Text in Afrikaans / Hierdie studie handel oor die identifisering van sagte neurologiese uitvalle deur die opvoedkundige sielkundige. Die navorser het gevind dat neuraal gestremde kinders dikwels eers op 'n laat stadium na buitengewone onderwys verwys word. Dit het die vraag na kriteria vir sagte neurologiese uitvalle en neuropsigologiese evaluasies in die brandpunt van die studie gestel. Die literatuur het bevestig dat daar verskeie neuropsigologiese verkenningsmedia oorsee bestaan, maar Suid-Afrikaanse navorsing op die gebied, is nog beperk. Daarom is die doelstelling van die studie om aan die hand van kriteria vir sagte neurologiese uitvalle, 'n neuropsigologiese evalueringstabel saam te stel wat toeganklik is vir enige opvoedkundige sielkundige. Die evalueringstabel is aan die praktyk getoets. Die navorsing bevestig dat dit moontlik is om neuraal gestremde kinders te identi:fiseer deur die toepassing van die neuropsigologiese evalueringstabel. Die identifisering van die neuraal gestremde kind is slegs die vertrekpunt in die wyer pedagogiese bemoeienis met die opvoedeling / This study deals with the identification of neurological soft signs by the educational psychologist. The reseacher became aware of the fact that neurologically impaired children were referred to extraordinary education at a very late stage. The above mentioned situation gave rise to the search for criteria for neurological soft signs as well as neuropsychological means of assessment It was found in the literature that neuropsychological assessments were well in existance abroad, but the South African literature lacks in depth research. Therefore the aim of this study was to use existing neuropsychological criteria to compile a neuropsychological evaluation table that will be accessible to every educational psychologist. This neuropsychological evaluation table was put to practice and it proved that neurologically handicapped children can be identified by means of this assessment. The identification of the neurologically impaired child remains simply the point of departure in the broader pedagogic dealing with the child / Psychology of Education / M. Ed. (Voorligting)

M.Ed. (Curriculum Studies) / It has become imperative for trainers who deal with technical training to keep pace with progress in the technological world. The purpose of this research is to make a penetrating analysis of modular competency - based technical training. The determination to raise the quality of education probably contributed largely to the sharp focus on a clearly specified goal determination and on a specified target formulation. From this competency - based training originated. Modular training focuses on the ability of the learner to master specific skills. In other· words the training programme comprises a set of learning objectives that are clearly defined so that they can only be attained if speci.fic actions are carried out. The training method to be followed is designed and structured as accurately as possible so that the learner will be able to attain the required level of competence. The most ~mportant characteristic of a modular competence-based training programme is that the learner is expected to master all the learning objectives set for a particular occupation. A further characteristic of a modular competence-based training programme is that th~ individual learner will be held responsible for the successful mastery of learning objectives, while the trainer manipulates and uses external conditions in an attempt to ensure that the learner will attain the required level of mastery. The nature and extent of certain competencies depend on the learner's ability to master a skill rather than simply on his ability to demonstrate theoretical knowledge. Specified competence for a particular occupation consists in mastery of the skills considered of special importance in that occupation (Opperman,1988:4/5). The programme content is structured in definable teaching modules and these modules are arranged in a continuous progressive training system in which progress is based on compliance with measurable performance criteria. A teaching module is a complete instructional unit.

The purpose of this study was to investigate the effects of two approaches to increasing academic achievement in reading and mathematics. One approach used a "structured parental support program" to enhance academic achievement in reading and mathematics. In this procedure, two different "parental programs" were tested. The second approach tested in this study was the effect of a "beginning instrumental music program" on a child's academic achievement in reading and mathematics. In addition, a survey of "Student Attitudes" concerning reading, mathematics, and instrumental beginning music lessons was administered. A questionnaire was sent to all parents involved in the study. The responses of the parents to the questions were used as a guide to improve future parental workshops. The setting was in Somerset, Massachusetts, using fourth and fifth grade students. The total fourth and fifth grade population was approximately 425 students. The sample was composed of 105 children whose parents responded affirmatively to a Parental Consent Form. The students were randomly assigned to one of four groups, based on their pre-math score. The findings in this study revealed that the parents in the study were committed to assisting their children with the homework assignments. The analyses of data revealed that the students in the "structured parental support program" did significantly better in their posttest reading and math scores than the students whose parents were not in the structured parental support program. Also, the data revealed that the students in the "beginning instrumental music lesson program" did significantly better in their posttest reading and math scores than the students not in the "beginning instrumental music lesson program." The findings are of immediate practical value to the people making decisions about school curriculum. This study reinforces research done on music and achievement, and parents and achievement.

