ABSTRACT As Gentilucci and Muto (2007) proposed, Principals need to find strategies and tactics to have direct, positive effects on Students. Little research has been done which takes the key stakeholder perspective, the Student, into account. Students’ perspectives may be critical as they are the focus educational services delivered, and may have insights into how they might best be served. The primary focus of this exploratory research was to examine Students’ perspectives on effective Principal leadership behavior. This subjectivist research paradigm, or “insider perspective” (Gentilucci, 2004; Gentilucci & Muto, 2007) was important in determining the effectiveness of Principal leadership. The secondary purpose of the study was to examine perceptions from Educators’ and Students’ perspectives; and, thirdly, to determine the congruence between these perspectives. This mixed-methods research work involved completion of the Vanderbilt Assessment of Educational Leadership (VAL-ED), by 31 Educators at four schools to collect Educators’ ratings of their Principal’s effective Principal leadership behaviors. Twenty Grade 5 Students participated in one-on-one interviews, to provide Students’ perspectives, which were analyzed through a phenomenological approach. Key findings which emerged: uncovering Educators’ and Students’ perspectives of the effective leadership behavior of the participating principals; the lack of congruence between Educators’ and Students’ perspectives; and four themes revealed through an analysis of Students’ interview data were found in contemporary models of effective Principal leadership behaviors. Student voices identified leadership behaviors which improve student achievement.

The increase of students with an emotional and/or behavioral disorder (EBD) and the increased time they are in the regular education classroom presents multiple challenges for untrained regular classroom teachers. At the local site it was noted that leadership needed a deeper understanding of the practices used by the teachers with EBD students. The purpose of this study was to identify educator's descriptions of effective instructional strategies when working with EBD students. Using Vygotsky's theories of defectology and zone of proximal development as the framework, the guiding questions for this study focused on training, instructional strategies, and behavior management tools that teachers deemed successful in the inclusion classroom. Data were collected using a case study exploring the design with purposeful sampling strategies for participant recruitment. Two focus groups with 14 regular Kindergarten through fifth grade classroom teachers were conducted along with personal interviews with 5 behavior specialists. Data were analyzed using open and axial coding with iterative re-categorization strategies. The findings highlighted effective teaching strategies that focused on improving the overall educational experience in the inclusive classroom by targeting improvement of academic performance, social skills, communication techniques, and behavior management strategies. This study focused on a positive social change by positioning teachers to create a successful educational environment for all students. The study's project provided a culminating professional development project that presented the various strategies discovered during the data collection and analysis process.

Thesis (MEd)--Cape Peninsula University of Technology, 2019. / The objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the quality of teachers (Femin-nemser, 2001). Provision of good teachers is, thus, crucial for the quality of teaching in schools. This research seeks to explore newly qualified teachers experiences of learning to teach and how it supports their classroom practices. A mixed method study with an interpretivist emphasis was conducted with teachers, who were in their first year of teaching. Data generation ensued through questionnaires and discussions whereby only some aspects of these were used to complement the main data generation which was the focus groups. Pedagogic Content Knowledge is a knowledge base that allows teachers to effectively pass their content knowledge on to students. Drawing on existing literature, a conceptual framework was developed. The study used the content analysis method where data was categorised according to the themes. The findings show that the Newly Qualified Teachers found their Initial Teacher Education to have had both positive and negative influences on their classroom practices. The heavy administrative duties, adapting to school contexts, relationships with people of influence like lecturers during Initial Teacher Education and mentor teachers, teaching practice (which had the most profound influence on their classroom practice) and the professional knowledge and skills as taught during Initial Teacher Education all played a part in supporting the classroom practices of Newly Qualified Teachers. The implications for policy makers, initial teacher education providers and mentor teachers therefore suggest some adjustment to the structure of Initial Teacher Education programs that would enable improving the development of Pedagogic Content Knowledge including enhanced involvement of schools in Initial Teacher Education to support classroom practice of Newly Qualified Teachers.

This thesis describes a longitudinal case study conducted in a secondary high school in the North West of Western Australia that was implementing an across the curriculum literacy strategy called Effective Reading in the Content Areas (ERICA). The study was conducted from an educational change management perspective where the adoption and implementation of ERICA was viewed against an educational change management framework. The impact of the adoption and implementation of ERICA on the teaching staff and student writing competence was investigated. The study has demonstrated that an educational change management framework is a useful tool for making the decision to adopt an innovation and for guiding the subsequent implementation. In addition, the study has highlighted the need to plan appropriately using tried and effective planning cycles and to recognize that the outcomes of any implementation of an innovation are unpredictable because of the complex interaction of change principles. Furthermore, the study has highlighted the complexity of the task of trying to improve student writing competence. Much effort was expended with little resultant improvement in student writing competence. This outcome can be rationalized, but considerable change is required in the way in which a traditional school operates before significant improvements in student writing competence will be seen.

