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The Evaluation of the Behavioral Science Curriculum in a Private College, in View of the Perception of "Knowledge as Consumer Goods": Case Study
Education , 2013, DOI: 10.5923/j.edu.20130301.09
Abstract: The perception of knowledge as consumer goods appeared with the development of private education and reflects a marketing or consumer needs approach. The consumer-needs approach sees advantages in adapting higher education to the needs of the consumer. This article examines whether the behavioralscience curriculum (goals, scope, structure and content) in the private college in Israel is based on the approach of knowledge as consumer goods.The study used textual analysis of the curriculum and archived documents. A paradox was found in the results: The perception of knowledge as consumer goods had an impact on the wording of the stated goals and the curriculum's structure. However, the scope and contents of the curriculum were only partially affected by this approach.
Job satisfaction amongst teachers at special needs schools
L Strydom, N Nortjé, R Beukes, K Esterhuyse, J van der Westhuizen
South African Journal of Education , 2012,
Abstract: The aim of this study was to establish the level of job satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific educational programme and also schools that cater for the needs of learners with emotional, social, neurological or physical problems. The research group consisted of 101 teachers working at six different special schools situated in various parts of the Bloemfontein area, two in the Mangaung area, and four were situated in suburban areas. The group consisted of English- and Afrikaans-speaking teachers of both genders and from different race groups. The data for this study were compiled by means of a short biographical questionnaire and the Minnesota Satisfaction Questionnaire. The results indicated that the teachers experienced an average level of job satisfaction. In addition to this finding, differences were also found in the levels of job satisfaction between different races, but not between genders.
Job satisfaction amongst teachers at special needs schools
Louise Strydom,Nico Nortjé,Roelf Beukes,Karel Esterhuyse
South African Journal of Education , 2012,
Abstract: The aim of this study was to establish the level ofjob satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific educational programme and also schools that caterfor the needs of learners with emotional, social, neurological or physical problems. The research group consisted of 101 teachers working at six different special schools situated in various parts of the Bloemfontein area, two in the Mangaung area, and four were situated in suburban areas. The group consisted of English- and Afrikaans-speaking teachers of both genders and from different race groups. The data for this study were compiled by means of a short biographical questionnaire and the Minnesota Satisfaction Questionnaire. The results indicated that the teachers experienced an average level of job satisfaction. In addition to this finding, differences were also found in the levels ofjob satisfaction between different races, but not between genders.
Integrating icts in the curriculum:training needs and techers’ interest  [PDF]
Azucena Hernández Martín,Anunciación Quintero Gallego
Revista Electronica Interuniversitaria de Formación del Profesorado , 2009,
Abstract: This article focuses on the analysis of Primary, Secondary and High school teachers’ training needs in the Community of Castilla y León (Spain) and on their interest in receiving training to include ICTs in curricular design and development. It also analyses their preferences on how to get this training. In order to discern what their needs are, we try to give an answer to the following questions: Are teachers conscious of the their need for training in order to integrate ICTs in the curriculum?, which is the most demanded type of training and what ways do they prefer to receive that training?, are they really interested in this training, which entails one’s willingness to invest time and effort in the master of the new ICTs?
A Case Study of College English Curriculum Design Under the Social Needs Analysis  [cached]
Aimin LIANG,Yan CHEN
Studies in Literature and Language , 2011, DOI: 10.3968/2119
Abstract: College English (CE), an integral part of higher learning, is a required basic course for undergraduate students in China. CE curriculum design is a vital part in CE Teaching. In College English Curriculum Requirements (2007), CE curriculum design is required to be fully individual-oriented, more social-orientated and needsbased. The case study described in this paper is conducted to practically investigate and analyze the social needs for CE so as to set up a proper CE teaching objective and to design a scientific and effective CE curriculum system. Key words: CE curriculum design; Social needs analysis; Case study
Turkish New High School Physics Curriculum: Teachers' Views and Needs  [cached]
Nuri BALTA,Ali ERYILMAZ
Eurasian Journal of Physics and Chemistry Education , 2011,
Abstract: The aim of this study is to determine the physics teacher’s views about changes made to physics curriculum andin-service training needs about new topics added. To achieve this purpose, a survey is conducted via Internet. Aquestionnaire of 11 Likert-type items was used as a data collection tool. Data supplied by the participants werecleaned and finally views of 100 teachers were taken into account. The analysis of the results demonstrated thatphysics teacher’s attitudes toward the changes are positive. And their in-service training needs are not too much.Further, the differences between the attitudes and needs of male-female teachers and state-private schoolteachers are also determined.
