The purpose of this investigation was to describe the behavior of effective teachers working within the context of an effective school. The study focused on both the content and techniques of instruction utilized by the teachers. In addition, the research examined teacher behaviors that were external to the classroom setting, including teacher-to-teacher relationships, teacher-to-parent relationships, and teacher-to-principal relationships. A qualitative research design was selected for this study. The site was an inner city elementary campus. Data were collected from eleven K-3 teachers using participant observation and interviews over a seven-month period. Documents were also used as a source of data. The analysis of data was ongoing and cyclical based on the constant comparative method. The final analysis of data resulted in nine themes based on recurring patterns of teacher behavior. The findings suggest that a caring school culture plays an important role in a school's success and the effectiveness of its teachers. Furthermore, there does not appear to be a universal description that fits all effective teachers. Instead, effective teachers in an effective school function as autonomous decision makers in their classrooms, choosing the curriculum and techniques that work best for them and their students. They tend to focus on basic skills, especially reading and mathematics, using explicit direct instruction methods. However, these teachers frequently digress from their planned lessons to teach life skills and test-taking strategies. Findings for this study also support the creation of structured school and classroom environments for low-income inner city students. Student self-esteem and parental support are not negatively impacted when firm discipline is administered fairly in a caring, supportive school climate. The conclusions of this investigation have implications for teacher staff development and campus administrator training. The findings also suggest further research in the areas of school culture, direct instruction, student discipline, and classroom management.

Magister Educationis - MEd / After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The government has been spending big budgets on Education. The Ministry of Education introduced various educational policies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of education and continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not implemented effectively in schools. This research study argues that professional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is not impacting effectively on their leadership and management in schools. / South Africa

The purpose of the study was to investigate how teaching styles influence the acceptance of pupils by teachers, the development of a positive self-concept, and the extent to which it will enhance scholastic performance. The overwhelming finding from literature is that no teacher research, nor pupil investigation, has lead to the identification of one particular teaching style that can influence scholastic performance to the exclusion of others. While some studies have found a positive relationship between self-concept and scholastic achievement, others did not. To analyse data, the study made use of Factor Analysis, Cronbach Alpha, Regression Analysis and Significance level of tests. The study found no relationship between self-concept and scholastic performance but a positive correlation was found between scholastic performance and invitational style, acceptance of pupils, age, father and mother's employment .. The study makes recommendations and proposes areas for further research. / Psychology of Education / M. Ed. (Psychology of Education)

Current rates of extinctions are estimated to be around 1000 times higher than background rates that would occur without anthropogenic impacts. These extinction rates refer to the traditional view of extinctions, i.e. numerical extinctions. This thesis is about another type of extinctions: functional extinctions. Those occur when the abundance of a species is too small to uphold the species’ ecologically interactive role. I have taken a theoretical approach and used dynamical models to investigate functional extinctions and threshold values for species’ mortality rates in ecological networks. More specifically, I have derived threshold values for focal species mortality rates at which another species or the focal species itself goes numerically extinct (Paper I-II), or transgresses some predefined threshold abundance (Paper III). If an increased mortality rate of a focal species causes another species to go numerically extinct, the focal species can be regarded as functionally extinct, since its abundance is no longer large enough to uphold its ecologically interactive role. Such functional extinctions are investigated in the first papers (Paper I-II). In the following paper, limits for both increased and decreased mortality rates of species are explored (Paper III). Paper III also extends the basic theoretical idea developed in paper I-II into a more applied setting. In this paper I develop a time series approach aimed at estimating fishing mortalities associated with a low risk that any species in a community transgresses some predefined critical abundance threshold. In the last paper (Paper IV) the community wide effect of changes in the abundance of species is investigated. In the first paper (Paper I) I investigate threshold levels for the mortality rate of species in ecological networks. When an increased mortality rate of a focal species causes another species to go extinct, the focal species can be characterized as functional extinct, even though it