The purpose of the study was to compile, measure, and then compare the judgments of four groups--undergraduate students, graduate students, faculty, and administrators--on the goals of Ball State University. This work investigated the groups' judgments, as to what the University's goals "are" presently (perceived goals) and also what the University's goals "should be" (preferred goals). In order to examine these judgments, three related hypotheses were constructed. These hypotheses were designed to test for the amount. of agreement on goals between these four groups. The method used in proving the hypotheses was a statistical technique, analysis of variance, which computed the differences between squares of means.The null forms of the hypotheses are stated below:Hypothesis I. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive the priority given to 20 goals by the University presently. (Is scores)Hypothesis II. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive what goals the University ought to emphasize. (Should Be scores)Hypothesis III. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive what priority now is given to certain goals and what they think ought to be given. (Should Be-Is Discrepancy)The study's population of 60 undergraduate students, 33 graduate students, 40 faculty, and 14 administrators was randomly selected. The groups responded to the Institutional Goals Inventory (IGI), a questionnaire prepared by the Educational Testing Service.The data were obtained from a sample of 147 questionnaires. The IGI had 90 goal statements. Each of these goal statements was rated on a 5 point scale from 1 to 5, five being of extremely high importance and 1 of no importance or not applicable. Ten goal statements were ungrouped; the remaining 80 were grouped in 20 goal areas comprising 4 goal statements each. Then, means of the responses in each goal area were computed for each of the 4 responding groups, "Is" and "Should Be" means were derived from the entire population, Next, the "Is" means were subtracted from the "Should Be" means, providing discrepancy scores.An F-ratio of 2.68 was used as the point for significant difference between the "Is" means, the "Should Be" means, and for the difference between these two means for each of the 4 responding groups. The F -ratio was computed at the .05 level using these factors; (1) the difference between and within the means of the four groups, (2) sum of squares, (3) a degree of freedom of 3/143, and (4) mean squares. The statistical analysis was done by the computer.Null Hypothesis I, II, and III were supported or rejected separately for each of the study's 20 goal areas. These 20 goals were broken into two categories; Output and Process goals. Output goalswere the substantive objectives, such as intellectual development, vocational preparation, or public service programs. Process goals were the objectives that related for the most part to educational process and campus climate.The research did not provide a clear-cut answer to Hypothesis I. In 11 cases Hypothesis I held true; in 9 cases it did not. In 6 out of 13 output goals the hypothesis proved correct and in 3 out of 7 process goals the same results obtained.There were significant differences among the groups' perception of the importance to the University of the selected goals. The administrators judged all of the 20 goals to be more important to the University than the remaining 3 groups did. The faculty judged 4 out of 20 goals to be more important to the University than did the undergraduate and graduate students. The graduate students judged 3 out of 20 goals to be more important to the University than did the undergraduates. The undergraduate students judged 17 out of the 20 goals to be more important to the University than the faculty. The administrators and the undergraduate students perceived the University as assigning more importance to goal areas than did faculty or graduate students.The research did not provide a clear-cut answer to Hypothesis II. In 11 cases Hypothesis II held true; in 9 cases it did not. In .5-out of 13 output goals the hypothesis proved incorrect and in out of the 7 process goals the same result obtained.There were significant differences among the groups' judgments concerning what importance "Should Be" assigned to selected goals. The graduate students judged 12 out of the 20 "Should Be" goal areas to be more important than the remaining 3 groups. The administrators judged 7 out of the 20 "Should Be" goals areas to be more important than the 2 remaining groups. The undergraduate students judged 1 out of the 20 "Should Be" goal areas to be more important than did the other 3 groups. The faculty judged none of the 20 "Should Be" goal areas to be more important than the other 3 groups.The research most nearly supported Hypothesis III. In 14 cases Hypothesis III held true; in 6 cases it did not. In 3 out of the process goals the hypothesis proved incorrect and in 3 out of the 7 process goals the same result obtained.There were significant discrepancies among the groups' judgments as to the current importance of goals at Ball State University, compared to what they judged "Should Be" their importance. In all 20 goal areas there was always a gap between a lower "Is" score, reflecting perceptions of the present situation, and a higher "Should Be" score, reflecting hopes for another situation. This meant the discrepancy was always a positive one. The graduate students' scores revealed the greatest amount of discrepancy in 14 of 20 goal areas between what they thought the University's goals were and what they wished them to be. The faculty and undergraduate students were basically in agreement about the size of the discrepancy between what they believed the goals to be and what they thought the goals should be, with only 3 out of 20 goal areas higher in discrepancy than the other groups. The administrators had no discrepancy factor higher than any of the other groups. The graduate students saw the University as different from what they wished it to be by a considerable margin, while the administrators perceived the priorities of the University to be much closer to what their own would be.

