero a três anos e possam desenvolver um trabalho de qualidade
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Walker, Mary H. Molly Giles. "Challenges and Choices -- Four Single Donor Museums (the Isabella Stewart Gardner Museum, the McNay Museum of Art, the Walker Art Center and The Barnes Foundation) -- Creatively Adapt to Change". Thesis, The University of the Arts, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1553850.

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Single donor museums like the Isabella Stewart Gardner in Boston, the McNay Museum of Art in San Antonio, the Walker Art Center in Minneapolis and The Barnes Foundation in Merion and Philadelphia, provide an intimate experience for their visitors, donors, supporters and staff members. They must compete with larger, more encyclopedic museums, with larger budgets and more resources. Like all museums, they hold art in the public trust and are responsible to the public. Contemporary museology asks not only that all museums protect their collections and educate the public, but that they also engage with their communities. None of the single donors highlighted had to donate their art, their money or their homes, but all chose to. Each museum chose to expand or relocate in response to difficult problems, whether financial, logistical (need for more space) or legal. Each engages new publics in creative ways. Certain predictable problems arose for each and they creatively resolved (and continue to resolve) those problems. Lessons learned from the experience of four single donor museums may suggest new thinking for those anticipating similar expansions or moves.

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Douglas, Hillary F. "Voices of individuals with disabilities in art museum programming| A person-centered approach". Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1589571.

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This study documents an experience in which a small group of cognitively and developmentally disabled adults expressed their personal goals and views related to art museum visits. A review of literature related to disability studies, museum access and inclusive programs, art therapy, and person-centered thinking provide background and context. Case study and qualitative interviews are used as methodologies to support an investigation of the use of person-centered thinking in the implementation of art museum programming for the study participants. Person-centered thinking is considered and assessed as an approach to structuring meaningful collaborations between visitors with disabilities and art museums. Data collected in the forms of visual and written response, observation, and documentation of interviews inform the findings, discussion, and analysis of the study’s research goals. The resulting case study may be used by museums to structure visits with similar groups. This study contributes to a growing body of knowledge pertaining to how museums can best collaborate with disabled populations to create inclusive programs.

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Mello, Adilson Ventura de. "Centro de formação continuada de professores: a distância entre legislação, proposta de formação e necessidades formativas expressas por professores". Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10314.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Education in municipal schools. The research aims with this research focuses on the ongoing training of school teachers from a municipal town in the interior of São Paulo, carried out by a Training Center for Professional Education, aiming to promote the improvement continuum of professional production of teaching learning materials, design and implementation of the policy of selection, recruitment and training of professionals understand the often drawn away by the studies, between what the law says the declared intentions of the proposals and projects for continuous training of teachers, the actions actually performed to fulfill these intentions and the needs and expectations of teachers and on the other hand, the difficulties and obstacles for the shares actually meet the training needs and expectations of schools and teachers, describe and analyze their actions training as well as identify profiles and views of professional organizing center (supervisor and coordinators) and teachers' targets of its action (and PEBII PEBI). This is qualitative research, conducted in the period 2010/2011 through: analysis of documents and legislation available on the Centre, questionnaires to 125 teachers and 10 professional technical staff of the Centre, as well as through interviews with 02 general overseers of the Centre. The collected data, gathered in Tables and Charts, are analyzed with the theoretical support of authors like Viñao Frago, Fullan, Hargreaves, Barroso and Bolivar. The results show the distance between the intentions and principles set out in legislation, training practices and effect the training needs expressed by teachers
Esta pesquisa focaliza a formação continuada de professores da rede de ensino municipal de uma cidade do interior do Estado de São Paulo, levada a efeito por um Centro de Formação de Profissionais de Educação, com a finalidade de promover o aperfeiçoamento contínuo dos profissionais, produção de materiais didáticos pedagógicos, elaboração e implementação da política de seleção, recrutamento e qualificação dos profissionais da educação da rede municipal de ensino. A pesquisa tem por objetivo, de um lado, compreender a distância frequentemente apontada pelos estudos, entre o que diz a legislação, as intenções declaradas nas propostas e projetos de formação continuada de professores, as ações efetivamente realizadas para cumprir essas intenções e as necessidades e expectativas dos professores e, de outro lado, identificar as dificuldades e obstáculos para que as ações de fato atendam às necessidades formativas e expectativas das escolas e seus professores, descrever e analisar suas ações de formação, bem como identificar perfis e visões dos profissionais que organizam o centro (supervisor e coordenadores) e dos professores alvos de sua ação (PEBI e PEBII). Trata-se de pesquisa de natureza qualitativa, realizada no período de 2010/2011, por meio de: análise de documentos e legislação disponíveis sobre o Centro, aplicação de questionários a 125 professores e 10 profissionais da equipe técnica do Centro, bem como por meio de entrevistas com 02 supervisores gerais do Centro. Os dados coletados, reunidos em Quadros e Tabelas, são analisados com o apoio teórico de autores como Viñao Frago, Fullan, Hargreaves, Barroso e Bolivar. Os resultados revelam a distância entre as intenções e princípios dispostos na legislação, as práticas de formação efetivadas e as necessidades formativas expressas por professores
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Ludwig, Paul D. Mr. "Defining Higher Education Writing Centers from the Perspectives of Writing Center Directors". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3855.

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The purpose of this study was to discover what defines a writing center by interviewing directors of writing centers in the Southern Appalachian area. This qualitative study was based on a single round of recorded telephone interviews with 13 writing center directors who meet the criteria for inclusion in the study. Many researchers have written about writing centers, their efficacy, and what defines them; yet, no clear consensus exists. Without a clear definition there is no means of determining the efficacy of writing centers. As a result of the interviews with the writing center directors three critical components of writing centers emerged. They were tutors, space, and leadership; these are the three major elements that define and shape a writing center. A writing center must have well-trained and knowledgeable tutors; a space, either physical, virtual or both, as a base of operation; and a director that provides leadership.
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18

Archer, Elize. "Using simulation for achieving competency in the practical procedures of a Critical care nursing programme". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2028.

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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.
Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.
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19

Mariotto, Flávia Nemézio 1985. "Atividade educativa para enfermeiros de centro de saúde no atendimento aos usuários com alterações glicêmicas". [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/308303.

