Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph.D.(Education Management))--University of Pretoria, 2001. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 132 p. : ill. Includes abstract. Includes bibliographical references (p. 112-118).

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 202-211). Also available on the Internet.

The purpose of the present study was to investigate the extent to which physical education teachers perceive that they use competency-based instruction and to assess some of the factors that influence them to use competency-based instructional strategies. It was also the intent of this study to design the Perceived CBI questionnaire specifically for this study. / The results indicated that physical educators did not utilize many of the CBI strategies frequently or all the time. Most evident was the lack of involvement of parents and volunteers in the instructional planning of individualized programs. Also evident was the limited use of the initial assessment information gathered from students to plan instructional programs that would meet the individual student's needs. A significant relationship between the perceived use of CBI by teachers and the years teachers have taught students with disabilities was noted. No significant relationship was noted between teachers perceived use of CBI and (1) the number of years they have taught physical education, (2) the number of courses taken in adapted physical education and (3) the number of courses in special education. Significant differences were noted between the perceived use of CBI by teachers and the level of education, and the type of school setting.

The purpose of this study is to investigate the use of resources in Outcomes Based Education mainly at three Folweni Primary School at Folweni township. After extensive reading and hardworking, I have discovered more information about the use of resources in Outcomes Based Education. As a result of this study, which focuses on the use of resources in OBE, my experience based on knowledge and skills has been developed. Such experience has been developed in terms of concepts such as OBE, outcomes in OBE, concept resource, learner-centered approach, types of resources, importance of using and problems resources solves in Outcomes Based Education. All these area are covered in this report. Other areas which are also covered are presented as follows: Chapter one covers the statement of the purpose, critical questions, rationale of the study and motivation of the study. Chapter two covers the definition of concepts, types of resources, importance of using resources in OBE and problems resources solve in OBE. Chapter three covers the research methods. Chapter four covers research findings. Chapter five covers data analysis. Chapter six covers conclusions on findings and recommendations. / Thesis (M.Ed.)-University of Durban-Westville, 2002.

Our present day South African education system lies in great turmoil for a variety of reasons. The main reason being that there exists a great shortage of skilled educators required to implement Curriculum 2005 and Outcomes Based Education effectively and efficiently. Thus, it is alternate forms of re-skilling via the use of appropriate resources, namely, distance education, the internet, educational television, newspapers and cluster workshops that could bring adequate "re-skilling" to the thousands of teachers who can positively implement a new, revised and streamlined curriculum by June 2001. This study aims to prove that it is these types of on-going teacher-support and the use of educational technology at various levels that will ultimately lead to improving the teaching and learning processes. This study could assist the various stakeholders in the education field to formulate policies that would assist in providing the necessary resources, support and re-skilling necessary for the thousands of unprepared South African teachers who are presently experiencing difficulties in implementing this new education system. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

All schools exist in a particular environment. No matter what environment the school is in the educator can make use of it as a learning resource. The environment is a critical aspect at all levels of education and in all programmes to create environmentally literate and active citizens. This study focussed on the use of the environment as a resource for cross-curricular materials development in Outcomes-Based Education. It is essential for all the driving forces of the education system to understand, that materials development is the process of designing and developing learner-support materials (resources) to enhance the teaching-learning process. Therefore, developing cross-curricular materials is a requisite for assisting learners to master the necessary knowledge, skills, values and attitudes. Developing cross-curricular materials promote integrated learning as encouraged by Outcomes-Based Education. The findings for this study indicate that some educators still lack skills for developing cross-curricula materials. The findings also indicate that, educators from rural schools mostly depend on waste materials as their teaching-learning resources. The study also indicate some recommendations that could be used to empower educators to master competent materials development skills. Quality teaching and quality learning mostly depend on adequate resources that could assist the learner to master the required knowledge and skills. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

Due to the unique nature of South African public education, it is not always viable to invest in expensive, high maintenance resources. Out of this context the Media in Education Trust (MIET) sought to provide resources that would meet the need for low maintenance resources, even harnessing the power of the educator as a resource. In 1999 the "Foundations" supplements made their appearance, featuring in certain prominent newspapers. Towards the latter part of 1999 the years work on ''Foundations'' was packaged into the ''Foundations'' pack, which consisted of 2 books and a series of 8 posters. With this in mind this dissertation was initiated by the desire to evaluate the supplement and pack and its usage. The evaluation was narrowed even further by focussing specifically on participants of a workshop held on the usage of "Foundations". The dissertation was aimed at seeing if workshop participants were motivated to use the pack and whether these had become part of their teaching practice. During the course of this research the Centre for Research, Evaluation and Policy at the University of Durban - Westville was commissioned to evaluate two of MIET's projects. The opportunity thus presented itself for the research scope to be expanded. During the course of this research data was evaluated from a MIET workshop at Berea in Durban, a workshop in Vryheid attended and a workshop in Empangeni viewed. The majority of participants viewed the workshops very positively. The questionnaires given to educators at specific schools revealed that the majority of educators are aware of "Foundations" and attempt to utilise it in some form or the other. ''Foundations'' does have a unique place in classrooms throughout South Africa. What exists as an issue is the manner in which it is brought into the fore as a valuable resource. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

Unlicensed, non-credentialed counsellors pose a substantial risk for harm to those seeking counselling in Canada. Professional associations and legislative bodies in Canada are seeking protection of the public through certification and regulation processes that require evidence of professional competence. I examine and discuss the development process for and reliability and validity measures of a prototype for a Canadian standard entry-to-practice counselling competency assessment. Unique to this study is a focus on process orientation. Using a mixed methods approach, I observe and document the steps used by a pan-Canadian test development team to create a prototype for a valid, reliable, credible, and fair national assessment of counselling competency at the entry-to-practice level. Beginning with the formation of a national competency profile that delineates a scope of practice for the counselling profession, I move through the assessment creation process from conceptual foundations and rationale to assessment blueprint, item writing, beta testing, and strategic checks for validation and reliability. The culmination of this study is a replicable process for the creation of fair, valid, and reliable test instruments for the counselling profession in Canada.