Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaves 128-138). Also available in print.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

The purpose of this study is to investigate the contradiction between the teaching of integration in ETP and the actual practice of compartmentalisation within ETP at the Rundu College of Education. The second part of this study is to explore and examine the way teacher educators could integrate subjects into their specialisation areas at college level. It is hoped that this study will contribute to the following: • The reason (s) why there is a contradiction between the teaching in ETP and the actual practice of compartmentalisation within the ETP. • Examining and investigating factors that have contributed to the teaching in a compartmentalised way.

The distinction between theory and practice can be traced back to Aristotle (384-322 B.C). Theory has been seen as the preserve of the academician who, through research, produces knowledge for the practitioner to use in his/her practice. This research sets out to investigate perceptions of the respondents with regard to the extent to which theory is applicable in practice. It does this in the context of teacher training at the Lesotho College of Education, (LCE), a teacher training college in Lesotho. In this research project; a case study of 5 students from the LCE who had been on teaching practice, their mentor teachers on teaching practice, and a college lecturer who had observed said students on teaching practice was used. Data was collected by means of focus group interviews and semi-structured interviews. Relevant documents in the form of classroom observation forms were also used. The findings from the data analysis revealed that students on teaching practice had, to a great extent, had difficulties in applying what they had learned at the college when they got to teaching practice. Difficulties were mainly experienced in the areas of classroom and time management as well as in the application of the teaching methods learned at the college. This research takes a closer look at these difficulties. It investigates their probable causes and, finally, suggests ways of responding to them.

Doctor of Philosophy / Department of Human Nutrition / Valentina M. Remig / Preventing foodborne illness and promoting safe food practices among all age groups is a high priority, particularly for college students because little about their food safety awareness and food handling practices has been reported. The research aim was to evaluate food safety attitudes, beliefs, knowledge, and self-reported practices of current upper-division college students, and to determine whether a three-module interactive educational intervention, developed for this study, positively influenced these variables. Comparisons between health and non-health majors were made. Two methods of data collection were used with volunteer health and non-health majors: focused food safety discussion groups during academic year 2004-05, and a pre-experimental design. Prior to engaging in either method, students completed an on-line food safety questionnaire (FSQ), adapted from a telephone survey used at K-State with older adults. The FSQ was administered again to those in the pre-experimental design group one week after exposure to the food safety educational intervention. Five weeks later, the FSQ was administered to determine whether changes in attitudes, beliefs, knowledge, and self-reported practices persisted over time. Focused food safety discussion group responses were qualitatively evaluated. Pre-experimental statistical analyses included Wilcoxin Signed Rank, Friedman, Mann-Whitney U, Chi Square tests, and Spearman rho. Focused discussion group findings indicated that students perceived themselves at low risk for foodborne illness; few used food thermometers; students without health backgrounds mimicked undesirable home practices; and students stated being open to changing non-recommended behaviors. Pre-experimental findings showed the effects of intervention were improved food safety attitudes, beliefs, and knowledge, with the strongest effects seen in health majors. Students' FSQ attitude scores increased from 114 to 122 (P<0.001), FSQ belief scores increased from 86 to 98 (P<0.001), and FSQ knowledge scores increased from 11 to 13 (P<0.001). Intervention resulted in some improved food safety self-reported practices for health majors but not non-health majors. Intervention module post-test scores improved significantly for all students; health majors had greater increases. Conclusions. Focused food safety discussion groups were useful for obtaining food safety information from college students; educational intervention improved college students’ food safety attitudes, beliefs, and knowledge and for health majors, some self-reported practices improved.

An art teacher currently acquires professional training through one of two schools: the department of education or the department of fine arts. Do the differences in training of the art teacher affect the quality of learning experiences provided in the secondary art program? A questionnaire was designed to survey the type of professional preparation of the teacher, as well as specific aspects of his or her art program. The survey was mailed to 85 secondary art teachers in the surrounding area. Surveys returned were grouped according to background: teachers having a degree in education and teachers having a degree in fine arts. Item scores for the responses were then tabulated for both groups and subjected to t-tests for significant differences in group mean scores. The resulting information revealed differences for the majority of the survey items, which suggest that the quality of learning experiences are in part affected by professional training of the art teacher.

This curriculum project reviews the methods, materials, movements, music and reading activities that have been shown in the literature to be appropriate for teaching social, emotional, intellectual, and physical skills to three year olds. The development, major findings, various methods, and teacher effectiveness in early childhood education are also discussed. This curriculum project is specifically designed for three year old skills and abilities as listed by The Florida Kindergarten Council, Inc., 1987. The criteria for selection of the activities is included. This project includes a list of the reviewed activities arranged in the format of a nine month calendar and categorized under one of the following headings; art activities, movement activities, music and recipes. One color, number and shape will be introduced into the curriculum each month. Finally, suggested stories appropriate for the central theme of each month will be included for teachers to use in reinforcing the concepts presented.

The purpose of this study was to determine whether children enrolled in two first grade classes who did not meet the criterion score for one or more of the seven subtests on a selected readiness test given during the first two weeks of the school year would make higher scores on selected comprehension measures when instruction in a basal reading series is supplemented with instruction in the language experience approach than children who receive instruction only in basal reader materials. Language experience activities were conducted with all reading groups in the experimental class for three days every two weeks. Group experience stories and word bank activities were not done with the control group which used only basal materials. A factorial analysis of variance model was selected to analyze the data on the Gates-MacGinitie Reading Test on the main effects of type of instruction, sex, and classification of students. No significant difference at the .05 level was found for the null hypotheses tested; however, a slight non-significant difference was found in the mean scores of the target children in both classes with the language experience group having an 80% higher mean score than the control group.

Research indicates a need for upgrading vocabulary development in the elementary school classroom. The purpose of this project is to aid in developing the young child's vocabulary as a foundation for future reading. By means of oral presentations of the children's literature and activities centered on the vocabularies generated by these selections, students will have the opportunity to expand their store of words and meanings.

This study identifies, explains, and develops a practical model of teaching art criticism within a traditional secondary art curriculum. The approach to teaching art criticism uses the discipline-based art education format described in the Getty publication of 1985, a composite art critical format including B. Bloom, E. Feldman, K. Hamblen, and E. Kaelin, is accomplished through a process model curriculum developed by L. Stenhouse, and uses K. Gentle's curriculum design as the basis of the Curriculum Model Diagram. The project provides lessons that are intended to help junior high school, and senior high school art students develop the necessary skills to make informed judgements about art in the production, historic, aesthetic, and critical areas of the existing art curriculum. The methodology is presented in a lesson plan design, includes a Biographical Sketch, and a Six-Part Questioning Strategy. Three experienced artist/teachers were asked to review the curriculum and, using the Artist/Educator Questionnaire, evaluate it. Feedback from the three reviewers suggested several ways the curriculum could be tailored to individual teacher and program needs.