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Orientador: Izilda Esmênia Muglia Araújo
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
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Resumo: O diabetes mellitus é um grupo de doenças metabólicas que tem passado por uma transição demográfica - epidemiológica ao lado de outras doenças crônicas e, considerado nos dias de hoje, problema de saúde pública no mundo. No Brasil foi estabelecido que o acesso, o acompanhamento e a responsabilização pelo diabetes devem ser garantidos aos cidadãos por meio dos Centros de Saúde (CS), desde a prevenção até o atendimento de urgência nas intercorrências agudas. Os objetivos deste estudo foram elaborar e implementar uma atividade educativa sobre as alterações glicêmicas para os enfermeiros dos CS e, avaliar o conhecimento destes antes e após a abordagem educativa. Estudo descritivo, quase experimental com atividade educativa para enfermeiros dos CS, nos atendimentos das alterações glicêmicas (hiper/hipoglicemia). Esta atividade foi realizada por meio de estudo dirigido, com base nas Diretrizes da Sociedade Brasileira de Diabetes e o Caderno de Atenção Básica de Diabetes Mellitus do Ministério da Saúde. A proposta foi realizada em dois momentos: no primeiro - foi aplicado um questionário para verificar o conhecimento dos enfermeiros antes da atividade e em seguida realizada a educação proposta. O segundo ocorreu, dois meses após, apenas com a reaplicação do questionário. A amostra foi constituída inicialmente por 13 enfermeiros dos quais 11 permaneceram até o final do estudo. A maioria dos enfermeiros era do sexo feminino, com idade média de 32,3 anos (±8,7) que trabalhavam nos CS há 11,5 meses (±13,25) em média. A maioria (63,7%) já havia realizado curso sobre urgências clínicas há 3,2 meses (±0,84), porém em apenas 42,85% dos casos o tema alterações glicêmicas foi abordado. Dos participantes 54,6% nunca participaram de cursos sobre diabetes e relataram não realizar atualizações sobre o assunto. O desempenho dos participantes nas questões sobre hipoglicemia foi melhor nas duas etapas em relação à hiperglicemia. Na primeira etapa a média das notas foi 6,0 (±0,6) e na segunda 8,1(±0,87). Após a atividade educativa, a maioria dos xvii-enfermeiros buscou outras formas de atualização sobre o assunto, solicitaram maior tempo para discussão sobre o estudo dirigido e relataram que a estratégia atendeu suas necessidades sobre o assunto abordado. A atividade educativa, estudo dirigido, e o questionário tiveram boa aceitação. Na sua implementação o tempo de resposta ao questionário foi adequado, mas em relação ao tempo de utilização para o estudo dirigido houve manifestação dos participantes que solicitaram o aumento e a realização de discussão após o término do estudo dirigido. O comportamento das notas obtidas antes e após a abordagem educativa aponta que a estratégia pode ser utilizada na educação permanente, dos enfermeiros das CS, nas urgências das alterações glicêmicas
Abstract: Diabetes mellitus is a group of metabolic diseases that has gone through a demographic transition - epidemiological alongside other chronic diseases and is considered today, a public health problem worldwide. In Brazil it was established that access, monitoring and accountability for diabetes should be guaranteed to citizens through the Health Centers for (CS), from prevention to emergency care in acute complications. The study aimed to develop and implement an educational activity on the glycemic changes for nurses of the CS and to evaluate their knowledge before and after the educational approach. Descriptive study, almost experimental educational activity for nurses of CS, in the care of glycemic changes (hyper / hypoglycemia). This activity was accomplished through directed study, based on the Guidelines of the "Sociedade Brasileira de Diabetes" and "Caderno de Atenção Básica de Diabetes do Ministério da Saúde". The proposal was carried out in two stages: the first - a questionnaire was administered to verify the knowledge of nurses before activity and then made the education proposal. The second occurred two months later, only with the reapplication of the questionnaire. The sample was initially composed of 13 nurses of whom 11 remained at the end of the study. Most nurses were female, mean age 32.3 years (± 8.7) who worked in CS is 11.5 months (± 13.25) on average. Most (63.7%) had already made courses on emergency clinics for 3.2 months (± 0.84), but only in 42.85% of cases the subject was approached glycemic changes. Just 54.6% of the participants had never attended a course on diabetes and did not perform updates on the subject. The participants' performance on questions about hypoglycemia was better in two stages in relation to hyperglycemia. In the first stage the average grade was 6.0 (± 0.6) and the second 8.0 (± 0.87). After the educational activity, the majority of nurses sought other ways to update on the matter, requested more time for discussion on the study conducted and reported that the strategy met its needs on the subject matter. The educational activity, directed study, and the questionnaire had good acceptance. In implementing the response time xix-of the questionnaire was appropriate, but in relation to duration of use for the study was directed expression of the participants who requested the increase and the performance discussion after the study conducted. The behavior of the scores obtained before and after the educational approach suggests that the strategy can be used in the continuing education of nurses in CS, in the emergency of glycemic changes
Mestrado
Enfermagem e Trabalho
Mestre em Enfermagem
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Moseley-Hobbs, Kerri. "Faculty Perspectives of Academic Preparedness of Nontraditional Students Who Earned Prior Learning Assessment Credits". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3809.

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Through prior learning assessment (PLA) programs, students' professional and life experiences are evaluated to determine if they equate to college program courses-removing the need for the student to complete traditional college courses to earn a postsecondary degree. The purpose of this study was to examine the perspectives of faculty at the study site on the academic preparedness of nontraditional students. Knowles' andragogy theory guided the research questions on the academic preparedness of students earning prior learning credits and what characteristics of PLA programs faculty believe contribute to the academic success of these students. Thirty-six participants completed a survey where they provided narratives that were coded to determine overarching themes. The findings of this case study suggested that faculty believed that nontraditional students who earned credits through PLA are independent, motivated, and knowledgeable, but whether or not they are academically prepared seemed to vary by academic program. The findings also suggested that, while PLA programs have limitations because of student perceptions that may conflict with reality and the limited usability of PLA across academic programs, PLA programs provide a time benefit to students by allowing a shorter time to degree. The study supports positive social change by providing a resource for future development and growth of PLA programs to expand student access and options in obtaining postsecondary credentials while also lowering postsecondary education cost.
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21

De, Waal Hester Jacoba. "Youths’ predispositions to learning : case studies within a place of safety (Western Cape, South Africa)". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5409.