The purpose of the study was to determine how, and to what extent, operation under a Management-by-Objectives (MBO) system has affected administrative units and individual participants in public two-year community colleges.The research was planned to answer the following questions:1. How often were goal-setting meetings and progress evaluation meetings held?2. What were the effects of a Management-by-Objectives system on formal contacts-between subordinates and superiors as perceived by public community college administrators?3. What were the effects of goal-setting conferences between subordinates and superiors as perceived by public community college administrators?4. How does the Management-by-Objectives program effect participation of community college administrators in decision-making?5. What were the effects of MBO on communication within the organization?6. How did the Management-by-Objectives program affect individual and organizational performance?7. What factors might be responsible for both the negative and positive attitudes toward a Management-by-Objectives system as perceived by public community college administrators?8. What was the scope and intensity of management training needed to implement a Management-byObjectives program as perceived by public community college administrators?9. Which variables (on the questionnaire given) were found" to be statistically significant predictors of administrative attitudes toward a Management-by-Objectives program?Administrators from a total of 32 public two-year community colleges that were operating under a Management-by-Objectives system indicated a willingness to participate in the study. Chief administrators of the 32 colleges aggregately supplied the names of 283 administrators to be surveyed through confidential questionnaires. The instruments were coded to identify the various administrative units: code one represented the Administrative Affairs Unit; code two the Community Services Unit; code three the Instructional Affairs Unit; code four the Student Services Unit, code five the Research and Development Unit, and code six represented Community College Presidents. A total of 200 instruments (71 percent) were returned.Tables were formulated to summarize responses to individual items according to the administrative units. Total responses, percent of totals, and average response for each administrative unit were reported in each table. An average response figure was calculated in order to provide a measure of the relative strength of responses in each administrative unit.Statistical processing of the data consisted of the Pearson product-moment coefficient of correlation to determine whether relationships existed between selected variables. Also, a stepwise multiple-regression analysis employing the attitude of the administrator toward the MBO system as a dependent variable was utilized to identify which, if any, among the 25 independent variables selected served as significant predictors of administrative attitudes toward an MBO program. In both statistical processes an .05 level was established as significant.Major findings permitted the following conclusions to be drawn:1. Attitudes of community college administrators toward the MBO program were favorable.2. Negative reactions toward the MBO program were perceived to be-generated by increased time pressures, increased paperwork, and difficulty in setting educational objectives.3. The variables identified which serve as significant predictors of administrator attitudes toward the MBO program were:a. Effective as a means for planning and organizing work for which an administrator is accountable.b. Effective as a means for evaluating work performance.c. Effective in improving satisfaction with being more a part of decisions.d. Effective in improving the attitudes of the superior toward the Management-by-Objectives program as perceived by subordinates.