The Relationship between Role Ambiguity, Competency and Person-Job Fit With the Job Performance of Employees in the Service Sector SMEs in Malaysia  [PDF]
Sethela June,Rosli Mahmood
Business Management Dynamics , 2011,
Abstract: This study was conducted to examine the relationship between role ambiguity, competency and person-job fit on the job performance of employees in the service sector SMEs. It was previously reported that role ambiguity, competency and person-job fit to have a significant relationship with the job performance of employees. Therefore, the focus of this study is to discover whether similar relationships do exist among the employees of the service sector SMEs in Malaysia. A quantitative method was employed and data were collected using mail survey. There were 1500 questionnaires distributed and 300 returned survey were deemed usable for further analysis resulted in 20 percent response rate. The result revealed significant relationships exist between role ambiguity, competency and person-job fit with the job performance of employees. At the same time, among all the three independent variables, role ambiguity had found to be the most important predictor to job performance as compared to competency and person-job fit.
Developing an ESL Curriculum Based on Needs and Situation Analyses: A Case Study
Hayriye Kay?
Journal of Language and Linguistic Studies , 2008,
Abstract: Needs analysis is important in terms of students’ involvement in every phase ofeducational process. It is necessary to know about learners’ objectives, language attitudes,expectations from the course and learning habits in order to design an efficient curriculum.However, it is not only the learners who play an important role in developing a curriculum.There are other factors relevant to the design and implementation of language programs orcurricula. At this point, situation analysis is needed. The purpose of this paper is, then, toexplain how to conduct needs and situation analyses for developing an English as a secondlanguage (ESL) curriculum. The results of observations of ESL students, questionnairesgiven to the student participants, and interviews conducted with three ESL teachers indicatethe variety of needs of students. Based on those results, implications are provided forfaculty designing ESL curriculum in community colleges.
A Needs-Based Curriculum Review for Diploma in Pharmacy Programme at a Malaysian University
Hadi MA,,Long CM, Lee WL, Iylia RR & Aishah A
Archives of Pharmacy Practice , 2011,
Abstract: Programmed, systematic and structured curriculum review isessential to ensure quality professional education. Curriculumevaluation enables the institution to validate the compliance ofdidactic and experiential strategies with the current needs andfuture demand of the profession. The four conceptions ofcurriculum as highlighted by Ewell namely designedcurriculum, expectational curriculum, delivered curriculumand the experienced curriculum must be evaluated for aneffective curriculum review [1]. Involvement of stakeholders incurriculum review is essential.In Malaysia, Universiti Teknologi MARA (UiTM) is the onlypublic sector university together with 19 private collegesoffering a three year (six-semester) Diploma in Pharmacyaccredited by Malaysian Qualifications Agency (MQA)[2]. Theprogram was first started in 1996. The construct of first twoyears is didactic and laboratory practical based. However, inthe final year (3rd year) students are exposed to theexperiential hospital based training and research projects.Faculty of Pharmacy, UiTM reviews the curriculum every threeyears. In an attempt to develop a “Needs Based” curriculum across sectional survey was undertaken to assess knowledgeand skills required to become a competent Pharmacy assistant.Structured validated questionnaires were mailed torandomly chosen 8 hospitals across Malaysia along with adetailed cover letter explaining the purpose of the study. Thesample consisted of pharmacists and pharmacy assistants whowere willing to participate in the study.
Matching Office Information Systems (OIS) Curriculum To Relevant Standards: Students, School Mission, Regional Business Needs, and National Curriculum  [PDF]
Arlene August,Judy Caouette
Informing Science The International Journal of an Emerging Transdiscipline , 1998,
Abstract: This paper examines the process and outcome of a major curriculum update for the Office Information Systems (OIS) major in the Office Information Systems Department in the School of Computer Science and Information Systems (CSIS) at Pace University. The curriculum was updated to better prepare our students for success as end-user specialists in today s flattened organizations. The changes made were based on modules recommended from the Office Systems Research Association (OSRA)--recommendations that were both reliable and valid. OSRA s national curriculum was flexible enough to allow us to incorporate regional business demands as well as adhere to CSIS s mission statement. The success of this curriculum, now two years old, is measured by the success of our graduates (B.Sc. degree) in obtaining meaningful employment.
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