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Thesis (MPhil (Centre for Higher Education))--University of Stellenbosch, 2010.
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ENGLISH ABSTRACT: Learning in young adulthood, especially in communities where there may be substantial barriers to learning and exclusion from formal education, needs further investigation. This study provides an in-depth investigation of six youths’ predispositions to learning while awaiting trial in a place of safety. This study focused on an in-depth investigation of youths’ predispositions to learning in the particular context of the place of safety (Western Cape, South Africa). I have been working with awaiting trial male youths for over four years as principal at the place of safety. The place of safety is a residential facility for boys and youths between the ages of 10 and 16 years who broke the law and who were at risk. The court placed these youths at the place of safety for the duration of their pending court cases, which may take up to two years in extreme cases like rape and murder. They typically come from communities where they had been exposes to violence, substance abuse and crime, both at home and at school. All of the youths at the place of safety broke the law and were awaiting trial; and they had all dropped out of school or had never attended school. The six respondents used in my study either were abusing drugs themselves or witnessed drug abuse. During their stay al the place of safety, the learners undergo various therapeutic programmes. They also attend school, where the curriculum is adapted to the individual needs of the learners. While working with these youths at the school, I became deeply concerned about the limited prospects they seemed to have. I was curious why most of them demonstrated little or no ambition or eagerness to learn, given that they all had literacy levels below the average for their age group and that most of them had dropped out of school or had never attended school. Popular media reports as well as official documents indicate that youths in South Africa – and the Western Cape in particular – are exposed to drug abuse, violence and crime, which may influence the escalating number of school dropouts. An understanding of the predispositions to learning among awaiting trial youths may contribute to a better understanding of the sense of disempowerment within these communities. This research project focused on qualitative case studies where I tried to discover and understand youths’ predispositions to learning. I followed an interpretive approach to provide insights into the life stories of the six respondents between the ages of 14 and 16 years and how they interpret and make meaning of their personal realities. This marginalised group of people had the opportunity to narrate their individual life stories with relation to their experienced learning processes. I conducted this study, collected, and interpreted data over a period of approximately two-and-a-half v years. I collected data from their official files and by conducting in-depth individual interviews. I video-recorded the six personal interviews and used the footage to assist me in the process of data analysis. The thesis presents the life stories of the six respondents as a foundation for a discussion on how we as educators define and practice adult education in the context of marginalised youth.
AFRIKAANSE OPSOMMING: Die leerprosesse van jeugdiges in gemeenskappe waar akute leerstoornisse en gebreke ten opsigte van formele onderrig heers, behoort nagevors en ondersoek te word. Hierdie studie het gepoog om ondersoek in te stel na die ontvanklikheid of predisposisie van ses jeugdiges teenoor leer terwyl hulle verhoorafwagtend is en in plek van veiligheid aangehou word. Die studie het op grondige ondersoek na die ontvanklikheid of predisposisies vir leer by jeugdiges teen die agtergrond van die plek van veiligheid (Wes-Kaap, Suid-Afrika) gefokus. Ek werk reeds langer as vier jaar by die plek van veiligheid as skoolhoof. Seuns en jeugdiges van 10 tot 16 jaar oud wat die wet oortree het en sorg nodig het, gaan daar tuis nadat die hof hulle daar geplaas het vir die duur van hulle hofsake. In sommige ernstige sake, soos moord en verkragting, kan dit selfs twee jaar neem vir die sake om afgehandel te word. Hulle kom gewoonlik van gemeenskappe waar hulle tuis en by die skool blootgestel was aan geweld, dwelmmisbruik en misdaad. Die ses respondente in my studie het self dwelms misbruik of was blootgestel aan dwelmmisbruik. Alle leerders by die plek van veiligheid het die wet oortree en is verhoorafwagtend. Hulle het die skool op voortydige ouderdom verlaat of het nooit voorheen skoolgegaan nie. Terwyl hulle by die plek van veiligheid bly, ondergaan hulle verskillende terapeutiese programme. Hulle woon ook skool by. Die leerplan is aangepas na aanleiding van die individuele behoeftes van die leerders. Terwyl ek met hierdie seuns en jeugdiges by die skool gewerk het, het ek besorg geraak oor die beperkte verwagtinge wat hulle klaarblyklik gehad het. Ek het gewonder waarom die meeste van hulle min of geen ambisie toon en klaarblyklik min of geen gretigheid het om te leer nie, veral as in ag geneem word dat hulle vlakke van geletterdheid benede die gemiddelde vlakke van hul ouderdomgroepe is en dat die meeste van hulle die skool voortydig verlaat het of selfs nooit skool bygewoon het nie. Algemene beriggewing en amptelike dokumente dui aan dat jeugdiges in Suid- Afrika – en veral in die Wes-Kaap – toenemend aan dwelmmisbruik, geweld en misdaad blootgestel word. Dit kan invloed hê op die groeiende aantal skoolverlaters. Beter begrip van verhoorafwagtende jeugdiges se ontvanklikheid of predisposisies vir leer kan lei tot beter begrip van die graad van ontmagtiging wat in hierdie gemeenskappe ervaar word. Hierdie navorsingstudie het op kwalitatiewe gevallestudies gefokus waartydens ek gepoog het om jeugdiges se ontvanklikheid of predisposisies vir leer te ondersoek en te verstaan. Vertolkende of interpretatiewe benadering is gevolg om insigte te bekom ten opsigte van die lewensverhale van vii die ses respondente en die wyse waarop hulle hul persoonlike werklikhede interpreteer en verstaan. Hierdie gemarginaliseerde groep mense het die geleentheid gekry om hul persoonlike lewensverhale met betrekking tot hul beleefde leerervaringe te verbaliseer. Ek het hierdie studie oor tydperk van ongeveer twee-en-‘n-halwe jaar uitgevoer, met in agneming van dataversameling en –verwerking. Ek het data versamel deur middel van inligting in amptelike dokumente, asook deur die voer van persoonlike onderhoude. Die indringende onderhoude wat ek met ses respondente gevoer het, is op video vasgelê. Ek het hierdie data gebruik in die proses van dataverwerking. Die tesis bied blik op die lewensverhale van die ses respondente. Dit kan dien as grondslag vir diskoers oor hoe die beoefening van volwasse onderrig en leer teen die agtergrond van gemarginaliseerde jeugdiges gedefinieer en toegepas word.
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Draper, Fiona J. "Development of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses. Development and validation of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model". Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.

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Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs' 3P model and Kirkpatrick's Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student's long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.
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23

Draper, Fiona Jane. "Development of a student-centred evaluation framework for environmental vocational education and training courses : development and validation of a student-centred evaluation framework for environmental vocational education and training courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model". Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.

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Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs¿ 3P model and Kirkpatrick¿s Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student¿s long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.
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24

Martínez, Olmo Francesc. "La formació en centres: un estudi de cas a l'educació infantil". Doctoral thesis, Universitat de Barcelona, 2000. http://hdl.handle.net/10803/670477.

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El tema central de la tesis es la Formación en Centros, entendida como una de las posibles modalidades de formación permanente del profesorado. El objetivo es comprender por qué la formación permanente no acaba de satisfacer la necesidad del profesorado de resolver determinadas situaciones problemáticas de la educación, y así poder entrever posibles alternativas. El problema concreto que se investiga es ¿Qué permite configurar la formación permanente del profesorado en un centro educativo determinado, cómo se lleva a cabo y qué comporta?. La fundamentación teórica se realiza alrededor de cuatro grandes tópicos, como son: los aspectos previos a la formación permanente del profesorado (concepto de educación, contexto social, orientaciones conceptuales, educación de adultos); el desarrollo profesional del profesorado (características de la profesionalidad del profesorado, el profesorado como profesional reflexivo y crítico, funciones y responsabilidades del profesorado de educación infantil y instituciones que colaboran en el desarrollo profesional del profesorado, el profesorado como profesional reflexivo, crítico, funciones y responsabilidades del profesorado de educación infantil y instituciones que colaboran en el desarrollo profesional del profesorado); los modelos y modalidades de formación permanente del profesorado (modelo basado en la indagación y asesoramiento); y la Formación en Centros (el cambio o mejora como objetivo de la Formación en Centros, agentes que están implicados, investigación-acción como proceso de Formación en Centros y evaluación en este tipo de formación). El estudio de caso se centra en una experiencia práctica de Formación en Centros llevada a cabo durante un curso y medio en un centro educativo de Barcelona.
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25

Sachetti, Welington Luis. "O curso de formação continuada do Centro Estadual de Educação Tecnológica Paula Souza: os egressos como coautores dos processos de mudanças". Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/471.

