Provides future managers with information about human beings and their behaviour within the context of a business environment. The text includes issues such as how to motivate people, how to give them feedback on their performance, how to influence them and how to help them cope with stress.

Behavior in organizations : understanding and managing the human side of work / Jerlad Greenberg and Robert A. Baron

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Teaching of Arabic language proficiency (pronunciation) to non-native speakers : designing interventions using ICT

Teacher Certification in Technology Education: Differences in Testing Scores of Alternative and Traditional Certified Teachers by Kenya S. Avant MEd, Wilmington University, 1999 BS, Delaware State University, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2015 Abstract New Jersey has utilized alternative certification to combat the shortage caused by technology education (TE) teacher attrition. Research has examined the effectiveness of alternative certification preparation programs for the core academic programs; however, very little research has been performed in the area of TE. The purpose of this study was to (a) evaluate the Praxis scores of teacher candidates in New Jersey seeking licensure in technology education, and (b) determine if there were differences between the TE among teachers completing different preparation programs. The theoretical framework that guided this quantitative study was rooted in Knowles’ theory of andragogy, which supported learning methods for the teacher as a learner. The guiding question of this study was whether there existed a significant difference in Praxis II test scores among group A (traditionally certified teachers) versus group B (alternatively certified teachers). This causal-comparative design took place among 164 TE teacher candidates from the 2 groups. Instrumentation was a praxis assessment for TE teacher candidates. Data collection included a random sampling of archival scores on the TE test that wereNew Jersey has utilized alternative certification to combat the shortage caused by technology education (TE) teacher attrition. Research has examined the effectiveness of alternative certification preparation programs for the core academic programs; however, very little research has been performed in the area of TE. The purpose of this study was to (a) evaluate the Praxis scores of teacher candidates in New Jersey seeking licensure in technology education, and (b) determine if there were differences between the TE among teachers completing different preparation programs. The theoretical framework that guided this quantitative study was rooted in Knowles’ theory of andragogy, which supported learning methods for the teacher as a learner. The guiding question of this study was whether there existed a significant difference in Praxis II test scores among group A (traditionally certified teachers) versus group B (alternatively certified teachers). This causal-comparative design took place among 164 TE teacher candidates from the 2 groups. Instrumentation was a praxis assessment for TE teacher candidates. Data collection included a random sampling of archival scores on the TE test that were analyzed with a t test. Findings revealed that teachers who completed the alternative route preparatory programs (group B) scored within a similar narrow range as compared to the TE teachers completing the traditional preparatory programs (group A). Implications for positive social change include providing the Teacher Advisory Mentor Program (TAMP) for TE teachers, which may reduce attrition of TE teachers and facilitate more effective teaching in the classroom. Teacher Certification in Technology Education: Differences in Testing Scores of Alternative and Traditional Certified Teachers by Kenya S. Avant MEd, Wilmington University, 1999 BS, Delaware State University, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2015 Dedication This doctoral study is dedicated to my parents, Kathleen and Olen Avant. With love and support they taught me that the price of success is hard work. It is that lesson that has allowed me to accomplish many goals throughout my academic career. Elida, Jean, Kia, Cathy, Sharon, Rodriquez, Tijuana, Malia, and Calito, thank you for being an endless force of motivation, support, and encouragement. Thank you to my friends and family, because if they didn’t pull me out of the house to take in a movie or two, I would have gone insane working on the computer hour after hour. To my lovely and hilarious brother, Kahson, I am grateful for the love and laughter you provided. Acknowledgments I would like to express thanks to Dr. Carol Rubel, who served as my dissertation chair for most of dissertation development. Her persevering spirit helped me to discover many lessons as I worked through my quantitative research study. Her support and encouragement will never be forgotten. I would also like to mention a note of gratitude to Dr. Charles Bindig, who served as my dissertation chair in the final stages of my study. Additionally, gratitude goes to Dr. Andrea Thompson, who served as the second chair on the committee in the latter of the process. My deepest appreciation and love goes to my parents for their patience, support, and lifelong untiring love and faith. In my moments of reservation, they were my inspiration. They always stressed the importance of education and holistic knowledge. I greatly appreciate you for supporting me and believing in me. Mom, you are my heroine for your triumph over breast cancer. Dad, thank you for keeping me of sound mind and the many, many prayers when I thought I would never finish. I acknowledge that without God, nothing is possible. For God placed the people acknowledged above in my life, the perseverance in my heart, and the knowledge in my head. A wise man will hear, and will increase learning. –Proverbs 1:2

Teacher Certification in Technology Education: Differences in Testing Scores of Alternative and Traditional Certified Teachers

................................................................................................................... ii OPSOMMING ............................................................................................................... iv CHAPTER

Perceptions of tutors and student nurses on factors that influence academic performance at a nursing college