still exists. Such functional extinctions have been observed in a few systems, but their frequency and general patterns have been unexplored. Using a new analytical method the patterns and frequency of functional extinctions in theoretical and empirical ecological networks are explored. It is found that the species most likely to be the first to go extinct is not the species whose mortality rate is increased, but instead another species in the network. The species which goes extinct is often not even directly linked to the species whose mortality rate is increased, but instead indirectly linked. Further, it is found that large-bodied species at the top of food chains can only be exposed to small increases in mortality rate and small decreases in abundance before going functionally extinct compared to small-bodied species lower in the food chains. These results illustrate the potential importance of functional extinctions in ecological networks and lend support to arguments advocating a more community-oriented approach in conservation biology, with target levels for populations based on ecological functionality rather than the mere persistence of species. In Paper II I use the approach developed in Paper I to explore the frequency and patterns of functional extinctions in ecological networks with varying proportions of mutualistic and antagonistic (predator-prey) interactions. The general results from Paper I are also found in Paper II; that is, an increased mortality rate of one focal species often first leads to an extinction of another species rather than to an extinction of the focal species itself. Further, the frequency of functional extinctions is higher in networks containing a mixture of interaction types than in networks with only antagonistic interactions. Overall, this study generalize the findings of paper I for networks containing a variety of interaction types. To make the theoretical approaches developed in paper I-II operational in a management setting I develop a time series approach aimed at estimating ecologically sustainable fishing mortalities in a multispecies fisheries context (Paper III). An ecologically sustainable fishing mortality is here defined as a long-term fishing mortality associated with a multispecies objective which infers a low risk that any species, either the focal species itself or another species, in a community transgresses a critical biomass limit, below which the risk of recruitment failure is high. The approach is exemplified using a statistical food web model of the dominating fish stocks in the Baltic Sea. For the most abundant fish stock a counterintuitive result is found; it is more likely that the multispecies objective is met if its mortality caused by fishing is increased compared to if it is decreased. Further, simultaneous changes of the fishing mortality of a number of interacting species in the food web model shows a much narrower region of possible sustainable fishing mortalities than a single species approach, something that is not captured by current stock assessment models. Altogether these results are governed by indirect effects propagating in the community and pinpoints the need to adopt community dynamical approaches in fisheries management. The population sizes of many species in the world are declining. Negative population trends are particular pronounced in large-bodied herbivores and carnivores, species known to play important regulatory roles in many ecosystems. Although this indicates that the ecological consequence of declining populations of species might be profound, its impact on ecosystem stability remains largely unexplored. In paper IV it is therefore explored how declining populations of rare and common species affects the resilience – recovery rate – of ecological networks. An analytical approximation shows that network resilience is a function of the harmonic mean of the species’ abundances. This means that network resilience is especially sensitive to declining abundances of rare species. Consistent with this analytically derived result, a clear and positive relationship between resilience and the abundance of the rarest species in a broad spectrum of dynamical models of ecological networks is found. Together these results illustrate the potentially negative consequences of declining populations of rare species for the stability of the ecological systems in which they are embedded, and provide ecological arguments for the protection and management of rare species.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study focuses on the lived experiences of primary school teachers within a culture of performativity. The French philosopher, Jean-Francois Lyotard (1984) more than anyone else gave credence to the notion of ‘performativity’ in education which he used to represent political and bureaucratic mechanisms of control. Embedded in regulatory mechanisms there are performance indicators such as ‘monitoring systems’ with associated ‘production of information’, that according to Ball (2003) engenders the ‘terrors of performativity’. To conform to the regulatory mechanisms the performativity culture in schools, pressure is increasingly placed on teachers to demonstrate their accountability to education authorities for the responsibilities delegated to them. The literature review does not only seeks to give meaning to key terms and concepts relevant to the study, but also aims to define the operational. Relevant terms included: accountability, professionalism, performance and performativity. In the discussion it is shown that there is a close underlying relationship between performativity and performance, between performativity and accountability, and