... Quality assurance as a valuable tool to improve teaching and training in the South Africa Police Services (SAPS) in the Northern Cape ABSTRACT Orientation: It is imperative to have quality assurance processes in place in division training to provide quality training to enable members of the South African Police Service (SAPS) to provide quality services to communities within their area of jurisdiction. The aim of the research under review was to determine the presence of and possible need for the implementation of effective quality assurance processes in education and training in the South African Police Service (SAPS). Research purpose: The aim of this article under review is to discover whether and to what extent effective quality assurance processes are being implemented in in-service and specialized education and training programmes in the SAPS, and what deficiencies need to be remediated in this regard. Motivation for the study: Training programmes are normally put in place without provision to evaluate them to aid success and eliminate failures. Billions are spent to explore innovations and only a few thousands to see what they are worth. The focus therefore is on acquisition and implementation...
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...Background Introduction If you could improve performance, increase student morale an develop self esteem of a student, would you? According to B.F Skinner, behavior is a function of its consequences. The learner will repeat the desired behavior if positive reinforcement follows the behavior. Skinner said, “When someone behaves in a way we find reinforcing, we make him more likely to do so again by praising or commending him. We attest to the value of the person’s behavior by patting on the back, or saying good or right or giving him a token of our esteem such as prize, honor or award.” Guthrie assume that learning depends on action an organism must do, it is to learn. Once the student performed the required response, the teacher must present the student a reward, which will capture his or her attention that the student will eventually further improve his or her performance. For example, when students do exceptionally ell in class, he or she will earn medal or a star. Another, the student will be more motivated if his or her teacher will say “good job” or “very great answer” for every correct answer and good performance. The researcher believes that rewards have something to do with learning and we assume that motivation is important to the learner. A reward must be something desirable; without the desire, there can be no reward (Tria, 1998) Since the researchers have mentioned the concept of positive reinforcement issue, let us specify its aspects. We have...
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...and its Background Introduction If you could improve performance, increase student morale an develop self esteem of a student, would you? According to B.F Skinner, behavior is a function of its consequences. The learner will repeat the desired behavior if positive reinforcement follows the behavior. Skinner said, “When someone behaves in a way we find reinforcing, we make him more likely to do so again by praising or commending him. We attest to the value of the person’s behavior by patting on the back, or saying good or right or giving him a token of our esteem such as prize, honor or award.” Guthrie assume that learning depends on action an organism must do, it is to learn. Once the student performed the required response, the teacher must present the student a reward, which will capture his or her attention that the student will eventually further improve his or her performance. For example, when students do exceptionally ell in class, he or she will earn medal or a star. Another, the student will be more motivated if his or her teacher will say “good job” or “very great answer” for every correct answer and good performance. The researcher believes that rewards have something to do with learning and we assume that motivation is important to the learner. A reward must be something desirable; without the desire, there can be no reward (Tria, 1998) Since the researchers have mentioned the concept of positive reinforcement issue, let us specify its aspects. We have...
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...Education 2010 11: 167 DOI: 10.1177/1469787410379680 The online version of this article can be found at: http://alh.sagepub.com/content/11/3/167 Published by: http://www.sagepublications.com Additional services and information for Active Learning in Higher Education can be found at: Email Alerts: http://alh.sagepub.com/cgi/alerts Subscriptions: http://alh.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://alh.sagepub.com/content/11/3/167.refs.html >> Version of Record - Oct 26, 2010 What is This? Downloaded from alh.sagepub.com by guest on December 16, 2012 Article Improving student engagement: Ten proposals for action Nick Zepke and Linda Leach Abstract Active Learning in Higher Education 11(3) 167–177 © The Author(s) 2010 Reprints and permission: sagepub. co.uk/journalsPermissions.nav DOI: 10.1177/1469787410379680 alh.sagepub.com School of Educational Studies, Massey University, New Zealand Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion and employability. A parallel research programme has focused on how students engage with their studies and what they, institutions and educators can do to enhance their engagement, and hence success. This article reports on two syntheses of research literature on student engagement and...
