The occupational wage structure has been a subject of much interest in recent years. The interest, however, has concentrated primarily on the short-run aspects of the problem much to the neglect of the long-run. The recent interest in investment in education has prompted this theoretical and empirical study of the long-run occupational earnings structure from the point of view of investment in education. The paper begins by constructing a theoretical model of occupational earnings in which the earnings of an occupation are related to the investment in formal and informal (on the job training and learning by doing) education associated with that occupation. The relation between various occupational earnings streams is established by equating the present values of the expected earnings streams of all occupations. From the theoretical relationship, it can be predicted that the functional relationship between earnings and education should be non-linear with first and second derivatives positive. Moreover, it can be predicted that the degree of non-linearity will be related to the rate of discount that is applied to investment in education. From this section of the paper arise two important conclusions for studies of long-run changes in the occupational wage structure. Firstly, in studying long-run changes in the occupational earnings structure, attention must be paid to the changing distribution of investment in education among the occupations. Secondly, a change in the shape of the functional relation between earnings and education could be related to long-run changes in the appropriate discount rate. The empirical section of the paper tests the predicted relation between earnings and education by means of regression analysis. The prediction that the relationship should be nonlinear (first and second derivatives positive) is borne out by these tests. Moreover, the degree of non-linearity in the empirical relation appears to be approximately the same as predicted from the theoretical model. Finally, using only simple measures of schooling, over 80% of the occupational earnings structure could be explained in the regression analysis. / Arts, Faculty of / Vancouver School of Economics / Graduate

The purpose of this study was to construct and validate an assessment tool that could be used to determine the level of cognitive and psychomotor proficiency possessed at the introductory level of volleyball. The proposed test was administered to 24 males and 24 females evenly stratified into three skill levels: elite, instructed and novice. Analysis of variance was used to determine construct validity while the Pearson Product Moment Correlation, kappa coefficient and Generalizability coefficient were all used to determine reliability of various components of the test. Correlation between test components was investigated as was the relationship between achievement of mastery and skill level as demonstrated by the Chi Square statistic. Data analysis led to the conclusion that all test components were valid and reliable measures of introductory level volleyball skill with some caution being advised in the interpretation of the kappa coefficient. Test components were related but not redundant and nine of the 11 test components showed a significant relationship between achievement of mastery and skill level. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.Ed. / This dissertation endeavours to gain an overview of the way in which the beginner-teacher experiences his entry into the teaching profession. The presumption underlying the investigation is that beginner-teachers are often disillusioned and experience what is termed as reality shock when they first find themselves in the actual teaching situation. In the light of the problem sketched above the aim of the study was, firstly, to identify the factors leading to such disillusionment, and, secondly, to determine whether teachers of differed: categories Based on personal data) experience these factors differently. Very little research on the beginner and his initiation into the teaching profession has been done in South Africa. Consequently a thorough study of overseas literary sources had to be made initially, in order to identify the factors refer to above. With these factors serving as a frame of reference a questionnaire was devised through which the opinion of beginner- teachers on the Witwatersrand could be investigated. A factor analysis was made of the data retrieved through the questionnaire, after which the chi-square test was used to determine possible relations between teachers of different categories and their views on the various factors. The following are some of the most significant findings: The training programs of the various universities possible vary since teachers who qualified at different universities reacted differently in respect of the various aspect Some groups of beginner-teachers were of the opinion that they had not been adequately prepared for the actual teaching situation. The practical component of teacher training should receive more attention; in equal proportion to the theoretical component. Those teachers in particular, whose professional training extended over four years, tend to be more critically disposed towards teaching practice. It appears generally as if teaching practice, as it figures at present, does not facilitate the transition from training to actual practice. Teachers often experience their initial dealings with the department of education as unsatisfactory. Beginner-teachers do not find sufficient time to prepare adequately, particularly at the beginning of the year. Beginner-teachers experience a considerable measure of autonomy in the classroom situation. Teachers, and especially women rather than men, find the lack of motivation in pupils problematic~ more so than any reluctance on the part of the pupils to accept the authority of a young teacher. Beginner-teachers, particularly those who teach standard 10 pupils, find that there isn't sufficient opportunity or time to consult with more experienced colleagues. They hardly ever, moreover, regard the inspector as a person to turn to for advice or support. The principal is, on the whole, given considerable credit for his role as manager, adviser and evaluator. Women. however, have a more critical attitude to the principal, than men. Beginner-teachers resent the attitude of parents and find opportunities for meeting with them unsatisfactory.

