The purpose of this mixed-methods study was two-fold. It began by exploring the familiarity and perceptions of Saudi faculty members of the CAEP standards. Then it speculated on how these perceptions may influence the outcomes of using CAEP standards on evaluating educational programs in Saudi Arabia. To explore this issue of how educators in Saudi Arabia perceive CAEP standards. The findings from the survey showed that Saudi faculty members at Al-Jouf University were familiar with the Content and Pedagogical Knowledge standards and valued them. They agreed that mastery of the standard items contributes to the improvement of Islamic teachers’ preparation programs. The results concerning the views of participants about the clinical partnerships and practice standard revealed that Saudi faculty members at Al-Jouf University were also familiar with Clinical Partnerships and Practice standards and valued them. They agreed that mastery of the standard items contributes to the improvement of Islamic teachers’ preparation programs. Results from the interviews and focus groups showed that most faculty members in the Department of Curriculum & Instruction in the sample (77.7%) consider themselves well informed about the CAEP standards. In contrast, most faculty members in the Department of Islamic Studies, in the sample (71.4%), did not have knowledge about these standards. For this reason, many of them responded, “don’t know” to most of the questions. Despite the variety among the participants’ responses about the familiarity or preparedness of CAEP standards, they generally had a favorable outlook towards the CAEP standards. The three major categories and the eleven themes present the Saudi faculty members’ perceptions of the CAEP standards. The findings are reported in three main categories: (a) Positive, (b) Neutral, and (c) Negative.

This study confronts a problem in labour history revolving around the place of women in the paid workforce which has been present in western society since industrialisation, which in Australia’s case dates from the 1860s and 1870s. This problem emerges forcefully over one critical debate: the rate for women’s wages compared with that of men’s. An analysis of the Council of Action for Equal Pay (CAEP) 1937-1948, brings into focus the complex questions associated with the issue. Women’s place in the paid workforce had to be reconciled with their assigned primary role in society as wives and mothers and the designated duty of the male as the family breadwinner who had an unassailable right to paid employment at higher rates of pay than women.

This study confronts a problem in labour history revolving around the place of women in the paid workforce which has been present in western society since industrialisation, which in Australia’s case dates from the 1860s and 1870s. This problem emerges forcefully over one critical debate: the rate for women’s wages compared with that of men’s. An analysis of the Council of Action for Equal Pay (CAEP) 1937-1948, brings into focus the complex questions associated with the issue. Women’s place in the paid workforce had to be reconciled with their assigned primary role in society as wives and mothers and the designated duty of the male as the family breadwinner who had an unassailable right to paid employment at higher rates of pay than women.

Magister Philosophiae - MPhil / This study focuses on the learning experiences of adult learners entering higher education for the first time. Based in the Department of Adult Education and Extra-Mural Studies at the University of Cape Town, it analyses the experiences of successful adult learners on the first year (1995) of a formal Certificate Programme in Adult Education, Training and Development. The study concludes that the ways in which contexts and learning relate is complex. We need to understand that it is at the intersection of the individual and the social that meaning is made and negotiated in learning. This understanding, it is argued, is crucial to better understand the relationship between access, learning and success - within but also across contexts. The implications of this are raised tentatively by looking at alternative approaches to curriculum development and teaching-learning processes.

The Council for the Accreditation of Educator Preparation (CAEP) has replaced its predecessors, the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) as the new sole accreditor for educator preparation in the United States. As the new accreditor, CAEP has established a new set of accreditation standards and cross-cutting themes by which it intends to measure educator preparation programs (EPPs) worthiness to received accredited status. These new standards and cross-cutting themes are untested and need to be researched in order to determine the degree to which they constitute valid and reliable measures of an EPP's potential to produce quality teachers. To evaluate one aspect of CAEP's new standards and cross-cutting themes (i.e., diversity), this study used hierarchical liner modeling to regress elementary candidates' student teaching performance assessment scores on school- and classroom-level diversity variables to evaluate the impact that being placed in a diverse field experience might have had on candidates' performance during student teaching. The analysis found that the levels of diversity in the student teaching placements had little to no impact on the elementary candidates' performance on diversity items on their teacher performance assessments completed by university supervisors and mentor teachers during student teaching. A confirmatory factor analysis also determined that the diversity related contextual factors of the schools used in the study could not be reduced to a single diversity score. Diversity is clearly a complex multidimensional construct comprised of a variety of interdependent yet distinct constructs. Developing competency in diversity and multiculturalism clearly requires more than simply being placed in a diverse student teaching placement. This does not discredit the practice of providing candidates a variety of field experiences; however the findings from this study call into question CAEP's assumptions regarding diversity and multicultural education embedded in its standards and cross-cutting themes.