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...Kappan SUPPLEMENT TO Phi Delta ® PROFESSIONAL DEVELOPMENT DISCUSSION GUIDE for the December 2011/January 2012 issue By Lois Brown Easton PLC AT WORK TM 2012 INSTITUTES Architects of PLC at Work : Richard DuFour, Rebecca DuFour, and Robert Eaker TM June 4–6 June 7–9 June 13–15 June 20–22 July 10–12 July 18–20 July 25–27 August 1–3 August 6–8 August 13–15 August 21–23 September 19–21 New Orleans, LA St. Louis, MO Las Vegas, NV Denver, CO San Antonio, TX Baltimore, MD Orlando, FL Hartford, CT Lincolnshire, IL Minneapolis, MN Seattle, WA San Diego, CA Visit solution-tree.com for details. the journey continues solution-tree.com 800.733.6786 “After several months of research and dialogue with practitioners throughout the nation, it became apparent that the hype was real. PLCs . . . are being used by schools and districts of all sizes and demographics to make significant impacts on student achievement.” —Evaluating Professional Learning Communities: Final Report An APQC® Education Benchmarking Project Overview The Professional Learning Communities at WorkTM process is increasingly recognized as the most powerful strategy for sustained, substantive school improvement. These institutes give you and your team the knowledge and tools to implement this powerful process in your school or district. As you delve deep into the three big ideas of a PLC—focus on learning, build a collaborative culture, and results orientation— you will gain specific, practical, and inspiring...
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...------------------------------------------------- Study skills From Wikipedia, the free encyclopedia Study skills or study strategies are approaches applied to learning. They are generally critical to success in school,[1] considered essential for acquiring good grades, and useful for learning throughout one's life. There are an array of study skills, which may tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They include mnemonics, which aid the retention of lists of information, effective reading and concentration techniques,[2] as well as efficient notetaking.[3] While often left up to the student and their support network, study skills are increasingly taught in High School and at the University level. A number of books and websites are available, from works on specific techniques such as Tony Buzan's books on mind-mapping, to general guides to successful study such as those by Stella Cottrell. More broadly, any skill which boosts a person's ability to study and pass exams can be termed a study skill, and this could include time management and motivational techniques. Study Skills are discrete techniques that can be learned, usually in a short time, and applied to all or most fields of study. They must therefore be distinguished from strategies that are specific to a particular field of study e.g. music or technology, and from abilities inherent in the student, such as aspects of intelligence or learning...
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...WHAT INFLUENCES ONLINE CLASSES HIGH ATTRITION RATE by Lora Hines Bachelor of Science in Business Education December 1984 College of Education A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science in Education Degree Department of Workforce Education and Development In the Graduate School Southern Illinois University – Carbondale December 1, 2011 TABLE OF CONTENTS Chapter Page I. INTRODUCTION ……………………………………………….…………..1 Background……………………………………………………………….1 Statement of the Problem………………………………………………….6 Research Questions………………………………………………………..7 Significance of the Problem……………………………………………….7 II. REVIEW OF RELATED LITERATURE………………………………..…..9 Demographics…………………………………………………………….10 Best Practices……………………………………………………………..16 Student Characteristics…………………………………………………...24 III. CONCLUSIONS AND RECOMMENDATIONS…………………….…….32 Summary …...…………………………………………………………….32 Findings .………..……………………………………………………….. 33 Recommendations………………………………………………………...38 REFERENCES………………………………………………………….. 41 VITA………………………………..……………………………………52 AN ABSTRACT OF THE R ESEARCH PAPER OF Lora Hines, for the Master of Science degree in Workforce Education and Development, presented on December 1, 2011, at Southern Illinois University at Carbondale. TITLE: WHAT INFLUENCES ONLINE...
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...“A Learning Bridge for Aboriginal Adults” (ALBAA) Final Report Phase I – Aboriginal Transitions Research Fund May 29, 2009 Submitted to: Learning Programs Branch Ministry of Advanced Education 2nd Floor – 835 Humboldt Street PO Box 9882 Stn Prov Govt Victoria BC V8W 9T6 Submitted by: Faculty of Student Development Thompson Rivers University 900 McGill Road Box 3010 Kamloops BC V2C 5N3 Table of Contents Executive Summary .................................................................................................................................... 1 Introduction................................................................................................................................................ 5 Review of Literature ................................................................................................................................... 6 Institutional Factors............................................................................................................................. 7 Cultural Factors ................................................................................................................................. 11 Power and Control Factors ................................................................................................................ 15 Financial and Geographic Factors ..................................................................................................... 16 Limitations of the Current Literature ...