between performativity and professionalism. In order to answer the main research question and to align logically to the purpose of the study, the researcher conducted a qualitative research study within the interpretative research paradigm. The study was guided by the phenomenological research approach – and more specifically by the hermeneutical-phenomenological research method of Max van Manen (1990). Two data collection methods were employed: protocol narratives (descriptions of lived experiences) and in-depth semi-structured phenomenological interviews. In this study a thematic analytical approach was followed whereby the researcher identified emerging themes from the collected data. Different steps were taken to increase the internal validity of the study and to give attention to the ethical aspects that emerged during the investigation. In this study it is evident that performativity, with its emphasis on effectiveness, efficiency and quality, is currently the most powerful and pervasive discourse in education. The description of the results shows that teachers tend to be swallowed up by the demands of performativity – so much so that teachers are overwhelmed by the ‘terrors of performativity’. Teachers’ ‘escape’ from the ‘imprisonment’ of performativity is not only associated with distorted side Stellenbosch University https://scholar.sun.ac.za viii effects, but there are also physiological and emotional processes that teachers are confronted with in their attempts conform to the regulatory systems. The study found that the undesirable side effects of performativity serve and a push factor for the early exit of teachers from the profession. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die geleefde ervarings van primêre skoolonderwysers binne ‘n kultuur van performatiwiteit. Die Franse filosoof, Jean-Francois Lyotard (1984) wat meer as enigeen die betekenis van performatiwiteit in die onderwys blootgelê het, gebruik die nosie van ‘performatiwiteit’ om politieke en burokratiese meganismes van beheer voor te stel. Ingebed in die regulerende meganismes is daar prestasie-aanduiders soos onder andere ‘moniteringsisteme’ met gepaardgaande ‘produksie van inligting’, wat volgens Stephen Ball (2003) aanleiding gee tot die ‘terreurs van performatiwiteit’. Ten einde te konformeer tot die regulerende meganismes is daar binne die performatiewe klimaat in die skool toenemende druk op onderwysers om te demonstreer dat hulle toerekenbaar is aan die onderwysowerhede vir die verantwoordelikhede wat aan hulle opgedra is. In die lieratuuroorsig is nie net ‘n oorsig gegee van die betekenisse van kernterme en – konsepte wat relevant tot hierdie studie is nie, maar ook is gepoog om dit operatief te definieer. Relevante begrippe is onder andere toerekenbaarheid, professionalisme, prestasie en performatiwiteit. In die bespreking is aangetoon dat daar ‘n noue onderlinge verband tussen performatiwiteit en prestasie, tussen performatiwiteit en toerekenbaarheid, en tussen performatiwiteit en professionalisme bestaan. Om die sentrale navorsingsvraag te beantwoord en logies met die doel van die studie in te skakel, het die navorser ‘n kwalitatiewe navorsingstudie uit die interpretiwistiese navorsingsparadigma onderneem. Die fenomenologiese navorsingsbenadering – en meer spesifiek, die hermeneuties-fenomenologiese navorsingsmetode van Max van Manen (1990) het hierdie studie gerig. Daar is gebruik gemaak van twee data-insamelingsmetodes, te wete protokol skryfwerk (geleefde ervarings-beskrywings) en semi-gestruktureerde in-diepte fenomenologiese onderhoude. In hierdie studie is ‘n tematiese analitiese benadering gevolg deurdat die navorser die ontluikende temas in die ingesamelde data geïdentifiseer het. Verskillende stappe is gedoen om veral die interne geldigheid van die studie te verhoog en aandag te gee aan etiese aspekte wat tydens die ondersoek na vore gekom het. Uit hierdie studie blyk dit dat performatiwiteit, met sy klem op effektiwiteit, doeltreffendheid en kwaliteit, huidiglik die mees magtigste en deurdringende diskoers in die onderwys is. Uit die Stellenbosch University https://scholar.sun.ac.za vi beskrywing van die resultate is dit duidelik dat onderwysers neig om deur die eise van performatiwiteit verswelg te raak – soveel so dat onderwyser oorweldig word deur die ‘terreurs van performatiwiteit’. Onderwysers se ‘ontsnapping’ uit die ‘gevangenskap’ van performatiwiteit gaan nie net gepaard met bepaalde verwronge opvoedkundige newe-effekte nie, maar ook is daar die fisiologiese en emosionele prosesse wat onderwysers moet verduur in hul pogings om tot die regulerende stelsels te konformeer. In die studie is bevind dat die ongewenste newe-effekte van performatiwiteit dien as stootfaktore wat onderwysers beweeg om die onderwys vroeg te laat verlaat.

Thesis (PhD)--Stellenbosch University, 2015. / Contains one part in Tigrigna. / ENGLISH ABSTRACT: Against the background of education reforms, this study was conducted to determine what can be learnt from using lesson study as professional development strategy in Eritrea. The core problem discussed in the study is that the instigators of successive education reforms in Eritrea expected teachers to shift their teaching from more teacher focused to student-centred approaches with little or no support provided to them. This implies that teachers in Eritrean need effective and sustainable support systems that enable them to implement the reform initiatives. In this study, the researcher uses lesson study as a strategy that could provide teacher development experiences to teachers in Eritrea that are different from the traditional one-shot varieties such as workshops, short-term orientations and