The purpose of the study was to investigate the effects of goal setting upon teachers at the Metropolitan School District of Washington Township, Marion County.A descriptive research design was used to obtain data pertaining to the effects of goal setting upon teachers to determine the efficacy of goal setting in relation to improvement of instruction. Five hundred sixty-three teachers responded to a thirty-five item questionnaire. The data obtained were analyzed for the combined responses and for discrepancies between respondent sub-groups i.e., elementary non-tenure, elementary tenure, secondary non-tenure, secondary tenure teachers.The relationship between goal setting and improvement of instruction was not clear. Teachers were not committed to goal setting as a means to improve instruction. The benefits derived by goal setting were not understood by teachers. Teachers responsibly worked toward goal attainment as a requirement of the teacher evaluation process rather than viewing goal setting 'is a vehicle to increase teacher effectiveness.Teacher acceptance of goal setting led to satisfaction and resistance or hostility led to dissatisfaction. The efficacy of goal setting as a motivational means to improve instruction was to relation to the attitude of individual teachers.Teachers spent approximately four hours, less than one full teacher workday, for conducting a self-diagnosis, identifying and writing goals, and conferencing in relation to goals. Four hours were not enough time to effect instructional improvement.Teachers and evaluators did not perceive a relationship between goal setting and application of in-classroom teaching learning knowledge or changes in instructional practices. No relationship existed between goal setting and application of in-classroom teaching-learning knowledge or changes in instructional practices.Teachers indicated receiving infrequent help from evaluators relative to in-classroom teacher practices. No relationship existed between goal setting and teachers receiving help from evaluators relative to in-classroom teacher practices.The amount of supervisory influence was increased in relation to the amount of evaluator competence perceived by teachers. Effective supervisory skills enhanced the benefits derived from goal setting for individual teachers.The influence of the evaluator over a teacher appeared to be the result of power and the capacity to reward or punish. Tenured teachers, especially secondary, were less influenced by the power base of the evaluator.Teachers appeared to be in conflict between needs of teachers to be helped at becoming more adept with needs to be perceived as competent, for which teachers must be evaluated. Teacher resistance and hostility, especially tenured secondary teachers, toward evaluators was related to goal setting.Evaluators assumed passive roles in relation to goal setting resulting in negative evaluations by teachers of the interpersonal relationships between teachers and evaluators. The relationship between teachers and evaluators was not improved via goal setting.A dichotomous relationship existed between goal setting and the total teacher evaluation plan. Evaluators experienced a role conflict between desiring to help and having to evaluate teachers.Goal setting communication between teachers and evaluators flowed multi-directionally with teachers controlling the primary input and influence for goals. Teacher ownership for goals was considered critical in regard to motivation toward goal attainment. However, the passive, almost casual, behavior of the evaluators reported by teachers appeared detrimental to goal setting.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015. / The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.

Made available in DSpace on 2014-06-12T23:13:42Z (GMT). No. of bitstreams: 2 arquivo3048_1.pdf: 3260553 bytes, checksum: 171d82d34d126aa69744b91b9e4a1c11 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2011 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / O desenvolvimento motor humano é um processo contínuo e dinâmico, determinado pela interação entre fatores biológicos, como maturação do sistema nervoso central e do sistema musculoesquelético, e fatores ambientais. Nos dois primeiros anos de vida, o sistema nervoso central apresenta maior capacidade de adaptação e aprendizado. A detecção de atrasos sutis do desenvolvimento motor infantil neste período é de fundamental importância, porém difícil de realizar apenas pela avaliação clínica. O uso de escala de avaliação padronizada quantifica os dados observacionais e complementa a observação clínica, favorecendo o diagnóstico de atraso do desenvolvimento motor e o início de intervenção precoce, potencializando os efeitos da terapia. Portanto, o objetivo deste estudo foi verificar a acurácia, a validade preditiva e a confiabilidade da Alberta Infant Motor Scale (AIMS). Para o estudo da acurácia e validade preditiva utilizamos como padrão ouro a subescala de desenvolvimento motor grosso da Bayley Scale of Infant and Toddler Development (Bayley III). A amostra consistiu de 108 crianças nascidas a termo, com idade entre 3 e 12 meses e selecionadas por conveniência no Ambulatório de Puericultura do Hospital das Clínicas da Universidade Federal de Pernambuco e em três creches (duas públicas e uma particular) na cidade do Recife, no período de janeiro a maio de 2010. O valor da acurácia da AIMS foi semelhante (96%) ao se utilizar como pontos de corte os percentis 5 e 10. O percentil 10 apresentou boa sensibilidade para identificar crianças com atraso do desenvolvimento motor e a validade preditiva demonstrou uma elevada capacidade da AIMS em predizer os resultados da Bayley III. A confiabilidade interobservadores indicou uma elevada reprodutibilidade da escala. A AIMS apresentou boa acurácia e elevado valor preditivo em relação à Bayley III, no entanto, elas se prestam para diferentes finalidades. Enquanto a AIMS enfoca os aspectos qualitativos do movimento, a Bayley III avalia os marcos do desenvolvimento de modo quantitativo