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...knowledge in language, and as a facilitator of cooperative language learning. Introduction In the teaching of English as a second or foreign language today, the old pedagogical ideal of the teacher as an authority transmitting knowledge to students "who do not know" is in disrepute. The ideal now is for a more democratic, student-centered approach, in which the teacher facilitates communicative educational activities with students. This model reflects in part the influence of communication-based theories of language acquisition. But it also reflects, in large part, the influence of different pragmatist and progressive education theorists ranging from John Dewey (1916) to Malcolm Knowles (1970). Such an approach stresses the importance of learner autonomy and responsibility for the learning process, and attributes greater value to the learner's experience and knowledge in the classroom. However, there are good reasons for...
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...4. Employee Training and Development , Knowledge Level: Novice, Keywords: employee, training Read more: 4. Employee Training and Development Get more information on Entrepreneurship The quality of employees and their development through training and education are major factors in determining long-term profitability of a small business. If you hire and keep good employees, it is good policy to invest in the development of their skills, so they can increase their productivity. Training often is considered for new employees only. This is a mistake because ongoing training for current employees helps them adjust to rapidly changing job requirements. Purpose of Training and Development Reasons for emphasizing the growth and development of personnel include • Creating a pool of readily available and adequate replacements for personnel who may leave or move up in the organization. • Enhancing the company's ability to adopt and use advances in technology because of a sufficiently knowledgeable staff. • Building a more efficient, effective and highly motivated team, which enhances the company's competitive position and improves employee morale. • Ensuring adequate human resources for expansion into new programs. Research has shown specific benefits that a small business receives from training and developing its workers, including: • Increased productivity. • Reduced employee turnover. • Increased efficiency resulting in financial...
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...Critical Analysis #2 – Article Critique Brent Melnyk Ethical Fundamentals – JRSB311 Wes Sallenback February 5, 2013 Sarah O’Donnell, on May 11, 2009, wrote an article for the Edmonton Journal entitled, 'No-zero' policy gives students a do-over; Deadlines in the adult world often just as flexible. She describes the Edmonton Public Schools policy of “No-Zero” and allows for both sides of a touchy subject to be heard. On June 1, 2012, Edgar Schmidt, the superintendent for Edmonton Public Schools, penned an open letter to the citizens of Alberta. He wrote “In order for students to be successful in school and in life, they need the knowledge, skills and attitudes to make a smooth transition into the world of work and post secondary education. By taking an all or nothing approach to a missed assignment, we are not doing our job as educators to prepare all students, including those who face significant challenges, to take the next step in their educational journey as a lifelong learner.” (Schmidt, 2012, Para 6.) Schmidt (2012) also said, “The reason we assign a certain grade is to give a student feedback on what they have learned. If a student writes a test and gets all the answers wrong, they are assigned a zero on that test. This tells the teacher the student does not know the material and needs extra support. The mark is then put in the context of all their other learning that takes place during the year. If, by the end of the year, the student...
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...TABLE OF CONTENT PAGE Title Page……………………………………………………..……………………….. i Approval Sheet ………………………………………………………………...............ii Acknowledgement …………………………………………………………………..…iii Table of Content ……………………………………………………………………….iv List of Figures ………………………………….………………………………............v List of Appendices ……………………………………………………………………..vi CHAPTER I. THE PROBLEM AND IT’S SCOPE RATIONALE………………………………………………………………..2 STATEMENT OF THE PROBLEM ………………………………….. STATEMENT OF HYPOTHESIS …………………………………….. SIGNIFICANCE OF THE STUDY…………………………………. SCOPE AND DELIMITATION…………………………………… DEFINITION OF TERMS……………………………………….. THERITICAL FRAMEWORK……….…………………………10 – 14 REVIEW OF RELATED LITERATURES………………………. REVIEW OF RELATED STUDIES…………………………….. METHODOLOGY …………………………………...……..19 Research Design ……………….…………………………………...…....19 Research Environment…………………………………...…...19 Research Respondent ……………………………………….......20 Research Instrument ………………………………………..…...20 Sampling Technique……………………...……20 Data Gathering Procedure ………………… Statistical Treatment of Data…………………..……….…….21 Definition of Terms ………………………….……..…....22 – 23 ORGANIZATION OF THE STUDY ………………… Questionnaire…………………………………………………......24 - 26 CHAPTER I The Problem And Its Scope Rationale The purpose of this study is to examine relationships between nutrition and how it affects student success in school. Nutrition from food is critical for both physical and mental function...