This paper discusses importance of technology education and evidences of declining performance of junior secondary school students in basic technology subject. Potentials on interactive whiteboard (IWB) as one of the new technologies to meet the challenges of the 21stcentury are also discussed. The efficacy of IWB for teaching Isometric and Orthographic projection concepts in Technical Drawing aspect of Basic Technology was determined using a pretest-posttest, non-equivalent, non-randomized quasi-experimental design. A 2x2x3 factorial design was employed. Ninety Four (49 males and 45 females) and (31 high, 51 medium and 12 low achievers) JSS-1 students from two secondary schools in Abuja Metropolis made-up the sample. The schools were randomly assigned to experimental and control groups. The experimental group was taught selected concepts of Isometric and Orthographic Projections using IWB and (Chalkboard) traditional method were used for the control group. A validated Basic Technology Achievement Test (BTAT) comprised of 25-item multiple-choice object test was employed for data collection. The reliability coefficient of BTAT was 0.88 using Kuder-Richardson (KR-20). The hypotheses were tested using ANCOVA and Scheffe post-hoc analysis. Results revealed that the students taught with IWB performed better than the control group. Also, high achievers performed better than medium and low achievers respectfully. The IWB was found also to be gender friendly. Based on the findings, it was recommended that the use of IWB should be encouraged in Nigerian schools.

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Efficacy of Interactive Whiteboard on Psychomotor Skills Achievement of Students in Isometric and Orthographic Projection

Individual differences refer to the unique ways each human being differ from another being as expressed in behaviour or perceived in the physical appearance. Three factors of individual differences identified to be closely related to learning/acquisition of skills and performance of tasks. These are personality dimensions, self-efficacy and abilities. These factors individually and collectively have implications to implementation of curriculum in technical education. These implications presents the technical teacher with the challenges of understanding the students and planning instruction with due consideration to the needs, abilities, personalities and other individual differences related characteristics of the students. Among the various ways of coping with individual differences in curriculum implementation is through individualized instruction, the use of ICTs and software as Discrete Educational Software (DES), the use of problem-based or planning production and demonstration (PPD) to supplement classroom / workshop instructions.

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Conceptual Analysis and Implications of Students’ Individual Differences to Curriculum Implementation in Technical Education

The study examined the influence of students’ understanding and goal commitment on their academic achievement in Introductory Technology in secondary schools in Akwa Ibom State, Nigeria. An ex-post facto survey design was used and a random sample of 2,500 junior secondary three (13-14 years old) students from a population of 48,302 JSS three students in the state public schools in 2008/2009 session. Data on independent variables were gathered with researchers – developed instrument called Students’ Understanding and Goal Commitment in Introductory Technology (SUGCIT). The instrument had a Kuder-Richardson (KR-21) computed reliability index of .86. The data on students’ academic achievement were obtained from Introductory Technology examination results of first semester 2008/2009. Two null hypotheses were tested at P<.05 using the Z-test statistics and multiple analysis of variance. Results showed that: 62.4 per-cent of respondents did not understand the concept of Introductory Technology, while 37.6 per-cent did; Students who understood the concept of Introductory Technology had higher academic achievement in the subject than those who did not; 70 per-cent of the respondents were not committed to the pursuit of engineering/technology after the high school, while 30 per-cent were committed; Students who were committed to technology had higher achievement in Introductory Technology than those who were not. It was recommended that more proactive policies should be put in place by government and other agencies to provide technology – friendly environment and qualified staff in schools for effective teaching of Introductory Technology in order to stimulate youth interest in technology.

https://files.eric.ed.gov/fulltext/EJ1066766.pdf

Influence of Students’ Understanding and Goal Commitment on Academic Achievement in Introductory Technology in Akwa Ibom State, Nigeria

The agricultural undergraduate curriculum in Nigeria was restructured by the introduction of a practical year program (PYP) for students. This study investigated Students' perspectives, constraints, and strategies for enhancing PYP, as well as the impact of PYP on future career choices. A standardized questionnaire was used to obtain data from students. The data was analyzed with the help of frequency distribution and mean. Students had a favorable (sufficient) opinion of PYP, and they formed a positive attitude toward agriculture as a source of income, according to the findings. Delay in payment of allowances (3.48), difficulties combining agricultural work with lectures (3.08), and insufficient safety equipment to be used by students were among the perceived constraints and mean scores (2.95). The conclusion was reached that addressing undergraduate skill acquisition through the PYP would ensure youth employment in extension organizations and efficient extension service delivery to farmers. This would allow for long-term agricultural development.

Godwin A. Akpan

Papers

Conceptual Analysis and Implications of Students’ Individual Differences to Curriculum Implementation in Technical Education

Influence of Students’ Understanding and Goal Commitment on Academic Achievement in Introductory Technology in Akwa Ibom State, Nigeria

Perceptions of Akwa Ibom State University Agricultural Students on Practical Year Programme