Former colonial societies, largely categorized as the Third World, are still affected by negative retentions of their colonial past. The education system in these societies is arguably the most affected in this regard; and teacher education is no exception. Since teacher training is such a pivotal component of this sector, it is a key point of entry to gain a deeper understanding of the effects of colonialism on educational institutions, structures and processes. Jamaica provides an important context for this study in light of its dual or two-tiered system of education which evolved from slavery and colonialism. Using both phenomenological and postcolonial theoretical frameworks, I conducted a study to ascertain what the experiences of Jamaican teachers' college lecturers would reveal about the status of teacher education. Using an in-depth interviewing methodology, I interviewed 17 lecturers from five (5) of the six (6) teachers' colleges in Jamaica. Each interview was approximately 90 minutes long, and each participant was interviewed thrice. Interviews were audiotaped and transcribed verbatim. I judiciously read each interview transcript, and then coded segments that were salient to my research focus---the lived experience of Jamaican teachers' college lecturers. These coded segments indicated nine (9) themes which overwhelmingly suggest that as tertiary institutions, teachers' colleges are viewed in low regard and continue to occupy the lower rung of an inequitable two-tiered system. In keeping with the second theoretical frame of the study---postcolonial discourse---I analyzed six (6) of the themes with a view to uncovering deeper meanings underlying the educators' experiences. The preponderance of the meanings derived strongly suggests that there are retentions of colonialism that prevent teachers' colleges from cementing their place as legitimate tertiary institutions. However, there is some measure of hope, as the findings also indicate that there are pockets of radical pedagogical shifts among teachers' college lecturers, away from hegemonic conceptions of teaching rooted in British colonialism and imperialism.

An ecological perspective has been utilized to understand the teaching-learning context in physical education and sport settings, yet few studies have systematically studied the teacher/coach in their dual role context teaching and coaching (Hastie & Siedentop, 1999). The purpose of this study was twofold. First, to examine the work of an exemplary physical education teacher/coach teaching soccer in physical education and coaching soccer in sport from Doyle's (1977) ecological perspective. Specifically, to understand the similarities and difference of the program of action (PoA), during lesson and practice sessions. Second to examine, from Callero's (1994) resource perspective of role, how dual role responsibilities influenced the work of a physical education teacher/coach. Participants included Tom, a 34-year veteran physical education teacher/coach and his physical education class (N = 14), and varsity boy's soccer team (N = 23). Data were collected at 15 physical education classes and 31 soccer practices using qualitative techniques (e.g., narrative field notes, in-depth participant interviews). Three formal semi-structured 90 minute interviews were conducted with the teacher/coach to explore his background, perceptions and beliefs about teaching and coaching, and his work as a dual role professional. Semi-structured 30-minute student/athlete interviews were conducted with seven students and 21 athletes and focused on their experiences in sport and physical education with Tom. Data were analyzed inductively using a constant comparison method. Findings indicate that for Tom there was a similarity and compatibility of teaching physical education and coaching sport based on how Tom claimed the teaching and coaching role. Second, reverence among student/athletes and Tom was a powerful resource Tom accessed through the teaching and coaching role, which facilitated relationship building and contributed to a positive learning environment. Finally, Tom structured the learning environments in physical education and sport with robust PoAs, which included a strong primary learning vector. Tom used many appropriate pedagogical practices in both physical education and sport, such as effective rules, routines, expectations, and strong content development through the four games stages (Rink, 1998) which contributed to the robustness of the PoA. This study was an important step in the systematic examination of the practices of exemplary physical education teacher/coaches.

American state boards of education are calling for public schools to follow state educational “standards,” and for students to be tested against these standards periodically. We hear a cry from our political leaders to rewrite school mission statements to include discrete academic skills rather than goals supporting our students in becoming lifelong learners with skills in cooperation and problem solving. It is an important time to provide compelling descriptions of alternative educational models. This study provides one such description. Price Farm School was housed in an eighteenth century farmhouse in rural New Hampshire. With a commitment to “starting from scratch,” emphasizing the homemade, handmade or homegrown, the school's teachers provided an experiential education for up to twenty first through sixth grade students each year. To guide my research I attended to the following set of questions: What was Price Farm School's ethos, culture, climate? What were its guiding beliefs (philosophical foundations)? How did it emerge or evolve? What was its educative value? To address these questions, I analyzed data from a variety of sources including interviews with former students, teachers, interns and parents, student progress reports, students' journals, students' schoolwork, newsletters written by teachers to the school community, teachers' memos, and photographs taken of the children at school. I studied the data systematically to discover emergent themes and analyzed the pedagogical priorities and values implied by the themes. A review of the literature outlining the history of progressive education, constructivist learning theory, and brain-based educational learning principles served as the backdrop for my discussion of the philosophical underpinnings of this model. The themes most strongly represented in the data included a commitment to curriculum which was dependent upon the resources offered naturally by the seasons, and curriculum initiated in response to the interests, needs and development of the students. Information about teachers acting as coaches or facilitators in informal student-teacher relationships which were based on a balance between intimacy and trust, permeated the data. In an atmosphere of relaxed alertness, students at Price Farm School acquired the skills to become both academic and civic leaders in their subsequent schools.