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...cultures have on the learning experience of student nurses and identify the influencing factors. Methods: A case study approach was used. The single case being a Defence School of Health Care Studies (DSHCS) and the multiple units of analysis: student nurses, the lecturers and Student Standing Orders. An in depth three dimensional picture was achieved using multiple data collection methods: interview, survey, observation and document analysis. Findings: The findings suggest that the DSHCS is perceived to be a sub-culture within a dominant civilian learning culture. Generally, the students and staff believed that the DSHCS is an excellent learning environment and that the defence students overall are high achievers. The common themes that appeared from the data were image, ethos, environment, discipline, support, welfare and a civilian versus military way of thinking. Conclusion: The learning experience of defence student nurses is very positive and enhanced by the positive learning culture of the civilian Higher Educational Institution. The factors influencing a positive learning experience that can be impacted by the overarching culture are discipline, image, ethos of adult learning, support and welfare. © 2013 Elsevier Ltd. All rights reserved. Article history: Accepted 19 February 2013 Keywords: Learning Student Nurses Culture Introduction The Defence School of Health Care Studies (DSHCS) sits within a large civilian institution and the education offered is fully integrated...
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...grade student 2) to investigate quality of the developed scale 3) to study profile of styles of sixth grade student and a relation of profile of styles of student in each dimension and background of gender and grade with the group sample of 1,545 sixth grade students from schools affiliated with the Office of Basic Education Commission, Education Department Bangkok Metropolitan Administration, and Office of the Private Education Commission. Thinking styles scale for sixth grade student was utilized in this study and received information was analyzed by using Nominal Response Model (NRM), Confirmatory Factor Analysis and Cluster Analysis. The results revealed that: 1) Thinking styles scale comprised 5 dimensions of function, form, level, scope and leaning with reliability at .872, .913, .722, .777 and .799 respectively and construct validity by confirmatory factor analysis found that 5 dimensions of thinking styles scale conformed to the empirical data (CFI were .918 to .975, TLI were .919 to .988 RMSEA were .036 to .046 and SRMR were .060 to .081). 2) The majority of students had judicial styles of function, hierarchical styles of form, local style of level, external style of scope and liberal style of leaning. 3) 96 Profiles of thinking styles be clustered into 3 groups those were Detail Conscious Thinking Procedural Thinking and Achievement Motivation Thinking. The Majority of students had Achievement Motivation Thinking. and...
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...What is eLearning? The teaching and learning methodology is a four-step progressive / recursive design adapted from experiential education theory. Using this methodology, material covered during this training will be systematically presented (Step A), practiced (Step B), assessed (Step C) and reviewed (Step D). Starting at the top of the circle to the right, Step A represents the introduction to new materials such as theory and skills. Progressing to Step B, participants will practice the application of the newly presented materials. Once applied, participants will assess their work in Step C, which will lead to a reflection or review of lessons learned in Step D that will inform and influence the next progressive iteration the learning cycle, beginning with Step A. A full progression of this methodology will be attempted each day of the training event. For example, the first day of this training will focus on the fundamentals of eLearning, where materials will be presented during the initial part of the day (Step A) and learning activities centered on the application of these materials will be conducted during the latter part (Step B). Concluding the day, participants will be asked to assess their understanding of the fundamentals of eLearning (Step C) and to identify questions and unresolved related issues for the next day’s session (Step D). The second day will build on the materials introduced and practiced during the first and will be guided by the participants’ assessment...
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