D.Technologiae / Higher education, as both a “place” and a “paradigm”, has throughout its history confronted challenges in the internal and external environments of its functioning (Brennan et al., 1999; Hirsch & Weber, 1999). In the twenty-first century, the nature of these challenges has necessitated that both the organizational character and curriculum offerings of higher education institutions be adaptive and responsive to changes occurring in the external environment. How institutions of higher learning react to these changes, is an issue of divergent viewpoints. “Reform” and “transformation” – in the same mould as “adaptation” and “responsiveness” – are viewed in this study as the fundamental points of departure in articulating a trajectory along which change in the curriculum perspectives has to occur. As a ‘product’ offered to its ‘consumers’ – the paying students – the higher education curriculum has been a fiercely contested epistemological terrain. On the one hand is the concern that it services the interests of industry and commerce, to the detriment of society; while on the other, the curriculum has been viewed as reproducing elitist values. The problem then, is located in the realm of the curriculum’s capacity to respond to the contradictory nature of the multiple stakeholder interests. The South African higher education system is faced with the problem of firstly, de-contextualizing and disengaging the curriculum from its erstwhile political ramifications (CHE, 2000b). Secondly, affordable and quality higher education is expected to be assimilated into the broader national socioeconomic imperatives. From this study’s perspective, the problem statement is situated in the context of the curriculum’s capacity to meet the local reconstruction and developmental needs; while also adhering to international imperatives ushered in mainly by globalisation and the concomitant proliferation of alternative providers who have challenged the claim to epistemological hegemony by traditional universities. In other words, are current curriculum trends in higher education directed at meeting society’s needs; or is the entrepreneurial imperative more sacrosanct? One of the main challenges for South African higher education curriculum reform/transformation policy concerns then, should be to define and determine how the local and global curriculum polemics are to be reined-in in the broader ‘public good’ and social contract in improving the lives of all citizens. Through its empirical phase, the study has attempted to investigate the extent to which higher education curriculum trends ‘conform’ or ‘deviate’ from worldwide curriculum practices. In that regard, policy rhetoric was able to be differentiated from actual policy implementation. In order that problems of critical generalisability be obviated, data and method triangulation were utilised; also taking into account the institutional reconfiguration that had major consequences for the curriculum, especially at institutions undergoing “comprehensive” organizational and curriculum restructuring. The extent of institutional curriculum ‘deviation’ or ‘conformity’ was therefore determined on the basis of the collective integration of literature-based and empirical data and information/knowledge. The case study research conducted through questionnaires and interviews at the designated research sites (two higher education institutions with disparate academic cultures) therefore serves as the basis upon which larger investigations and broader perspectives could be incorporated, particularly from the extensive literature review. While the two case studies could have limitations of generalisability, some practices and trends lend themselves to a greater degree of the transferability of the findings. For instance, the knowledge stratification inherent in the Western university model (Makgoba, 1998; Scott, 1997) has perpetrated an environment of epistemological ‘supremacy’ within local higher education curriculum policy formulation frameworks. In that regard, it has emerged from the case study that Africanisation (in its epistemological, rather than ‘anthropological/cultural’ sense) is not part of a critical and mainstream curriculum organization tenet. While this observation could be argued to be institution-specific, it certainly also reflects a systemic trend. In the light of the epistemological context cited above, is it to be assumed then that the ‘politics of knowledge’ (Apple, 1990; Lyotard, 1994; Muller, 2000) is an extant curriculum/epistemological nuance even in the twenty-first century? The realizable outcomes of the study materialized in the conceptualisation and development of a trilogy of models on Africanisation; in which the input, mediating/modulating, and output triad factor characterises an environment of possibilities for its integration into the mainstream higher education curriculum.