Abstract Purpose: To compare the frequency specific Cortical Auditory Evoked Potential (CAEP) and the chirp-evoked 40 Hz Auditory Steady State Response (ASSR) with equivalent residual noise levels for behavioural threshold prediction in adults with normal hearing and with SNHL. Method: The study tested 23 adults with normal hearing and 20 adults with SNHL. The participants were aged between 18–65 years. A repeated measures within- participant descriptive design was used to collect the quantitative data. The participants underwent behavioural pure tone, CAEP and ASSR testing on the same day. Results: Similar CAEP difference scores across frequencies for the participants with normal hearing (mean=12.32-14.40 dB) and with SNHL (mean=10.00-16.47 dB) were measured. However, for the ASSR difference scores across frequencies slightly smaller difference scores were measured for the participants with SNHL (mean=10.17-17.30 dB) than for the participants with normal hearing (mean=11.74- 17.14 dB). CAEP thresholds were significantly closer to the behavioural pure tone thresholds at 500 (p=0.028; mean absolute difference 14.40 dB) and 2000 (p=0.016; mean absolute difference 12.56 dB) Hz for participants with normal hearing. In participants with sensorineural hearing loss, CAEP and ASSR thresholds were measured at similar sensation levels and were not statistically different (p>0.05). Conclusion: For the purpose of threshold estimation, representing the auditory function to the level of the auditory cortex the CAEP was closer to the behavioural hearing thresholds than the 40 Hz ASSR at all frequencies except at 4000 Hz, regardless of the hearing sensitivity. Keywords: Auditory steady state response (ASSR), Cortical auditory evoked potential (CAEP), Auditory evoked potential (AEP), Residual noise, Signal to noise ratio (SNR), objective threshold estimation, awake adults. / Dissertation (MA (Audiology))--University of Pretoria, 2019. / Speech-Language Pathology and Audiology / MA Audiology / Unrestricted

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Philosophiae Doctor - PhD / By the mid 1980s the Nationalist Party had sought to salvage almost four decades of apartheid policies that were based on white supremacy. In this regard it engaged in dual strategies of repression and reform. The state's strategies were challenged by organisations and movements within civil society. In this regard a number of community-based organisation mushroomed both nationally and regionally. These organisations were co-ordinated by adult political activists most of whom were perceived to lack the necessary skills to manage organisation more effectively. In this conjuncture, the Adult Education Departments at five South African universities developed certificate-level programmes to address this gap. This study focuses on three such programmes, the Community Adult Education Programme, based at the University of Cape Town, the Certificate for Educators of Adults at the University of the Western Cape, and the Community Adult Educators Training Course based at the University of Natal- Pietermaritzburg. This study investigates the social and political conditions that gave rise to the three certificate programmes. It also investigates the relationship between the external social and political conditions and the internal curriculum practices of the certificates. In this process it analyses the nature of the relationship and identifies shifts in the programmes and the curriculum practices between 1986 and 1996. The study uses a qualitative approach and draws on elements of critical theory and social constructionism to understand the data gleaned from interviews and documents. This study argues that all three certificate programmes have directly been tied into the social political context in South Africa between 1986 and 1996. In this decade the study argues, there are three distinct political periods, namely repression/reform, negotiations and fragile democracy. It argues that distinct features from each period have shaped the certificates in different ways. Along with the national political conditions as manifest at the level of the state, the private sector and civil society there are local and institutional dynamics that contribute to the different forms assumed by these certificates. The study further argues that the external social - political conditions from each period have demarcated and fixed the boundaries for the certificates as a social practice. In this process the curriculum practices for each period permitted certain words and practices in preference to others. Consequently, it argues that the external and internal social and political dimensions together construct the certificates as a discourse. This study is based on a belief that the role of a certificate practitioner is to creatively locate the day to day practices within different theoretical frameworks in order to advance studies into sites of adult education practices. This study represents a step in such a direction.