I suggested that some of the world's troubles may be relieved if social change is driven by activism which is informed by moral philosophy. Teachers who are social activists may illustrate a way to ground their work as both teachers and activists in reflection which provides clarification of assumptions and a moral basis for social action. They might also show a way to cope with criticism of activism as mindless or dangerous as well as criticism of moral education and controversial issues education as biased or lacking in objectivity. I interviewed six teachers of science or social studies who are social activists outside the classroom. Their concerns included feminism, environmentalism, politics, community, racism, abortion, violence, poverty, prolife and nuclear issues. I discussed with them their lives, work and thinking and found a wide range of experiences and views. Yet all their views fit in the range of views described by philosophers as teleological (consequence-based) or deontological (rule-based). They were also philosophical in their own right. I concluded that the moral basis of their activist and classroom work justified disclosure of their views to students, and sets their work as a model for the encouragement of student and citizen activism in the 'real world'.

The purpose of this study was to determine whether or not components within middle school organizations promote and nurture efforts to implement collegial coaching programs. Three schools were selected on the basis of the following criteria: (1) the schools were middle schools, (2) coaching was in at least its third year of implementation, (3) the coaching concept encompassed a transaction among equals, and (4) the program was not related to staff evaluation. Data was collected at each site through interviews, direct observation and document review. Findings were reported using a cross-case analysis format in which cross case issues and information from the individual cases were dispersed throughout the data presentation in Chapter 4 and the data analysis in Chapter 5. The effects of teaming and common planning time on school climate and the enabling nature of enhanced levels of teacher empowerment were identified as powerful variables which contributed to the successful implementation of coaching programs at each site. Factors such as common planning time, supportive leadership, teacher accountability and empowerment in the areas of curriculum, scheduling, grouping, staff development, and staffing are analyzed. Ultimately the form of coaching in accepted use became much less formalized following the implementation period. As coaching becomes an accepted part of the fabric of the school, its practice becomes much more informal and focuses on the improvement of current instructional techniques. Time and the reluctance of teachers to assume quasi-administrative roles were found to be significant factors in this area. (Abstract shortened with permission of author.)

This dissertation examined the interaction between effective community college faculty and students at a selected regional community college in Massachusetts. More specifically it: (a) explored the viewpoints, values and behavior of effective community college faculty regarding effective teaching; (b) described what effective community college faculty do in and out of the classroom; and (c) explored faculty viewpoints, values and behavior regarding faculty-student interaction in and outside of the classroom. The research was qualitative in nature, consisting of systematic observations of five effective community college faculty interacting with students in the classroom supplemented with open ended interviews of faculty. The results of the study validate earlier research on effective college teaching and they suggest that there are four "hidden characteristics" that help to explain why some community college professors are particularly effective. Each faculty member (a) overcame personal adversity; (b) was inspired by past teachers; (c) has a distinct identity as teacher/messiah; and (d) needs students as much, if not more, than their students need them. These characteristics are significant in that they have not been previously reported. Attention is shifted from looking solely at a teacher's command of the subject, organizational skills and rapport with students. Attributes such as charisma, altruism and dedication seem to be significant. For these faculty, teaching is more than an occupation; it's a dedication to leave the world a better place, an opportunity to make a difference in another's life, and a chance to enhance one's own life through a kind of immortality, that of remembrance.

The purpose of the study was to identify the most effective map scale to use in on initial math/map scale lesson to be taught in math class at the middle school level. Consideration was made to ensure that the scale lesson would be developmentally valid and consistent with regard to both the mathematics and social studies curriculums. The study was conducted at an urban middle school in selected grade 7 classes during June, 1988. The method of conducting the study reflected throughout the mathematical perspective on the scale issue. Four alternative map scales were compared and an additional fifth scale was examined for transfer value. I was hypothesized that the target scale, 1" = 400 miles, exactly divisible by 8 and 16, would lead to greater student success at the required task: finding distance between specified pairs of cities on a map of South America. The scale study, while examined from a mathematics perspective, was positioned within the broader context of global education. The math/map scale lesson was examined with regard to the discipline of geography within the social studies department. This map approach to teaching mathematical scale moved a math class problem from abstract to real. Gains were mathematical and geographical. There were gains in three areas: (1) mathematics, (2) geography, and (3) relating mathematics and geography. Major gains in completion of the task required as measured by points assigned for correct responses occurred overall for the four alternative map/scale classes. Although the methodology isolated scale and results showed progression for all groups with a slightly larger average point gain for students using one particular scale, that of the target map, there was not enough difference in progression between groups for the results to be within an acceptable level of significance. Perception/Reality Analysis of students' perceived and actual abilities to complete the designated task of finding map distance using a specified scale indicated the presence of ability and interest on the part of students for learning math/map scale skills.