M. Ed. / The main aim of the research was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The research highlighted that teacher competence and competent feedback, during and after appraisal, can promote the effectiveness of the teachers. It was of vital importance that this research essay focused on intentionality because it is a lynch pin between competent feedback and teacher competence. Intentionality is a component of invitational feedback and a must for any educational endeavour. In order for teachers to teach effectively and facilitate learning, intentionality from educational managers will have to be employed in order to enhance the goals of the education system in South Africa. 5.2 SUMMARY OF IMPORTANT FINDINGS A descriptive analysis of how the questions pertaining to this research essay on intentionality were rated and ranked will now be offered. The questions were as follows: 5.2.1 Descriptive analysis Looking at all the questions on intentionality as an aspect of invitational feedback, the responses in general show that intentionally invitational feedback provided by educational managers is good. This is highlighted by all the mean scores which are above average when compared to the questionnaire which has the ideal score of 5, represented by always. However, educational managers can improve their skills of communication by always providing intentionally invitational feedback. The question on sincerity (= 17) has a mean score 3,35 and ranked 1,which shows that respondents view sincere educational managers as those who provide good intentionally invitational feedback. Such educational managers assist teachers in a just cause and provide competent feedback. This type of communication has purposeful intentions which will improve their skills of competence and thus promote their professional development (See: Chapter 2, 5.5 Table 4.1) The question on responsibility (B81) has a mean score 3,34 and ranked 2,which highlights the fact that respondents view accountable educational managers as those who provide intentionally invitational feedback. Accountability will enable educational managers to provide a range of developmental opportunities for teachers that will empower them in every educational sphere (See: Chapter 2, 2.5.2, Table 4.1). With regard to the question on participation (c= 93), which has a mean score 3,03 and ranked 5, the responses revealed that educational managers who employ participatory management are those who provide intentionally invitational feedback. This type of communication will allow teachers to be involved in the design of an action plan. This involvement will enable teachers to work as a team and participate in decision-making process and problem-solving situations (See: Chapter 2, 2.5.1, Table 4.1). From the analysis of the views of the respondents on items concerning intentionality as an aspect of invitational feedback, it is evident that intentionality holds together all the elements of invitational feedback because it is a purposeful act which is invitational.

M.Ed. / Please refer to full text to view abstract

M.A. / The Employee Assistance Program (EAP) is a worksite-based program designed to assist in the identification and resolution of productivity problems associated with employees impaired by personal and work-related concerns. Although EAPs have been established in government departments in South Africa in recent years, this model has not yet been tried in the Department of Education, Malamulele district. The Department of Education can be described as a work environment that has many characteristics common to most other work environments, but it appears that there are characteristics that are unique to the particular context that have to be considered before establishing an EAP in such context. This study will attempt to provide fresh perspectives to the Department of Education; it may happen that this model can be introduced subsequent to the submission of the recommendations. EAP is regarded as a component for workforce development and quality of work-life in contemporary organizations; therefore it is vital that this program should be established in the Department of Education. The primary aim of this study is to explore the perceptions and needs of teaching personnel regarding the feasibility and the implementation of EAP in the work environment. The objectives are as follows: to peruse the available literature relevant to the research topic, to collect qualitative data from teachers by means of focus groups, to compile a profile of perceptions and needs for the formulation of proposal regarding the feasibility of implementing an EAP in the educational setting, to transcribe, analyze and present the data that was collected in a way that it can generate knowledge about the feasibility of EAP in the rural area of Malamulele, to submit recommendations to the Department of Education and to identify and recommend areas for future research. The study was conducted with 12 teachers and 7 managers (principals) in the Department of Education, Malamulele district, Limpopo. The research findings postulate that teachers perceive EAP as vital and also feasible for their work environment. They articulate that it should have been established long time ago.

M.Ed. / This study is designed around the hypothesis that a modular approach in teacher education, within an educationally sound curriculum framework, could indicate an appropriate route towards the possible implementation of several training models. Teacher education for the pre-primary school phase, as well as other differientiated training programmes, may be accommodated within this flexible approach. Viewed together with the implementation of a modular system is the implicit need for centralised administrative machinery. Associated fieldwork included the following: * Three focused study visits abroad (1982 - 1989) * A . literature search and survey of research projects followed by a systematic s tudy of relevant publications, documents relating to education policy issues and selected legislation * Close involvement with a local pre-primary teacher training project * Consultation along structured lines with academics, educational experts and individuals engaged at policy level. The most significant findings were: a) Both in the RSA and overseas teacher education programmes are currently under review. b) Teacher education models incorporating flexibility are being developed. This element of flexibility introduces, in addition to 'traditional admission requirements attached to a specific course, exit points with a carry-forward of credits already acquired. c) A modular approach to teacher education programmes is gaining favour rapidly within educational circles, and also in the sphere of manpower planning. Based on the findings,. several recommendations were made with regard to a modular curriculum for teacher education and more specifically with reference to the pre-primary school phase in the RSA.