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O objetivo desta dissertação é analisar o Programa de Formação Continuada (PFC) do Centro Estadual de Educação Tecnológica Paula Souza (CPS) - reformulado em 2012 pelo Grupo de Estudos de Educação a Distância (GEEaD) – por meio da avaliação dos egressos das formações e a partir destes dados propor um plano de ação que contemple as ações voltadas ao refinamento da política de formação continuada do departamento, bem como, dados os resultados da pesquisa, verificar a possível ampliação dela na Instituição. A pesquisa, qualitativa, realizou-se com questionários semiabertos, aplicados junto aos egressos que participaram da totalidade das 3 (três) Unidades do PFC e de mais de 50% delas. A investigação compreendeu um período de 18 meses, entre julho de 2012 e dezembro de 2013, e trabalhou com as respostas de 27 professores egressos do PFC. A dissertação está dividida em 3 capítulos, sendo que o Capítulo 1 tratou de apresentar o Centro Paula Souza e o PFC com seu histórico e reformulações; o Capítulo 2 analisou os resultados da pesquisa e, por fim, o capítulo 3 diante dos apontamentos da pesquisa, apresentou um Plano de Ação Educacional (PAE) com proposições voltadas à reformulação do PFC. Nesse sentido, o presente estudo subsidiará possíveis ajustes nas Unidades e, consequentemente, a preparação de professores que futuramente passarão pelos PFC para que integrem da melhor forma as tecnologias de informação e comunicação em suas práticas de trabalho, potencializando mudanças nas ações pedagógicas, a fim de contribuir com a melhoria da qualidade da educação.
The objective of this dissertation is to analyze the Continuing Education Program (CEP) of the Paula Souza Technological Education State Center (PSC). It was reformulated in 2012 by a Group of Studies on Distance Education (GSDE). Through the evaluation of the egresses from the formations and from these to propose an action plan, that include actions directed to the refinement of the policy of the further education department, as well as, from the research results, verify for the possible extension of it in the institution. The qualitative research was carried out with semi-open questionnaires, applied to the egresses who participated in the totally of the 3 (three) Units of CEP , and more than 50% of them. The period of this research was of 18 months, between July 2012 until December 2013 , and the answers of the 27 graduate teachers from CEP, were analyzed in this period. The dissertation is divided by three Chapters; the history and the reformulations of the Paula Souza Center and CEP were presented in the first Chapter; the research results were analyzed in the second Chapter; and finally, an Educational Action Plan (EAP) with propositions to the reformulations of EAP, according with the research results, it was presented in the third Chapter. In this sense, this study will subsidize possible adjustments in the Units and, consequently, the preparation of teachers who will later pass by CEP to incorporate the best information and communication technologies into their working practices, therefore enhancing changes in pedagogical actions in order to contribute to the improvement in the quality of education.
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Fontino, Viviane Campana. "Avaliação da inserção da educação ambiental como tema transversal nas oficinas realizadas em espaço cultural de educação não formal Centro de Atividades Pedagógicas Vila da Cidadania - CAPVC". Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1400.

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Acompanha: Avaliação da inserção da educação ambiental como tema transversal nas oficinas realizadas em espaço cultural de educação não formal Centro de Atividades Pedagógicas Vila da Cidadania - CAPVC
O objetivo deste trabalho de pesquisa foi analisar como ocorre a inserção da Educação Ambiental (EA) nas atividades desenvolvidas no Centro de Atividades Pedagógicas Vila da Cidadania (CAPVC). Após a análise, propor como Produto de Mestrado Profissional, elaborar proposta para Curso de Educação Ambiental (CEA) como recurso pedagógico para o ensino da EA e produto do mestrado profissional em Ensino de Ciência. O desafio da incorporação da EA na temática escolar e o processo de formação continuada de professores, devem ser instrumentos para vencer este desafio, considerado como uma contribuição positiva na formação de cidadãos. Nesse sentido, o CAPVC funciona paralelamente à escola (em horário de contraturno) para uma educação transformadora quanto aos problemas ligados ao meio ambiente, um espaço cultural de educação não formal, para desenvolver atividades pedagógicas e de cidadania. A pesquisa, qualitativa descritiva, desenvolveu-se em junho de 2013, em duas fases: fundamentação teórica apoiada pela pesquisa bibliográfica e documental; pesquisa de campo, participativa, adotando como instrumentos de pesquisa a observação, com o desenvolvimento do protocolo de observação; a elaboração do plano de trabalho docente (PTD) e aplicação do questionário. O resultado dos dados gerados e coletados dos professores do CAPVC levou à construção do Curso de Educação Ambiental, inserido no Programa Formação em Ação, promovido pela Secretaria de Estado da Educação (SEED), em junho de 2014. Ficou demonstrado que os professores tem uma compreensão da EA, porém não conseguem fazer a transição da EA para a prática docente. Depois do Curso de Educação Ambiental, os professores compreenderam a importância de inserir a EA como tema transversal no conteúdo de suas disciplinas.
The objective of this research was to analyze how the insertion of Environmental Education (EA) in the activities carried out in the Centro de Atividades Pedagógicas Vila da Cidadania (CAPVC). After analysis, propose as the product of professional master’s, elaborate proposal for environmental education course (CEA) as educational resource for the teaching of EA and product of professional master's in Science Education. The challenge of embedding EA school theme and the process of continuous formation of teachers, should be an instrument to win this challenge to be considered as a positive contribution in the formation of citizens. In this sense, the CAPVC works in parallel with the school (contraturno time) for a transformative education about the problems linked to the environment, a cultural space of non- formal education, to develop educational activities and citizenship. Descriptive, qualitative research, developed in June 2013, in two phases: theoretical foundation supported by bibliographic and documentary research; field research, participatory, adopting as research instruments the note, with the development of the observation protocol; the elaboration of the work plan teaching (WPT) and application of the questionnaire. The result of the data generated and collected from the teachers of CAPVC, led to the construction of the Environmental Education Course, inserted into the Training Program in action promoted by Secretaria de Estado da Educação (SEED), in June 2014. It has been shown that teachers have an understanding of EA, but fail to make the transition from EA for the teaching practice. After the course of environmental education teachers understood the importance of inserting the EA as cross-cutting theme in the contents of their disciplines.
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27

Kruger, Roy Otis. "The Small Business Development Center Program: From a Small Business Growth Stage and Adult Learning Perspective". PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1356.

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The study of the Clackamas Small Business Development Center's Small Business Management Programs (SBM) had three research objectives: to ascertain what information should be transferred to small business owners and how best to transfer that information; to ascertain what information is presently being transferred to clients and what methods are used in transferring the information; and to survey clients in order to develop a current demographic profile, measure their level of satisfaction with the assistance received, and ascertain what they perceived were the benefits of the program to their companies. Prior to the study, there had been little systematic research of what information should be transferred to SBDC clients and the most effective methods for transferring that information. The small business growth stage literature was used to develop the recommended body of information. The adult learning literature was used to develop the recommended methods for transferring that information to clients. The majority of respondents were women, well educated, middle-aged, and from companies in service related industries that employed few workers. The findings suggest that clients desire an increase in both the appropriateness of the program's informational content and the level of their involvement in tailoring the SBM program to the needs of their organizations. As suggested by the Small Business Growth Stage Models, a statistically significant decline in client satisfaction of the program's informational content was found to exist between stage two and stage three business owners. The study found that instructors did not utilize specific business factors (such as sales levels, numbers of employees, etc.) in developing the informational content of the SBM programs. Instructors also did not utilize client preferred learning styles, or formal client involvement in developing the instructional design of the SBM program. The study found that clients and center personnel appear to differ in their perceptions regarding the role of the instructor and the purpose of the SBM program. Clients appear to envision the role of the instructor as more of a consultant, while instructors view their role as preparing clients to solve their own problems.
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Kagan, Suzi. "Short-Term Child-Centered Play Therapy Training With School Counselors and Teachers in Israel". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4204/.