training of trainer programmes which are often normally provided by the official programmes. Lesson study is a well-established classroom-based activity in which teachers systematically examine their teaching by collaboratively planning, teaching, observing, revising and re-teaching lessons. Several successes with lesson study have been reported in research in Japan, where it has been used extensively, as well as elsewhere. However, no study on teacher professional development has been conducted using lesson study as a strategy within the Eritrean context. This study is an interpretive qualitative case study that explores the effects of lesson study on science teachers’ learning and classroom practice in selected middle schools of Eritrea. It involved twenty one participants – fifteen science teachers, three school directors and three pedagogic heads for a duration of one year. Data were generated through questionnaires, semi-structured focus group interviews, observations, documents for generating research lesson events, video-recordings and photographs. The findings show that participation in lesson study cycles that were extended over a period of time was effective in enhancing the learning of teachers and changing the way they teach science in their classrooms resulting in enhanced students confidence, participation and learning. Evidence reported in this study also indicates that lesson study made a contribution to minimising teacher isolation by bringing teachers together to collaborate and share professional ideas and experiences. Moreover, the findings show the existence of a direct relationship between teachers’ interest in teacher development initiatives and the interest that the school leadership shows in such initiatives and in the extent of support they provide to the participating teachers. Though participants reported receiving benefits from lesson study, they were constrained by a lack of time, curriculum overload, large class-size, teachers’ poor living conditions, lack of suitable space, shortage of resources, students’ poor English proficiency, newness of the process and students’ negligence. This study has also contributed to extending the body of knowledge on lesson study. Finally, it is hoped that the findings of this study may be used as a guiding framework for future teacher development initiatives in the education sector or other professional development programmes in Eritrea. / AFRIKAANSE OPSOMMING: Hierdie studie is teen die agtergrond van onderwyshervormings in Eritrea onderneem om te bepaal wat uit die gebruik van lesstudie as strategie vir die professionele ontwikkeling van Eritrese opvoeders geleer kon word. Die kernprobleem van die studie is dat die opeenvolgende onderwyshervormings in Eritrea vereis dat onderwysers hulle onderrigbenadering van opvoedergerigte na meer studentegerigte metodes verander, sonder dat hulle enige noemenswaardige ondersteuning ontvang. Dit impliseer dat daardie onderwysers ’n doeltreffende en volhoubare ondersteuningstelsel nodig het om die hervormingsinisiatiewe in werking te stel. Met die lesstudiestrategie wat in hierdie navorsing gebruik is, is onderwysers in Eritrea blootgestel aan ander ontwikkelingservarings as die tradisionele eenmalige weergawes, wat gewoonlik in die vorm van werksessies, korttermynoriënterings en opleier-opleidingsprogramme plaasvind. Lesstudie is ’n gevestigde klaskamergebaseerde aktiwiteit waarin onderwysers hulle eie onderrig stelselmatig ondersoek deur lesse in samewerking met kollegas te beplan, aan te bied, waar te neem, te hersien en weer aan te bied. Verskeie suksesse met lesstudie is al aangemeld in navorsing in Japan, waar dit op groot skaal gebruik word, sowel as elders. Tog is geen studie oor die professionele ontwikkeling van onderwysers in Eritrese verband al met behulp van lesstudie as ’n strategie uitgevoer nie. Die metodologie vir die navorsing was ’n vertolkende kwalitatiewe gevallestudie wat ondersoek ingestel het na die uitwerking van lesstudie op wetenskaponderwysers se leer- en klaskamerpraktyk in uitgesoekte middelbare skole in Eritrea. Die 21 respondente – 15 wetenskaponderwysers, drie skooldirekteure en drie onderrighoofde – is vir ’n jaar by die studie betrek. Data is deur middel van vraelyste, semigestruktureerde fokusgroeponderhoude, waarnemings, dokumente vir die skep van navorsingslesgebeure, video-opnames en foto’s ingesamel. Die bevindinge toon dat deelname aan lesstudiesiklusse oor ’n langer tydperk onderwysers se leerpraktyk doeltreffend versterk en hulle wetenskaponderrig in die klas verander het. Dit het verhoogde vertroue, deelname en leer onder studente tot gevolg gehad. Bewyse wat in hierdie studie aangemeld is, toon ook dat lesstudie onderwyser-isolasie help beperk het deur onderwysers bymekaar te bring om saam te werk en professionele idees en ervarings uit te ruil. Daarbenewens dui die bevindinge op ’n regstreekse verband tussen onderwysers se belangstelling in inisiatiewe vir hulle eie ontwikkeling en die skoolleiers se klaarblyklike belangstelling in, en ondersteuning vir, onderwysers en hulle professionele ontwikkeling. Hoewel deelnemers by lesstudie baat gevind het, is hulle aan bande gelê deur tydsbeperkinge, ’n oorvol kurrikulum, groot klasse, swak lewensomstandighede, ’n tekort aan geskikte ruimte, te min hulpbronne, swak vaardigheid in Engels onder studente, die nuutheid van die proses en studente se agtelosigheid. Hierdie studie dra by tot die uitbreiding van die beskikbare kennis oor lesstudie. Die bevindinge sal hopelik as ’n raamwerk kan dien om toekomstige inisiatiewe vir opvoederontwikkeling in die onderwyssektor sowel as in ander programme vir professionele ontwikkeling in Eritrea te rig.