This study examines the issue of educator power in the classroom and suggests a practical mechanism by which educators can reflect on their power use and develop a deeper consciousness of it in their teaching. A review of the literature conducted for this study revealed a gap in the discussion of educator power between the theoretical and practice-oriented literature bases. This study considers whether a comparable gap exists in actual practice and through phenomenological interviews investigates the perceptions of classroom power use for ten faculty in higher education. Through classroom observations, these perceptions are compared to classroom practices for all participants and gaps are seen for all ten participants. The theoretical frame of analysis for this study is drawn from the review of the educational literature including critical and feminist pedagogy, multicultural, social justice, humanistic, and teacher education, as well as faculty development and self awareness literatures. The examination of this literature highlights the areas of educator power presently underinvestigated in both theory and practice. Specifically, this review lead to the development of two models for understanding educator power: the Spheres of Educator Power and the Sites of Educator Power. The Spheres model is an organizational schema that groups educator power into three primary ‘spheres’, Public, Private and Intimate, with the bulk of the literature addressing the Public and the Private leaving the Intimate significantly underinvestigated. The Sites model further explores the Intimate Sphere and identifies seven fundamental sites of educator power in the classroom—social identity, teacher education programs, educational biography, personal history, content mastery, student abdication, and institutional conferrence. These two frames for understanding educator power, combined with the interview and observational results, are the foundation of an action—reflection model, the Power Praxis model, designed to assist educators in becoming more conscious of their use of power in the classroom. Rooted in the aforementioned literatures, it is believed that a deeper awareness of the use of educator power in the classroom as a result of this model will lead to a more empowering educational experience for both students and educators.

The aim of this study was to describe co-construction processes in large group discussions. Co-construction, as used here, is a process by which the teacher and the students work together to construct and evaluate mental models of a target concept. Data were collected for an in-depth case study of a single teacher instructing middle school students with an innovative curriculum on human respiration. Data came from transcripts of video taped lessons, drawings, and pre- and post-test scores. Quantitative and qualitative analyses were conducted. In the quantitative analysis, differences in gains between one and two standard deviations in size were found between the pre- and post-test scores indicating that the students increased their understanding about human respiration. In the qualitative analysis, a generative exploratory method followed by a convergent coded method was conducted to examine teacher-student interaction patterns. The aim of this part was to determine how learning occurred by attempting to connect dialogue patterns with underlying cognitive processes. The main outcome of the study is a hypothesized model containing four layers of nested teaching strategies. Listed from large to small time scales these are: the Macro Cycle, the Co-construction Modes, the Micro Cycle, and the Teaching Tactics. The most intensive analysis focused on identifying and articulating the Co-construction Modes—Accretion Mode, Disconfirmation Mode, Modification Mode, Evolution Mode, and Competition Mode—and their relations to the other levels of the model. These modes can either describe the construction and evaluation of individual model elements or of entire models giving a total of ten modes. The frequency of these co-construction modes was then determined by coding, twenty-six hours of transcripts. The most frequent modes were the Accretion Mode and the Disconfirmation Mode. The teacher's and the students' contributions to the co-construction process were also examined. It was found that both the teacher and the students generated ideas in approximately equal proportion to build the models, that the teacher usually evaluated the ideas, and that both modified or disconfirmed the ideas. Thus the study is an attempt to develop a vocabulary for describing strategies that facilitate student model construction.

This study was undertaken to assess outcomes of a teacher training program whose goal was application of the 4MAT Learning Style Model (McCarthy, 1987) to the design of lessons which foster student creativity. Results derived from the analysis of data in this study indicate that the training program met its objectives of content mastery, attitudinal change, and application of theory, within the context of a case study involving 27 subjects undergoing 36 hours of training. Goals of the training program included: (1) developing understanding of basic learning style and creativity concepts; (2) increasing positive attitudes regarding the significance of diversity and creativity; and (3) applying concepts taught through construction of 4MAT lesson plans. Training program content was based on topics covered in the introduction and literature review including the importance of accommodating diversity and developing creativity in society today; an explanation of the 4MAT Model; an overview of typology and creativity research; and examination of implications for education. Outlined in detail are scope and sequence of the training program, as well as measures of evaluation which included a content pre/post-test, a retrospective attitudinal survey, a lesson rating scale, and anecdotal commentary. Results were analyzed quantitatively not only in terms of new learning acquired, degree of attitudinal change, and quality of lesson plans, but also with regard to patterns of performance emerging among sub-groups categorized according to sex, grade level taught, work experience, previous training, learning styles, and attendance. Results indicate that (1) during the course of the training there was a significant increase in positive attitude regarding the importance of accommodating diversity and creativity in educational settings; (2) that the training program prepared the majority of participants to develop lessons which integrated creativity and learning style theory, while satisfying 4MAT criteria; (3) that performance on lesson plan design correlated more closely to attitude than to content; and (4) that gender and learning style of participants appeared to significantly affect assessment scores.

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