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This study was designed to determine the effectiveness of short-term child-centered play therapy training with school counselor and teachers in Israel. A short-term child-centered play therapy course is an intervention that focuses on changing trainees attitudes and beliefs towards children while teaching them child-centered play therapy theory and skills. The experimental group, consisting of 18 volunteer school counselors and teachers in Israel received a total of 15 hours of child-centered play therapy didactic training with a variety of learning experiences. The control group consisted of 15 volunteer school counselors and teachers in Israel. The control group did not receive any training. All participants completed the Play Therapy Attitude-Knowledge-Skill Survey (PTAKSS) before and after the training as a means of measuring change in attitude, knowledge and skill. A second purpose of this study was to compare the effectiveness of short-term child-centered play therapy training with a comparison group semester long child-centered play therapy training course at the University of North Texas. An analysis of covariance revealed statistically significant positive increase in Knowledge subscale as compared to the control group. However the differences between the experimental and the control group were not significant on the participant's total score on the PTAKSS, their attitudes and beliefs towards children or their skill level. A t-test revealed no significant difference between the experimental and comparison groups on the skill subscale of the PTKASS. Results indicated that there was a significant difference between the experimental and the comparison groups on the Total score, Attitude and Knowledge subscales of the PTAKSS. This study supports the use of short-term play therapy training as an effective training model for increasing the trainee's knowledge of child-centered play therapy. It does not support the use of short-term play therapy training as an effective training model for increasing the trainee's attitudes towards children or increasing their confidence in applying play therapy skills.
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Sousa, Carla Valle Rego de. "Continuing education". Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87162.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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Levando-se em consideração que os programas de educação continuada parecem reivindicar como sendo estes umas das ferramentas criadoras de oportunidades dadas aos professores para que se expressem de uma maneira mais reflexiva, esta pesquisa tem sido conduzida com os três seguintes propósitos: (1) investigar se os programas de educação continuada podem ser usados como uma ferramenta de ajuda que incentiva, encoraja os professores a refletir sobre sua prática, (2) investigar os principais temas que são discutidos quando do envolvimento dos professores em um processo reflexivo no citado programa, e (3) investigar se o ato de discutir sobre esses temas pode servir de evidência para o fato de que os professores participantes do programa estão passando por um processo de reflexão. Esta pesquisa apresenta através do discurso dos professores as reflexões dos mesmos acerca de sua prática. E estas reflexões estão sendo consideradas como uma conseqüência dos temas discutidos nas reuniões do PECPISC nos anos de 2003 e 2004. Portanto, os dados para este estudo vêm de quatro reuniões que aconteceram no citado programa, e entrevistas com os professores participantes e coordenadores do programa. As reuniões assim como as entrevistas foram observadas e áudio e vídeo gravadas. Os dados analisados revelaram que os professores investigados estavam passando por um processo de reflexão enquanto discutiam sobre as suas principais preocupações, referentes a sua prática, nas reuniões do PECPISC.
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Armstrong, Marilyn Christine. "Perceptions on Collaborative Learning: A Case Study of Female Community College Instructors". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2990.

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Abstract In the 1980s, academic assessments called for "the ability of individuals and groups to talk, listen judge, and act on issues of common interest" (Morse, 1989, p. 30). More recently, corporate research findings, Are They Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board, Inc., Partnership for 21st Century Skills, The Corporate Voices for Working Families, & Society for Human Resource Management, 2006), report the workplace is seeking college graduates with skill in collaboration (e.g. build diverse relationships, negotiate, manage conflict). While the interest in collaborative learning has expanded in higher education and business, "sparse application" is reported in the college classroom. In academia, collaborative learning has been dependent on cooperative learning research focused on quantitative student achievement outcomes while faculty perceptions of a nonfoundational social constructivist view of collaborative learning is reported as "hardly begun." Along with an increased ambiguity in the terms collaborative and cooperative learning, a comprehensive understanding of collaborative learning and its potential uniqueness, if any, has been skewed. The purpose of this study was to describe and explain collaborative learning from the perspective of selected classroom practitioners representing multiple academic disciplines at a learning-centered institution. The exploratory questions guiding this qualitative case study were: (a) what elements constituted community college collaborative learning practitioners classroom experience and (b) what variables influenced the elements. The theoretical framework undergirding this dissertation is social constructivism nested in constructivism. A purposeful sampling of four instructional criteria indicative of a nonfoundational socio-constructivist concept of collaborative learning guided the participant selection process. The limited candidate list consisted of 31 faculty (20 females, 11 males) at the field site, a learning-centered community college with an FTE near 30,000 for the 2009 - 2010 school year. From 22 initial responses, seven faculty participants (6 female, 1 male) were selected and participated in two semi-structured in-depth interviews. The data collection included interviews, institutional and practitioner documents, the researcher's reflective journal, and field notes. The male participant was removed from the study because he did not submit all requested documents. Therefore, though unintended, six case studies of female instructors were analyzed over an eight month period and reduced to four when saturation was reached, no new information was elicited. All four participants fulfilled all four specified instructional criteria. The central finding able to help the college classroom is the strong identified practice of the defined collaborative learning concept with the articulated understanding limited and term interchange and confusion profound. Thus, the value of this study is the lack of definitional clarity in the terms collaborative and cooperative learning within academia which may offer one possible explanation for the reported sparse application in the college classroom. Supporting this major finding the single most defining attribute of this sophisticated or challenging concept of collaborative learning is the instructional criteria of distributed authority. Manifesting itself in students teaching students the faculty participants high level of consistent classroom application in concert with intellectual negotiation, consensus building, and student ownership of learning constitutes the collaborative learning skills sought by the work force. This study contributed to all three research attributes reported as minimal in the literature, qualitative research from a faculty perspective on the specified concept of collaborative learning. A comprehensive participant selection process was not conducted. In view of the central finding and the existing gaps in the literature, a priority recommendation for future research would be a more intentional expansion of candidate recruitment to potentially increase identification of classroom instructors practicing the particularized concept of collaborative learning. Other research recommendations would include a more focused study of the defined concept of collaborative learning in relationship to: (a) the learning-centered institution, (b) disciplines with a high density of foundational knowledge, (c) student and faculty resistance, (d) lines of authority, and (e) personality, gender, teaching styles, and learning styles.
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Venturieri, Bianca. "A formação de professores dos anos iniciais do ensino fundamental em espaços não formais na Amazônia : investigando uma iniciativa no Centro de Ciências e Planetário do Pará /". Bauru, 2019. http://hdl.handle.net/11449/191046.