This is a study of seconded teachers' experiences as university instructors and faculty advisors in the Faculty of Education at the University of British Columbia. Data were gathered for this study through interviews with 17 seconded teachers (5 first-year seconded teachers, 8 continuing seconded teachers, and 4 teachers who reentered the school system after secondment). The purpose of my study was to understand more clearly the experiences of seconded teachers in the teacher education program through the use of Glaser and Strauss's (1967) grounded theory approach. The results indicated that the seconded teachers in this study moved through stages: seeking the position, preparing for secondment, expressing self doubts and loneliness, adjusting to the tempo and workload, working with adult learners, and looking for support. As university instructors, seconded teachers bring realism to the teacher education program by presenting fundamentals of teaching, by modeling teaching strategies, by connecting theory and practice, and by sharing narratives. Seconded teachers acknowledge with reservations that as evaluators they possess power over student teachers. Regardless of how they might prefer to conceive of their role, in the end, they become evaluators. Seconded teachers displayed various communication styles. Reflection, an aspect of communication, was also identified as important. The themes that have emerged in this study point to 5 general central issues: the contrast between university and school cultures, the strength of reflection on practice, seconded teachers' commitment to classroom teaching, seconded teachers' professional identities, and secondment as professional development. The results of this study suggest that the temporary, short-term nature of secondment, as it now stands, may be a lateral career move rather than a vertical progression. Comments suggest that the Faculty of Education could do a better job of educating seconded teachers about, not only the preservice teacher education program, but specifically the expectations and roles for the seconded participants. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The main objective of this study was to compare the impact of two different continuous written feedback methods—teacher initiated or peer initiated—on student learning gains. In this study, feedback is defined as written information provided by an agent (e.g., teacher, peer, self) about how one did in light of what he or she attempted (Hattie & Timperley, 2007; Wiggins, 1998). This study utilized a pre-post quasi-experimental design and both quantitative and qualitative data analysis techniques to answer the research questions. Data were collected from ninth and tenth grade Biology students from a southeast United States charter school (n= ~148) during a mini-unit on natural selection. Measures included conceptual pre-/posttests, students' written work, written feedback given by peer reviewers and the teacher and researcher field notes. Results of this study suggest that students showed similar learning gain scores after the mini-unit regardless of the method of feedback they received. However, further analyses identified the type of written feedback, corrective, given by peer reviewers and the teacher reviewer most often, 57% and 37% respectively. Other types of written feedback given by reviewers, examples, and the inclusion of written feedback in subsequent assessments are discussed and implications are presented, as well as limitations of the study and areas for future research. / A Thesis submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Master of Science. / Spring Semester, 2011. / March 30, 2011. / Education, Written Feedback, Natural Selection / Includes bibliographical references. / Victor Sampson, Professor Directing Thesis; Sherry Southerland, Committee Member; Nancy Davis, Committee Member.

This study is a secondary analysis on a larger study that was conducted by Al Otaiba and colleagues (2011). The participants include 170 students that participated in Tier 2 and 3 intervention during a school year. The primary purpose of this mixed methods study was to determine accuracy for group membership for adequate and inadequate responders using initial language and literacy skills or initial language and literacy skills plus child characteristics. In a Discriminant Function Analysis group membership was able to be determined by initial skills plus child characteristics. Additionally, reviewing the instructional and intervention context inadequate responders exhibit behaviors positive and negative avoidance behaviors and emotions that can be divided into categories of responsiveness. Keywords: Response to Intervention, adequate responders, inadequate responders, responsiveness, reading intervention, at-risk / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2012. / December 8, 2011. / Adequate Responders, At-Risk, Inadequate Responders, Reading Intervention, Response to Intervention, Responsiveness / Includes bibliographical references. / Stephanie Dent Al Otaiba, Professor Directing Dissertation; Christopher Schatschneider, University Representative; Jeanne Wanzek, Committee Member; Carol Connor, Committee Member.

ABSTRACT Developmental screening programs identify young children with delayed skill growth or challenging behaviors and refer them to community agencies for evaluation or other services. This research studied the predictive impact of developmental screening results and child and family characteristics on the completion of these referrals for evaluation. A retrospective review of records tracked the status of a cross-section of children receiving referrals to determine which types of screening results and child and family characteristics lead to children receiving recommended evaluations. Records of 138 young children up to five years old who received a referral for evaluation from the community developmental screening program held in Tallahassee, Florida, between April, 2010, and April, 2011, were reviewed for inclusion in this study. Demographic variables, screening results and referral completion rates were collected during a retrospective review of child screening records and agency client records. Data from child records and referral agencies were used to examine statistical relationships between child screening results, child and family characteristics, and referral completion using logistical and hierarchical logistic regression analysis to determine the significance of variables to predict referral completion. Number of concerns was most significant in predicting referral completion outcomes. Referrals with health concerns or social-emotional concerns in screening results were predictive of no completion. The most significant child and family factors related to referral completion were child gender and race. White females completed significantly more screening referrals than other child demographic profiles. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2012. / March 26, 2012. / Developmental Screening, Early Childhood Assessment, Early Childhood Special Education, Early Intervention, Referral Completion, Screening Results / Includes bibliographical references. / Mary Frances Hanline, Professor Directing Dissertation; Juliann Woods, University Representative; Ithel Jones, Committee Member; Jeanne Wanzek, Committee Member.