Research by educators in lifelong learning experiences is one of the most important fields in American education today. Even though adults are usually self-directed and will acquire knowledge or will learn skills to solve immediate problems, they usually need a facilitator and a variety of learning experiences to meet their needs and abilities. One of the learning experiences adults will be seeking is through art museums. Consequently, museums need to focus on how to make museum education more significant for adults by teaching them how to learn in museums. The goal of this exploratory study was to analyze any interesting variables in the effectiveness of three dissimilar treatments, using different interpretive techniques and symbol systems, on adults' understanding of the subject matter, content and style of landscapes. This study was developed around a specific exhibition, "A Return to Arcadia: Nineteenth Century Berkshire County Landscapes." In order to evaluate the effectiveness of the three different learning experiences through different symbol systems, eighty-seven adults were divided into three groups. One group was given a straight, formal slide lecture on the exhibition. The second group participated in an informal gallery presentation in the exhibition. The methodology for this presentation was the discussion/inquiry method. The third group was given a double exposure to the exhibition. The slide lecture was presented as orientation before the participants were exposed to the landscapes in the gallery with the discussion/inquiry method. Each of the three groups was given a post slide test, open-ended questions to answer, and an interview immediately after its particular treatment. The findings from the slide post-test, open-ended questions and interviews seem to indicate that art presented in different symbol systems, environments and interpretive techniques does convey different meaning and concepts. The implication of this exploratory study is that definitive research, using the scientific and naturalistic paradigms, should be completed to investigate the significance of the findings from this study.

The purpose of this study is to make predictions for school change in a school system which has recently implemented a Schools of Choice plan. Goals of this plan include systemwide equity, increased parental involvement, and school improvement which is based on the interests of faculty and parents. This plan provides for School Planning Teams which are charged with planning for school change which is responsive to the wishes of the greater community. In order to ascertain the interests of faculty and parents in the city's five elementary schools, a survey was administered by Schools of Choice officials. This survey was prepared by a committee of teachers, administrators and parents, and was based on the advise of a consultant, similar surveys used in other school systems, and the interests of this community. The survey was administered to all elementary school teachers during faculty meetings, was mailed to parents of preschoolers, and was sent home with all elementary school aged children. Opinions were solicited in the areas of academic enrichment possibilities, program options and forms of organization. Survey results identify areas of convergence and divergence of interests among parent and teacher groups in each of the five schools. These survey results contain information which can be of use to School Planning Teams as they begin planning for school change. The process of using a Schools of Choice program as a catalyst for school change is particularly relevant to the rapidly increasing number of school systems, cities and states, which are turning to choice plans to improve the quality of public education. If parents are to chose schools for their children, the schools must differ from one another in meaningful ways. If parents and teachers together are to plan for school improvement and educational diversity, they need the kind of data which can be provided by an opinion survey as a source of direction.