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Orientador: Renato Eugenio da Silva Diniz
Resumo: A educação em ciências é uma prática social que vem sendo cada vez mais ampliada e desenvolvida nos chamados espaços não formais de educação. Por apresentar estratégias de ensino atrativas e interativas, a utilização desses espaços pode contribuir para uma alfabetização científica mais efetiva tanto para os alunos como também para os professores. Partindo dessa perspectiva o objetivo geral desta pesquisa foi analisar as possibilidades e limites de uma proposta de formação continuada de professores dos anos iniciais do Ensino Fundamental, que busca uma ressignificação da relação entre o ensino de Ciências em espaços não formais e a prática docente escolar. Para atender tal objetivo a pesquisa foi desenvolvida, no período de janeiro de 2016 a março de 2018, no Centro de Ciências e Planetário do Pará – CCPP, localizado na cidade de Belém no estado do Pará. Os sujeitos foram professores de Ciências que atuavam em turmas dos anos iniciais do Ensino Fundamental e os dados qualitativos foram coletados por meio da observação participante, de questionários e entrevistas. A análise dos dados coletados utilizou-se o conjunto de técnicas da Análise de Conteúdo. Através dos resultados obtidos a partir do levantamento do perfil dos professores foram realizadas ações de formação onde a proposta levou em consideração a análise crítica da realidade docente. A formação foi desenvolvida no período de julho a novembro de 2017 e o último encontro ocorreu em maio de 2018. O processo formativo ocor... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Education in science is a social practice that has been increasingly expanded and developed in the so-called non-formal spaces of education. By presenting attractive and interactive teaching strategies, the use of these spaces can contribute to a more effective scientific literacy for both students and teachers. From this perspective, the general objective of this research was to analyze the possibilities and limits of a proposal for the continuous training of teachers from the initial years of Elementary Education, which seeks a re - signification of the relationship between science teaching in non - formal spaces and school teaching practice. In order to meet this objective, the research was carried out from January 2016 to March 2018 at the Center of Sciences and Planetarium of Pará - CCPP, located in the city of Belém in the state of Pará. Subjects were science teachers who worked in classes from the initial years of elementary school and qualitative data were collected through participant observation, questionnaires and interviews. The analysis of the collected data was used the set of techniques of Content Analysis. Through the results obtained from the survey of the profile of the teachers were carried out training actions where the proposal took into account the critical analysis of the teaching reality. A was developed in the period from July to November 2017 and the last meeting took place in May 2018. The training process took place in 5 stages: 4 face-to-face stag... (Complete abstract click electronic access below)
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Singleton, Andrew John. "The role of continuing medical education in the continuing education of GPs : changing discourses, continuing practices". Thesis, Brunel University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425780.

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Calhoun, McKenzie L. "ACPE Accredited Continuing Education". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6889.

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Fonseca, Marilia Massard. "Resgate da Hist?ria de Implanta??o do CAIC Paulo Dacorso Filho na UFRRJ e a Perspectiva de sua Transforma??o em um Centro de Ensino e Pesquisa Aplicado ? Educa??o Agroecol?gica". Universidade Federal Rural do Rio de Janeiro, 2010. https://tede.ufrrj.br/jspui/handle/jspui/1639.

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In 1992 the Federal University of Rio de Janeiro (UFRRJ acronym in Portuguese) decided to implement a Centre for Child and Youth Support (CAIC acronym in Portuguese) aiming to support children of Seropedica community and UFRRJ?s bachelor students. This Centre was part of a broader project of the Federal Government (presidential decree 539/92) to promote joint activities of education, health, social support and assistantship to children, youth and their inclusion in society. This master study used qualitative primary data (semi-structured interviews) and secondary data (official documents) to analyze the historic implementation process of CAIC Paulo Dacorso Filho (1994-1997) and propose its conversion into a Centre for Education and Research Applied to Agroecology Studies, managed unilaterally by UFRRJ. Key themes were identified: educational context in the 1980?s and 1990?s; decentralization process in Brazil; main ?integral school? programs in the 1980?s and 1990?s; ?integral education? and agroecology. These themes were selected due to its relevance for this study. Key findings suggest that tripartite management model hindered the working of CAIC Paulo Dacorso Filho due to changes in the state and local governments; and due to confronting pedagogical differences with UFRRJ?s proposal. For example intermittent supply of school meals; high replacement of teachers interrupted their ongoing training; constant reduced wage of state staff; among others. This master study proposes that the aims and guidelines of the Centre for Education and Research Applied to Agroecology Studies be aligned with the interests of the UFRRJ. To this effect, agroecology must underpin Education, Research and Extension curricular activities. This study also proposes that this educational unit be a locus of training for local and state government?s teachers; as well as an additional practical field to train UFRRJ?s bachelor students. Finally, this centre will provide the community a quality educational program and will contribute to build up critical judgment and to reduce social inequality.
Em 1992 a Universidade Federal Rural do Rio de Janeiro (UFRRJ) optou por implantar um Centro de Aten??o a Crian?a e ao Adolescente (CAIC) com o objetivo de atender aos alunos dos Cursos de Licenciatura da Universidade e as crian?as do Munic?pio de Serop?dica. Este Centro fazia parte de um projeto do Governo Federal (decreto 539/92) com o objetivo de promover a??es integradas de educa??o, sa?de, assist?ncia e promo??o social relativas ? crian?a e ao adolescente e a sua integra??o na comunidade. Esse estudo de mestrado utilizou dados qualitativos prim?rios (entrevistas semi estruturadas) e secund?rios (documentos oficiais) para analisar o hist?rico da implanta??o do CAIC Paulo Dacorso Filho (1994-1997) e propor a sua transforma??o em um Centro de Ensino e Pesquisa Aplicado ? Educa??o Agroecol?gica, administrado unicamente pela UFRRJ. Os principais temas abordados foram: o contexto educacional das d?cadas de 1980 e 1990; o processo de municipaliza??o da educa??o escolar no Brasil; os programas educacionais de tempo integral de maior visibilidade nas d?cadas de 1980 e 1990; a educa??o integral e a agroecologia. Os temas foram selecionados por sua rela??o com este objeto de estudo. Os resultados sugerem que o modelo de gest?o compartilhada dificultou o funcionamento do CAIC Paulo Dacorso Filho, devido a mudan?as de governo estadual e municipal e por confrontarem com o projeto pedag?gico proposto pela UFRRJ. Por exemplo, descontinuidade no fornecimento da merenda escolar; alta rotatividade de professores que dificultou sua forma??o continuada; perdas salariais para os funcion?rios estaduais, entre outros. Esse estudo prop?e que os objetivos e diretrizes do Centro de Ensino e Pesquisa Aplicado ? Educa??o Agroecol?gica estejam aliados aos interesses da UFRRJ no que se refere ao Ensino, Pesquisa e Extens?o, onde a vertente agroecol?gica seja a base das experi?ncias curriculares. Prop?e tamb?m que esta unidade educacional seja um local para forma??o de professores da rede municipal e estadual, bem como um campo de pr?tica adicional para forma??o de alunos de gradua??o da UFRRJ. Por fim, que ofere?a ? comunidade um ensino de qualidade e contribua para a constru??o do pensamento cr?tico e redu??o das desigualdades sociais.
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35

Ng, Hin. "Environmental Education Centre". Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31982542.

