Agriculture, industry and medicine are being altered by new biological technologies. Today's students are the citizens who will make decisions about associated ethical issues. They need to have the knowledge that will enable them to make informed choices. Hence biotechnology has an important place in science education. The aims of the research were to: 1/describe the state of biotechnology teaching in NSW; 2/determine whether teachers in NSW do not teach biotechnology because they do not have the necessary knowledge and experience; 3/identify other reasons why NSW teachers choose not to teach biotechnology; 4/describe problems encountered in teaching biotechnology in NSW; 5/suggest ways in which the problems encountered in the teaching of biotechnology can be overcome. Quantitative and qualitative methods were used in a complementary way to investigate these aims. In a sample of teachers surveyed, many reported that they chose not to teach biotechnology because they did not have adequate knowledge and experience. Other obstacles were identified. These were: 1/ the difficulty of the subject matter; 2/ the lack of practical work; 3/ lack of a program for biotechnology in junior science. The results of this trial suggested that a biotechnology unit should be developed in collaboration with the teacher and that time needs to be made available for school based program development. / Master of Education (Hons)

This thesis explores the reasons teachers teach Shakespeare, especially his plays, in Secondary English classrooms, which plays teachers teach and why they teach them, and a catalog of methods of teaching Shakespeare. The catalog includes methods of introduction, literary analysis, performance, multimedia, and technology, as well as methods that integrate multiple approaches. The thesis stresses the integration of multiple approaches and the employment of a variety of methods.

There is no abstract available for this dissertation.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 149-153). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 149-153). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ed. D.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 248-262). Also available in print.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 130-134).

The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.

Visual arts education provides the knowledge, skills and attitudes necessary for students to become more responsive and responsible citizens who are aware of the interaction among the visual, aesthetic, economic and social aspects of their culture. A well-prepared visual arts educator is an essential contribution to the quality of student learning in this area of education. The purpose of this study was to suggest a series of guidelines and recommendations for the improvement of the art and art teacher education at Al-Fateh University in Al-Jamahiriya (Libya). Development of these guidelines and recommendations was based on the following steps: (1) Review and examination of developments and trends in Al-Jamahiriya's formal education system. These included secondary education, teacher preparation, and visual art education. (2) Examination of the present art education program at Al-Fateh University and its role in preparing qualified visual art teachers for Al-Jamahiriya's secondary schools. (3) Comparative study of selected factors pertaining to art education teacher preparation at Al-Fateh University and four exemplary American universities. (4) Library research regarding current thought and practices in the areas of visual art education and teacher preparation. A questionnaire was also developed and sent to the art education department at Al-Fateh University to help obtain descriptive data concerning the teacher education program. A panel of experts at the University of Arizona had identified four exemplary American university art education programs. These programs were examined as part of this study. Recommendations are made regarding selected improvements in the art and art teacher preparation programs at Al-Fateh University.