The research was carried out to assess the value of the Bachelor of Education, Educational Administration, Planning and Policy Studies (B.ED-EAPPS) degree programme offered by the Zimbabwe Open University (ZOU) as a further teacher education programme for primary teachers in Zimbabwe offered through open and distance learning. The research utilised the case study design and had relevant data collecting instruments which included questionnaires, write ups and interviews. Both random and non-random sampling methods were used to come up with samples used quantitatively and quantitatively. The research was immensely useful as it provided an attempt to determine whether it was worth the while for primary school teachers to study for the BEDEAPPS degree programme and more so in view of the large numbers of non-degree primary school teachers either studying for it or on its waiting list. Nothing of the sort had been done since the inception of the BEDEAPPS degree programme in 1993. The research produced findings that reflected that the BEDEAPPS degree programme had much to offer in the area of further teacher education of an in-service nature than had been envisaged by those who originated the programme. It was realised that while the programme's emphasis was on management and supervision it was not devoid of the instructional expertise that is relevant to classroom practitioners. Moreover, there was a traceable link between college training experiences of the BEDEAPPS students and Teachers' College graduates and the course content they had to work on. These findings made revelations on the diversity of further teacher education whose structure and content could be designed to respond to a specific further education need. Findings also revealed that open and distance learning was a suitable and effective means of delivering such a programme provided an enhancing technological back-up can be easily accessed. The research had time related and operational limitations whose impact on the whole process were, however, repulsed by controls effected by the researcher. The diversity of data collecting instruments also played a positive role in ensuring checks and balances in the type and authenticity of data collected. The research had, among its findings, a grounded research theory which was extrapolated from the data that was collected using the seven data collecting instruments mentioned earlier on. It was possible, after thorough scrutiny of data collected, to conclude that the BEDEAPPS degree programme was a performance enhancing qualification to those primary school teachers who were involved in classroom teaching since it made them effective instructors and managers both within their classroom confines and the larger school-wide operational environment. / Educational Studies / D.Ed.

published_or_final_version / Real Estate and Construction / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work / Master / Master of Business Administration

published_or_final_version / Business Administration / Master / Master of Business Administration

published_or_final_version / Business Administration / Master / Master of Business Administration

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Urban Planning / Master / Master of Science in Urban Planning

Sarah's literacy from ages 2-5 is documented through this longitudinal interpretative case study. The researcher, Sarah's mother, employed ethnographic techniques and methodologies of data analysis and data collection, including interviews, writing samples, audiotapes, observations, and field notes, to accomplish the research goals and purposes. The initial research goals were twofold: (a) to observe and describe Sarah's literacy in natural settings, particularly at home, beginning formally at age 2; and (b) to analyze, understand, and explain her literacy learning process. The model of literacy learning presented, the generative learning cycle, is grounded and rooted in both the data and the theory and research of others, notably Ken Goodman, Yetta Goodman, and Kathy Short. The data demonstrate that Sarah's learning is continuous and not hierarchically ordered as developmental stages propose. While the qualities of her literacy artifacts, or products, change, the quality of her thinking, strategies, and learning process do not. She perceives, questions, and invents sophisticated solutions to her inquiries concerning literacy, continually utilizing all she knows to outgrow herself and learn what she does not know.

This thesis examines Indiana university/college campuses comfortable spaces and the need for a comfortable campus. Campus planning is evolving to meet the environmental and social needs of its residents. Today, there is a driving need from students, parents, and communities to have a comfortable campus as well. Ball State University, the University of Indianapolis, and Ivy Tech Central Indiana Campus have been evaluated to determine if each campus succeeds in providing its users comfortable spaces. The majority of campuses studied, meet the requirements for a comfortable space design established in City Comforts, 2003. / Department of Urban Planning

This study described and analyzed the development and implementation of an advisory program at one urban middle school. Development of the advisory program began during the 1997-98 school year. The implementation of the program was examined during the 1998-99 and 1999-2000 school years. This school site was chosen because of the in-depth research and planning of the program beyond the typical amount performed by many schools, and the wide-scale staff participation utilized in the program's development. In order to follow the processes of development and implementation, several models of change, innovation, and organizational analysis were used to provide focus for analysis of events that occurred during the three years of the program examined in this study. Data was collected in multiple manners. A complete review of school documents concerning the advisory program was performed, and over 50 percent of the faculty were interviewed through individual and team interviews. The findings of this study include various elements concerning the development and implementation of the advisory program. Data was collected and analyzed in three main categories including a) driving and resisting factors for beginning and implementing the program, b) processes used to plan, maintain and develop the program, and c) the periods in which the program became stable. Additional considerations were examined including the evaluation of the program, future possibilities for implementation, and staff roles in the program. Recommendations of the study include: limiting the focus of the advisory program; maintaining consistent goals; starting with a limited program; securing high staff participation; providing extensive time for planning; maintaining a high level of monitoring by administration and staff leaders; providing in-depth training; and, insuring that open lines of communication exist.