The increasing frequency of sporadic weather patterns in the last decade, especially major winter storms, demands improvements in current weather forecasting techniques. Recently, there are growing interests in stratospheric forecasting because of its potential enhancements of weather forecasts. The dominating factors of northern hemisphere wintertime variation of the general circulation in the stratosphere is a phenomenon called stratospheric sudden warming (SSW) events. It is shown in multiple studies that SSW and cosmic ray muon flux variations are strongly correlated with the effective atmospheric temperature changes, which suggests that cosmic ray detectors could be potentially used as meteorological applications, especially for monitoring SSW events. A method for determining the effective temperature with cosmic ray flux measurements is studied in this work by using statistical modeling techniques, such as k-fold cross validation and partial least square regression. This method requires the measurement of the vertical profile of the atmospheric temperature, typically measured by radiosonde, for training the model. In this study, cosmic ray flux measured in Atlanta and Yakutsk are chosen for demonstrating this novel technique. The results of this study show the possibility of realtime monitoring on effective temperature by simultaneous measurement of cosmic ray muon and neutron flux. This technique can also be used for studying the historical SSW events using the past world wide cosmic ray data.

One of the great challenges to increasing the use of wind generation is the need to ensure generation adequacy. In this dissertation, we address that need by investigating and assessing the planning and operational generation adequacy of power systems with significant wind generation. At the onset of this dissertation, key metrics are presented for determining a power system’s generation adequacy assessment based on loss-of-load analytical methods. With these key metrics understood, a detailed methodology is put forward on how to integrate wind plants in the assessment’s framework. Then, through the examination of a case study, we demonstrate that wind generation does contribute capacity to the system generation adequacy. Indeed, results indicates that at wind penetration levels of less than 5%, a wind plant’s reliability impact is comparable to an energy equivalent conventional unit. We then show how to quantify a wind plant’s capacity contribution by using the effective load carrying capability metric (ELCC), providing a detailed description of how to implement this metric in the context of wind generation. However, as certain computational setbacks are inherent to the metric, a novel noniterative approximation is proposed and applied to various case studies. The accuracy of the proposed approximation is evaluated in a comparative study by contrasting the resulting estimates to conventionally-computed ELCC values and the wind plant’s capacity factor. The non-iterative method is shown to yield accurate ELCC estimates with relative errors averaging around 2%. Case study findings also suggest the importance of period-specific ELCC calculations to better evaluate the variable capacity contribution of wind plants. Even when considering a well-planned system in which wind generation has been appropriately integrated in the adequacy assessment, wind plants do create significant challenges in maintaining generation adequacy on an operational level. To address these challenges, a novel operational reliability assessment tool is proposed to quantitatively evaluate the system’s operational generation adequacy given potential generator forced outages, load and wind power forecasts, and forecasting deviations. / text

The United States Department of Education issued a blueprint in 2010 outlining intended changes for the Elementary and Secondary Education Act. Included was a focus on selecting effective teachers per new criteria. Information about teacher selection and assignment systems as related to teacher retention is beneficial to school district leadership as they prepare for the new federal expectations. This study extends previous research by Liu and Johnson (2006) that examined the experiences of newly hired teachers and introduced the construct of an information-rich hiring process, in which a district hiring process provides both the teacher applicant and district employer with sufficient interaction and adequate information-exchange to make informed decisions leading to a position fit of teacher to teaching position and campus. In addition to the use of an information-rich hiring process as a hypothetical construct, other theories incorporated in this research include: realistic job preview theory; human resource management theory; person-job-fit, person-organization-fit, and person-group-fit theories; and two-sided matching theory. The problem addressed in this study: The selection and assignment of teachers is often done in complex systems leading to poor matches that culminate in job dissatisfaction and teachers’ intentions to leave the classroom. The purpose of this study was to examine how newly hired teachers perceived their hiring experience and their fit with their campus and classroom assignments in order to determine if these perceptions predicted their intentions to remain in the classroom. This study used a nonexperimental approach with an ex-post facto design and a quantitative methodology to examine associations between variables. Participants in the study included 1,430 newly hired teachers at 92 campuses located across 13 Texas school districts who were administered an electronic survey instrument. / text

Transfer spending among Premier League teams has increased drastically since the inception of the league. Over the past decade, extremely wealthy owners have begun purchasing majority stakes in clubs and spending recklessly to accumulate as much talent as possible. This paper aims to examine whether such exorbitant spending is effective financially and whether it improves the clubs competitively. Data is gathered from Deloitte’s Annual Reviews of Football Finance. I conclude that spending at such high levels does not improve on-field performance, which is consistent among clubs in the past decade and the elite clubs across all seasons.