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Ng, Hin y 吳衍. "Environmental Education Centre". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982542.

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Siqueira, Thiago dos Reis. "Programa de formação continuada dos atendentes de emergência: uma proposta em construção". Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/19735.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation is based on the importance and significance of the tasks carried out by the emergency police officers of the Military Police of São Paulo State Operations Center (COPOM / SP). The general purpose of the research is to analyze the curriculum proposal for the initial training of the emergency police officers, constructing paradigmatic codes for a continuous formation that considers the professional’s background and principles such as: integrity, dialogue, criticality, plurality and great respect for the dignity of the human person. This study aims to contribute to the improvement of the professional performance of the emergency attendants of COPOM / SP through the construction of knowledge and proposition of strategies that enable the reconception of training processes that allow effective behavioral changes. The theoretical foundations were systematized through a bibliographical research which main references are: Kant (2007), Adorno (2012), Apple (2006), Sacristán (1999), Freire (1996), Schön ), Weisz (2009), Garcia (1999), Feldmann (2009), Vasconcellos (2004), Silveira (2013). The research carried out is of a qualitative approach using documentary analysis. Among the main results of the analyzed data the critical understanding of the reality of the police emergency attendants of the COPOM / SP training stands out and, in extension, the perception of necessary requirements in relation to the continuous training, also covering the trainers. Regarding the training process, it is important to emphasize their collaborative sense of mutual respect, bearing in mind the meaning and social importance of emergency care, in order to preserve human dignity, its plurality and the sharing of experiences among professionals. The results of the analysis may be used as a reference for the redefinition of the procedures adopted by the Emergency Centers of the State of São Paulo or police stations that attend police incidents
Esta dissertação tem como pressuposto a importância e essencialidade das tarefas exercidas pelos atendentes de emergência policial do Centro de Operações da Polícia Militar do Estado de São Paulo (COPOM/SP). A pesquisa tem como objetivo geral analisar a proposta de currículo da formação inicial dos atendentes de emergência policial, construindo indicativos paradigmáticos para uma formação continuada que considere a história de vida do profissional e princípios como: integralidade, dialogicidade, criticidade, pluralidade e amplo respeito à dignidade da pessoa humana. Este estudo visa contribuir para a melhoria da atuação profissional do atendente de emergência do COPOM/SP por meio da construção de conhecimentos e proposição de estratégias que viabilizem a reconcepção dos processos formativos em prol de uma efetiva mudança de comportamentos. Os fundamentos teóricos foram sistematizados por meio de pesquisa bibliográfica tendo como principais referências autores como: Kant (2007), Adorno (2012), Apple (2006), Sacristán (1999), Freire (1996), Schön (2000), Imbernón (2010), Weisz (2009), Garcia (1999), Feldmann (2009), Vasconcellos (2004), Silveira (2013). A investigação realizada é de abordagem qualitativa com utilização da análise documental. Dentre os principais resultados dos dados analisados destaca-se a compreensão crítica da realidade da formação dos atendentes de emergência policial do COPOM/SP e, em extensão, a percepção de requisitos necessários em relação à formação continuada abrangendo também os formadores. Quanto ao processo de formação cabe enfatizar seu sentido colaborativo de respeito mútuo, tendo como referência o significado e importância social do atendimento de emergência, de modo a preservar a dignidade humana, sua pluralidade e o compartilhamento de experiências entre os profissionais. Os resultados das análises poderão se constituir em referência para redefinição dos procedimentos adotados pelos Centros de Emergência, do Estado de São Paulo ou de centrais de polícia que realizam atendimentos de ocorrências policiais
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38

Bossaer, John B., Jeffrey A. Gray, Stacy E. Miller, Gavin Enck, Vamsi C. Gaddipati y Robert E. Enck. "Use and Misuse of Cognitive Enhancers by Students at an Academic Health Science Center". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2320.

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Purpose: Prescription stimulant use as "cognitive enhancers" has been described among undergraduate college students. However, the use of prescription stimulants among future health care professionals is not well characterized. This study was designed to determine the prevalence of prescription stimulant misuse among students at an academic health sciences center. Method: Electronic surveys were e-mailed to 621 medical, pharmacy, and respiratory therapy students at East Tennessee State University for four consecutive weeks in fall 2011. Completing the survey was voluntary and anonymous. Surveys asked about reasons for, frequency of, and side effects of nonprescription misuse of prescription stimulants. Given the sensitive material, an opportunity to win one of ten $50 gift cards was used as an incentive. Results: Three hundred seventy-two (59.9%) students completed the survey from three disciplines (47.6% medical, 70.5% pharmacy, and 57.6% respiratory therapy). Overall, 11.3% of responders admitted to misusing prescription stimulants. There was more misuse by respiratory therapy students, although this was not statistically significant (10.9% medicine, 9.7% pharmacy, 26.3% respiratory therapy; P = .087). Reasons for prescription stimulant misuse included to enhance alertness/energy (65.9%), to improve academic performance (56.7%), to experiment (18.2%), and to use recreationally/get high (4.5%). Conclusions: Prescription stimulant misuse was prevalent among participating students, but further research is needed to describe prevalence among future health care workers more generally. The implications and consequences of such misuse require further study across professions with emphasis on investigating issues of academic dishonesty (e.g., "cognitive enhancement"), educational quality, and patient safety or health care quality.
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39

Thieme, Paula. "Continuing education of older workers". Doctoral thesis, Humboldt-Universität zu Berlin, Wirtschaftswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17370.