In a qualitative study of the beliefs and behaviors of four third and fourth grade teachers as they taught mathematics in an industrial Vermont town, teachers were found to have four fundamental common beliefs about how children learn mathematics: (a) children learn mathematical concepts by manipulating or visualizing concrete materials; (b) children learn arithmetic through specific sequenced steps; (c) children learn mathematics through practice and repetition; and (d) children learn mathematics best when they feel good about themselves and experience success in mathematics. Not all of their beliefs are in concert with the learning theories foundational to the 1989 National Council of Teachers of Mathematics Curriculum and Evaluation Standards for School Mathematics. Associated with each belief, the teachers had one or more factors they considered when planning mathematics lessons. They demonstrated a variety of behaviors including classroom activities and strategies concomitant with, although not necessarily congruent with each belief. There were discrepancies most commonly because of tendencies to acquiesce to the pressures of time and curricular expectations (including those expectations from the next year's teachers) and to rely upon the textbook rather than build upon the strength of their convictions and beliefs about how children learn. While teachers believed that manipulating materials helps students grasp and develop concepts about the real world in mathematical terms, there was limited time devoted to the manipulation of materials. Although sequential learning was believed to be valuable, many mathematical concepts such as measurement and geometry were taught out of the context and sequence of similar concepts. Practice was typical in each classroom; repetition was prevalent in two classrooms. Many ways of boosting the confidence of students were demonstrated, although one of the teachers believed she was supportive to students when in fact supportive behaviors were not displayed. Staff development implications include recommendations for teachers to increase their knowledge of constructivism as a way that children learn and of mathematics as a field of knowledge. There are suggested actions for teacher unions, school administrations, state departments of education, post secondary schools of education, and professional organizations.

The effectiveness of teacher evaluation is enhanced when teachers and principals view evaluation in a similar manner. The current process of teacher evaluation, in the selected large urban school district, has been designed to provide a uniform, sequential means of assessing teacher performance. Stages, time lines and evaluation forms have been standardized and distributed. Although the instruments of evaluation have been developed and are utilized system-wide, there appears to be much diversity in the manner in which evaluation is perceived by both principals and teachers. The purpose of this study is to examine the various aspects of teacher evaluation, in this district, from the perspective of both elementary school teachers and principals. The method of accessing this information occurred as a result of collecting and compiling data from survey instruments that were constructed for data collection. The instruments were designed to measure both principals' and teachers' perception relative to six identified areas of teacher evaluation, using a Lickert scale. Specific items for the survey were delineated as a result of reviewing the literature on teacher evaluation, examining the existing measurement instruments utilized by the school system and field testing the items. The two surveys (Teachers' Perceptions of Teacher Evaluation and Principals' Perceptions of Teacher Evaluation) were distributed to a representative sample of elementary teachers and principals within the chosen district. This would include approximately 10 principals and 70 teacher participants. It is expected that there will be a significant difference between teachers' and principals' perceptions of the various aspects of teacher evaluation. It is also expected that areas of non-congruence will be identified in order to provide data that could be utilized in developing staff development programs to address these areas.

The purpose of this study is to analyze the impact of vocational education as a process for social control in the United States and Portugal, emphasizing the contributions of industry and the corporate world through educational partnerships. Specifically, the study examines how vocational education is perceived by educators and corporate leaders, and role of industry in either promoting social mobility for students or perpetuating social control. The study also analyzes the 1990 Carl D. Perkins Act and the 1986 Portuguese educational reform. This study uses a comparative/qualitative case study research methodology that includes historical research in vocational/technical education in the two countries, and analysis of data collected in interviews that reflect the perceptions of the interviewees in vocational education.

Typical high school algebra classes contain females, minority males, and white males in somewhat proportionate numbers. In contrast, the usual high school calculus class, three years hence, is but a small percentage of the original total who were in algebra, and they are predominantly white males of average to above-average ability. In a time span of less than two weeks, through three brief educational presentations that included factual information to demystify math study, showed the importance of math to personal goals, and provided panel presenters who would serve as role models, I sought to influence students, especially females and minority males, to commit to study math through calculus. When data collected on a questionnaire from 110 students studying Algebra 1 or geometry was analyzed in terms of two of the most important outcomes of the study--factual knowledge acquired and commitment to study math through calculus--there were no results significant at the.05 level for the experimental group who received the presentations. Regarding five other outcomes: the actual levels of math studied, the ability to match an appropriate amount of math to one's post-high school plans, the choice of counselor over other options for career or educational information, and the choice of any school personnel as opposed to other options for career counseling--the only outcome significant at the.05 level was the selection of school personnel for career counseling. In conclusion, perhaps a greater use of role models whose job it is to stress the importance of math to one's life goals, over a sustained period of time, might be most effective in changing student attitudes toward studying math through calculus.