What makes an effective one-to-one tutor of literacy is unclear. Researchers (Anand Bennie, 2004; Chapman, Tunmer, Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education. The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors. Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks. To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded. The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session. Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries. Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews. The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities. Open questions were asked more frequently than closed questions. Tutees were praised frequently. Scaffolding was observed regularly throughout tutoring sessions. The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently. High levels of engaged teaching were maintained throughout tutoring sessions. A higher percentage of words were spoken by the effective tutors than the tutees. Written planning did not appear to play a role in the effectiveness of the tutor. Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task. Many characteristics of effective tutors were revealed during observations and journal entries. The perceived characteristics of effective tutors were explored during interviews with the three tutors. The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence. The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor. The tutors ensured that the sessions were positive and laughter was frequently observed. Good communication was maintained with parents and tutees. The effective tutors were flexible during tutoring sessions, yet consistent with routines. The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties. They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

In this thesis I address several neglected issues relating to the theoretical and applied analysis of human capital and the impact of taxation. I begin with the problem of measuring the effective tax rate on human capital accumulation. I develop a forward-looking measure of the effective tax rate that is grounded in human capital theory, allowing for features that differentiate human capital formation from physical capital formation. These features include concavity of the earnings-investment frontier and adjustments in capital utilization through leisure. I argue that the few attempts that have been made to measure the effective tax rate on skill formation are either limited by the fact that they inherit assumptions applicable to the theory of the firm or have dubious theoretical foundations (Chapter Two). The new measure is used to derive the effective tax rate on human capital in 25 OECD countries, including Australia (Chapter Three). While there are numerous general equilibrium models which integrate nominal rigidities of one form or another, little attention has been devoted to nominal rigidities arising from partial indexation of income tax thresholds. No doubt one of the reasons for this gap in the literature is the difficulty associated with introducing a fully specified progressive tax regime into an applied general equilibrium model. I show that this hurdle can be overcome through a zero-profit condition for general equilibrium on the labour market. The condition is integrated into an aggregative model of the economy consisting of two sectors (consumption and education) and two factors of production (skilled and unskilled labour). Since skill formation is endogenous, the model allows us to reopen research into the optimal level of skill formation and the role of government (Chapter Four). An applied general equilibrium version of the model is used to evaluate the impact of recent tax reform proposals on skill formation (Chapter Five). A concluding chapter draws together these lines of enquiry with suggestions for future research (Chapter Six).

Cette thèse est consacrée à l'étude de la dynamique et de la rhéologie des fluides complexes. Nous utilisons une méthode de simulation numérique à trois dimensions. Les systèmes que nous étudions ici sont des suspensions de micro-nageurs actifs, des suspensions de particules sphériques rigides en présence d'un champ externe auquel elles sont sensibles et de la dynamique de suspensions de particules sphériques et confinées en cisaillement. Les Micro-nageurs sont les objets microscopiques qui se propulsent dans un fluide et ils sont omniprésents dans la nature. Un exemple commun de micro-nageurs est la micro-algue textit{Chlamydomonas} . Un des buts principaux de cette thèse est de comprendre l'effet de la motilité de ces micro-organismes sur les propriétés macroscopiques globales de la suspension, telles que la viscosité effective pour expliquer les observations expérimentales. Nous avons élaboré différents modèles de suspensions de textit{Chlamydomonas} et effectué des simulations numériques utilisant la version 3D de la dynamique des particules fluides (FPD) (méthode expliquée dans cette thèse). Les résultats de nos simulations numériques ont été présentés et discutés à la lumière des observations expérimentales. Un des modèles proposés intègre tous les phénomènes observés expérimentalement et sont applicables à d'autres types de suspensions de micro-nageurs. Cette thèse consacre également un chapitre sur les effets du confinement sur la dynamique de cisaillement des suspensions diluées de particules sphériques. Nous avons constaté que dans la géométrie confinée, la vitesse angulaire des particules diminue par rapport à celle imposée par l'écoulement de cisaillement. La vitesse angulaire des particules diminue également lorsque la particule est proche d'une paroi unique et la vitesse de translation de la particule par rapport à la vitesse de la paroi diminue. Un autre objectif de cette thèse est d'étudier les suspensions à viscosité effective ajustable. Nous avons mené une étude numérique sur des suspensions de particules sphériques en présence d'un couple externe. Nous avons montré que le changement de vitesse angulaire des particules due à l'application d'un couple externe est suffisante pour modifier fortement la viscosité de la suspension. Basée sur des simulations numériques, une formule semi-empirique a été proposée pour la viscosité des suspensions de particules sphériques valables jusqu'à 40% de concentration. Nous avons également montré que la 2ème loi de Faxén peut être étendue par une expression empirique pour de grandes concentrations.

No description available.

Les effets des opérateurs liés aux anomalies axiale et de trace de QCD et de QED dans les désintégrations faibles des mésons sont analysés dans deux régimes extrêmes: tout d'abord lorsque les densités anomales de gluons et de photons sont générées à courte distance par une boucle de quark lourd, ensuite lorsqu'elles sont générées à longue distance par des corrections fortes associées aux quarks légers u, d et s. A courte distance, l'ensemble des corrections de type pingouin à une interaction effective à quatre quarks arbitraire est obtenu à partir de l'expansion en la masse inverse du propagateur d'un quark lourd plongé dans un champ de jauge classique. Une suppression des effets anomaux est ainsi mise en évidence dans le Modèle Standard. Un nouvel ensemble d'opérateurs de dimension huit décrivant les effets du quark charmé dans les désintégrations des kaons est également établi. A longue distance, les effets anomaux associés aux quarks légers dans les désintégrations faibles hadroniques et radiatives des kaons sont analysés dans le formalisme des Lagrangiens chiraux. Une contribution potentiellement importante de l'opérateur d'anomalie de trace est ainsi mise en évidence. Les implications d'une éventuelle dominance des anomalies sont également étudiées.

Thesis (M.Com. (Tourism))--North-West University, Potchefstroom Campus, 2008.