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In den letzten Jahrzehnten führten abnehmende Geburtenraten und die zunehmende Lebenserwartung zur Alterung der deutschen Bevölkerung. Zur Sicherung des Rentensystems wurde das Renteneintrittsalter auf 67 Jahre angehoben. Um die Arbeitsfähigkeit zu erhalten und den technologischen wie organisationalen Wandel zu bewältigen, fordert die Europäische Union zum lebenlangen Lernen auf. Diese Dissertation bietet einen Literaturüberblick und drei empirische Aufsätze, die die Weiterbildungsmotivation älterer Arbeitnehmer auf ihre demographische Relevanz untersuchen und altersspezifische Einflüsse von arbeitsbezogenen Faktoren sowie Altersheterogenität belegen. Der Literaturüberblick erläutert die demografische Relevanz älterer Arbeitnehmer, ihren Altersübergang, ihre Arbeitsmotivation und Weiterentwicklung. Anhand von Querschnittsdaten wird der positive Zusammenhang von Weiterbildungsmotivation mit Arbeitsfähigkeit und dem Weiterbeschäftigungswunsch gezeigt. Die Weiterbildungsmotivation Älterer ist über alle Befragtengruppen hoch, was darauf hin deutet, dass Partizipationsungleichheiten weniger von unterschiedlichen Motivationslagen, sondern von anderen Barrieren abhängen. Eine weitere Analyse identifiziert altersspezifische Unterschiede in Hinblick auf den Einfluss von Arbeitsplatzfaktoren auf die Weiterbildungsmotivation. Es zeigen sich schwache aber signifikante Einflüsse einiger Faktoren. Anhand von Längsschnittdaten lässt sich zunehmende Altersheterogenität in Bezug auf die Zufriedenheit mit dem Leben, Arbeit, Familienleben und Gesundheit feststellen. In der Zusammenfassung ist die Weiterbildungsmotivation älterer Arbeitnehmer hoch, sie wird durch den Arbeitskontext beeinflusst und hängt positiv mit der Arbeitsfähigkeit und dem Weiterbeschäftigungswunsch im Rentenalter zusammen. Übliche Mittelwertanalysen älterer Arbeitnehmer haben nur begrenzte Aussagekraft.
Decreasing birth rates and increasing life expectancy have led to the ageing of the German population during the past decades. To sustain the German retirement system, retirement age is increased to 67 years. The European Union calls for individuals’ lifelong learning to maintain work ability and cope with challenges of technological and organisational change. This dissertation consists of a literature overview and three empirical essays investigating older workers’ motivation to participate in continuing education (MPCE) and its demographic relevance, highlighting age-specific work context influences and providing evidence for older workers’ heterogeneity. The literature overview delineates older workers’ demographic relevance as well as their transition to retirement, work motivation, development opportunities, and education. Second, the analysis of cross-sectional data establishes the relevance of older workers’ MPCE for the policy of prolonging working life by showing the positive relationship with work ability and the desire to work past retirement age. Older workers’ MPCE is high across all respondent groups, implying that inequalities in participation are less a result of varying motivation among subgroups, but of other barriers. Following this, work context-related motivational differences between older and younger workers are identified and analysed. Results show weak but significant influences of some work context factors. The analysis of longitudinal data shows ageing workers’ increasing heterogeneity of life satisfaction and satisfaction with work, family life, and health, corroborating life-span theories. In sum, MPCE is high among older workers. It is influenced by work context, and positively related to work ability and the desire to work past retirement age. Common mean-level analyses of older workers yield only limited informative value.
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40

Ruf, Mary Kay. "Continuing education for nurse's aides". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2634.

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The purpose of this project was to develop an instructional manual on in-service education for Certified Nurses' Aides. It provides examples of classes for staff developers to use when teaching continuing education classes. Topics covered include caring for the elderly, Alzheimer's disease, infection control, adult cardiopulmonary resuscitation, and end of life care.
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41

Toledo, Soraia Wanderosck. "Formação continuada para docentes: uma proposta de estratégias para o aperfeiçoamento das práticas de ensino com foco na inclusão educacional". Universidade Federal Fluminense, 2016. https://app.uff.br/riuff/handle/1/3520.

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As constantes alterações em padrões sociais, políticos, econômicos, culturais, marca inequívoca da contemporaneidade, aponta para a necessidade de formação profissional contínua. No que se refere à educação formal, da pré-escola à pós-graduação, além dos conteúdos programáticos inerentes aos cursos, é fundamental que as práticas de ensino sejam repensadas, inovadas em diálogo com os mais variados contextos e atores sociais. Assim, com o objetivo de propor estratégias para formação continuada para docentes das carreiras do Ensino Básico, Técnico e Tecnológico e do Magistério Superior com vistas ao aperfeiçoamento das práticas de ensino e à inclusão educacional, foi realizado Estudo de Caso em Instituição de Educação Pública que oferece cursos em nível médio, profissionalizante, superior e pós-superior. Por meio de entrevistas semiestruturadas e abertas, coletivas e individuais, os dados foram obtidos e a triangulação das informações coletadas nas entrevistas foi feita a partir de Análise em documentos institucionais. O tratamento dos dados aconteceu com base na Análise de Conteúdo. A conclusão é que em situações educacionais diferenciadas, como no recebimento de alunos com Necessidades Educacionais Específicas (NEE), o discurso preponderante informa que os professores não se sentem preparados para esse tipo de trabalho, delegando às instâncias de apoio pedagógico as respostas para um atendimento adequado, o que acaba por provocar a fragmentação de ações, o fracasso. Essa situação pode, ainda, levar alunos a abandonarem os ambientes acadêmicos, além de contribuir para o desconforto, ansiedade e frustração por parte dos docentes. Sugere-se, dessa maneira, a criação de espaços para a articulação dos conhecimentos acerca das especificidades dos diferentes sujeitos sociais, nos quais poderão ser repensadas práticas de ensino que contribuam para a inclusão educacional e o sucesso da aprendizagem em perspectiva emancipatória
The ongoing changes in social, political, economic and cultural patterns, unmistakable mark of contemporaneity, points to the need for continuous vocational training. With regard to formal education, from preschool to post graduation, besides the syllabus inherent to the courses, it is essential that teaching practices are rethought and innovated, in dialogue with the various contexts and social actors. Thus, in order to propose strategies for continuing education of the teaching careers of Basic, Technical, Technological and Higher Education so as to continuously improve the teaching practices and educational inclusion, a Case Study was conducted in Public Education Institution. It offers secondary education, vocational, university degree and post-graduating courses. Through semi-structured and open interviews, as well as group and individual ones, data were generated and the triangulation of information gathered in the interviews was made out of the analysis of institutional documents. The data processing took place based on content analysis. The findings of this show that in different educational situations, such as in the welcoming of pupils with Specific Educational Nedds (SEN), the major discourse reveals that teachers do not feel qualified enough to deal with this kind of task, delegating to the pedagogical support the answers to an adequate education service, which ultimately causes the fragmentation of actions, failure and very often the students dropping out of academic environments, as well as discomfort, anxiety and frustration on the part behalf of the lecturers. Therefore, the creation of spaces for the articulation of knowledge about the specificities of the different social subjects is suggested in which the teaching practices that contribute to the educational inclusion and success of learning emancipatory perspective can be rethought
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42

Bhoyrub, Jeewan Prasram. "An investigation of continuing education needs of community nurses and of appropriate continuing education strategies". Thesis, Queen Margaret University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316619.

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43

Davies, R. "A remand centre education]". Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383679.

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44

Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.

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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals. Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type. Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.
Ed. D.
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45

Betts, David Philip. "Continuing education in the Cowichan Valley". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ49161.pdf.

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46

Black, Fiona y Judy Dunn. "R & D in Continuing Education". Association for Library and Information Science Education, 2005. http://hdl.handle.net/10150/105504.

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This is a PowerPoint presentation (20 slides) on Wednesday January 12, 2005 in Session 4.1: Continuing Education Programs in the U.S. and Canada, sponsored by the Continuing Education SIG at the 2005 ALISE Conference, Boston, MA. The presentation reviews issues of continuing education (CE) from different perspectives. By introducing the experience of the Dalhousie University's Library Science Program in CE, it discusses common problems and highlights some successes. It also advocates collaborative research with other LIS schools and with library associations.
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47

Devlin, Linda. "Higher education partnerships for continuing professional development in education". Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.

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48

Tsang, Mo-chau. "Fire research & education centre". Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982190.

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Tsang, Mo-chau y 曾慕秋. "Fire research & education centre". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982190.

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胡仁倬 y Yan-cheuk Wu. "Marine education and research centre". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982244.

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