The purpose of this qualitative study is to investigate the early intervention experiences of mothers who have a young child at risk for an autism spectrum disorder (ASD). More specifically, the goal was to explore the family centered help giving practices mothers identify and how these practices affect their early intervention experiences. Five mothers who have a child under the age of 3 years identified as being at risk for an ASD and their service providers participated. Data were collected through observations, interviews, and document analyses. Results of the qualitative analysis suggest 1) asset based attitudes and interpersonal skills of practitioners and provisions for family choice and collaboration lead to positive experiences of mothers who have a young child at risk for ASD; 2) asset based attitudes lead to family progress and competence; 3) effective partnerships between families and providers are developed through provider attributes and communication techniques; and 4) satisfaction with early intervention services results from practitioner responsiveness to help families access resources and facilitate child development. Implications of the results for future research, service provision, and personnel preparation are discussed. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2012. / March 20, 2012. / Autism, Early Intervention, Qualitative / Includes bibliographical references. / Mary Frances Hanline, Professor Directing Dissertation; Juliann Woods, University Representative; Barbra J. Edwards, Committee Member; Amy R. Guerette, Committee Member.

ABSTRACT This qualitative study explores the relationship between six pre-service teachers' attitudes and beliefs about writing, writing instruction, and responding to student writing, and the strategies they chose to employ in providing feedback to high school students as part of a field experience component of an introductory course in secondary writing instruction at a southeastern university. The study was intended to discover if a correspondence obtained between the pre-service teachers' stated attitudes and beliefs and the methods and strategies they utilized in working with their high school writing partners. Additional targets of inquiry include the pre-service teachers' negotiations of their concurrent positions as students and teachers towards the development of their professional identities as well as the perceptions of the high school students of the pre-service teachers' methods of responding. Social Positioning Theory was utilized as an interpretive lens for discovering how pre-service teachers and their high school counterparts were negotiating rights and responsibilities during the revision process. Three data sources were utilized: (1) a 50-item Likert-style survey/questionnaire with seven open-ended questions, administered pre- and post- semester, (2) copies of essays or creative research pieces (two drafts per participant) written by the high school students and marked and commented upon by the pre-service teachers, and (3) audiotaped interviews of all pre-service teacher and high school student participants, conducted after the field experiences. Methods of analyses included coding the Likert-Style surveys for patterns in dispositions towards writing and instruction, using HyperResearch software to organize and code the interview transcripts, and classifying/interpreting the pre-service teachers' written commentary utilizing two reflective models that represent "teacher/student responsibility for revision" and "degrees of control." Although there was a correspondence between the stated attitudes and beliefs and response styles in four of the six cases, it was discovered that the pre-service teachers' backgrounds as student writers were more reliable as indicators of their initial response strategies, obtaining a correspondence in all six cases. In two cases, pre-service teachers working with reluctant writers altered their response strategies from their stated attitudes and beliefs between the first and second drafts (and first and second writing conferences). These changes in strategy and methods indicate that instructional circumstances can supersede attitudes and beliefs as markers for instructional practice where novice teachers interpret classroom contexts as being limiting or otherwise uncertain. In only two of the six cases does a correspondence obtain between the pre-service teachers' written commentary on the high school students' assignments and their willingness to position themselves as "teacher" during the writing conferences, indicating that written response is only one of several factors in determining how pre-service teachers' are negotiating their developing identities in the classroom. Implications for writing instruction and teacher education are discussed. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 12, 2012. / High School Writers, Pre-Service Teachers, Responding to Student Writing, Social Positioning Theory, Teacher Education, Teacher Feedback / Includes bibliographical references. / Pamela Sissi Carroll, Professor Directing Dissertation; Jeffrey Milligan, University Representative; Michael Neal, Committee Member; Shelbie Witte, Committee Member; Kathleen Blake Yancey, Committee Member.

Undergraduate science education continues to develop new ways of improving the teaching and learning of science. This study describes the efforts of four science faculty members involved in developing and teaching an innovative sequence of introductory physics courses. These courses were designed in a studio format using the SCALE-UP course model, previously developed by other researchers in physics education. These four faculty members developed a cooperative group structure among themselves that was critical in sustaining these innovative courses. Using Wenger's Communities of Practice framework, the interactions of this faculty group with each other and with students through different pedagogical practices were explored for their impacts on the teaching and learning of physics. Further investigation explored the impact of multiple contextual forces operating at several levels on the development and maintenance of the studio physics program. The findings that emerged provide insight into necessary social elements for helping faculty to implement pedagogical change and offer evidence for their impact on a specific effort. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 12, 2012. / Faculty, Pedagogy, Physics Education, SCALE-UP, Studio Courses, Undergraduate / Includes bibliographical references. / Sherry Southerland, Professor Directing Dissertation; Nora Underwood, University Representative; Victor Sampson, Committee Member; Robert A. Schwartz, Committee Member.