This dissertation submits as its project a history of dialogue in the classroom, from early recitation practices to the era of the teacher as a “sage on the stage,” the subsequent role of a participating observer or “guide on the side,” and more refined teacher roles as well as sharper definitions of discussion and dialogical practices (King, 1993, p. 30). For this research, I adopted a conceptual methodology, using Foucault’s critique and Deleuze and Guattari’s assemblages and rhizomic structures, to inform the mapping and dynamic of the historiography. In terms of practical methodology, I collected over 650 theoretical, empirical, and instructional works related to forms of classroom discourse. By mapping the territory of research on discourse in the English classroom, this work noted trends in the method, manner, and focus of research. Several critical shifts might be suggested regarding theory, research, and practice in relation to dialogue: in practice, first, a shift from quantitative, monological positions to more dialogical, polyphonic stances; and second, from research examining teacher questioning and evaluation to that focused on student responsiveness. In theory and research, this review suggested several noticeable trends in research methods: first, that classroom practice lags behind the theoretical imagining of the dialogical; second, that scholars have increasingly relied on Mikhail Bakhtin’s theories in the pedagogical frames of their research on discourse in the classroom; and third, that scholarship has shown a greater interest in international sites of study. Overall, although scholars have made strides in conceptualizing the dialogical classroom, greater interventionist studies and instructional works are needed to bridge the gap between theory and practice.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

The purpose of this document is to construct a pedagogical model for which we can better teach the adaptation and versatility of the saxophone within the musical world. In my experience, there seems to be an absence of discussion regarding the rich historical diversity of the instrument. When considering the development of the saxophone it is usually within the scope of a particular musical style, most often through the genres of classical music or jazz. By narrowing our scope to the field that we inhabit we leave out some of the most innovative and interesting approaches to the instrument, and concepts that could potentially be integrated into our own performance practices. Through an examination of how the instrument has adapted in response to technological, social and aesthetic changes we gain insight into the flexibility of the instrument and begin to dismantle barriers that often define “schools of playing.” By establishing the saxophone’s history of adaptation, I build an argument that there is no singular correct approach to sound, only a rich variety of choices. Soundscape ecologist Bernard Krause popularized the term “acoustic niche” which originated from his colleague Ruth Happel. Acoustic niche refers to the situation by which vocalizing creatures within a particular environment alter their frequencies to compensate for sonic changes to their territory caused by encroaching other species including humans. He states that examining, “the diversity and structure of natural sounds from a rainforest forcefully demonstrates very special relationships of many insects, birds, mammals, and amphibians to each other.” The adaptation of creatures’ vocalizations, rising and falling within certain frequency levels, is essential to their survival. Any “masking” or invasion by others threatens an individual’s ability to locate food sources, communicate danger signals and attract mates. In this context, acoustic niche theory becomes a useful metaphor for the development, adaptation, and trajectories of the saxophone in the instrumental world. Since its invention in the mid-nineteenth century, the saxophone has regularly adapted and altered its tonal profile to carve a place in a diverse spectrum of genres and musical styles. The opening chapter discusses the landscape of the saxophone community as a whole. This includes the genres of classical and jazz as well as niche communities such as Carnatic and popular musics. In this chapter I frame the issue of “specialization” and provide background material on acoustic niche theory. The second chapter seeks to complicate and enrich the saxophone’s historical narrative in order to demonstrate the logic of various communities existing within. The third chapter begins with a discussion of technological changes made to the instrument since its invention. The remainder of chapter three explores a variety of diverse tonal profiles that exist within general communities such as classical, jazz, popular and non-Western musics. The final chapter considers a practical application of these discussions and presents a sample pedagogical method. / A Treatise submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Music. / Spring Semester 2019. / April 19, 2019. / Acoustic Niche, Historical Narrative, Pedagogy, Saxophone, Specialization, Tonal Profile / Includes bibliographical references. / Geoffrey Deibel, Professor Directing Treatise; Denise Von Glahn, University Representative; Deborah Bish, Committee Member; Jeffrey Keesecker, Committee Member.

This study was designed to explore adolescents’ educational and career aspirations. The Social Cognitive Career Theory (SCCT) was used as a framework, and the variables were selected with empirical and theoretical support for their possible significance to the career aspirations of Hong Kong high school students. Two separate studies were conducted. In study I, the Chinese Career Aspiration Scale (CAS) and Career-Related Parent Support Scale (CRPSS) were developed. In addition, the existing Academic Development Self-Efficacy Inventory (AD-SEI) and Career Development Self-Efficacy Inventory (CD-SEI) were simplified for this study. The four measures were validated using a sample of 677 Secondary Four students. The sample was randomly divided into two sub-sets. The first sub-set was used to explore the construct validity, while the second sub-set was used for further validation. The results of the exploratory factor analysis and confirmatory factor analysis suggested that the Chinese CAS was an adequate indicator for assessing Chinese high school students’ educational and career aspirations. The Chinese CRPSS also could provide an adequate indicator for assessing career-related parental support of Chinese high school students. It was also found that the AD-SEI and CD-SEI measures could be adequately represented by the simplified versions. The reliability analyses showed that the total scale and subscales were internally consistent. In study II, data were collected from 729 Secondary Four students who were asked to complete the four measures developed and tested in study I, and to provide demographic information. Correlation analysis was conducted to examine the relationships between predictor and outcome variables. Hierarchical regression analyses were performed to determine the significance of each predictor variable on students’ continuing education and career achievement aspirations. The results indicated that gender and family socio-economic status were not associated with continuing education aspirations or career achievement aspirations. The students’ perceived academic achievement influenced continuing education both directly and indirectly through academic self-efficacy or career self-efficacy. However, perceived academic achievement was not associated with career achievement aspirations. Career-related parental support influenced continuing education and career achievement aspirations both directly and indirectly through academic self-efficacy or career self-efficacy. The results of this study provided an in-depth view of the perceived influences on adolescents’ continuing education and career achievement aspirations. This knowledge can help educators design better targeted and individualized career interventions. The results also provide empirical evidence in support of Social Cognitive Career Theory, in terms of the impact of contextual factor (career-related parental support) and self-efficacy, in predicting continuing education and career achievement aspirations with a Chinese sample. In addition, the Chinese versions of Career-Related Parent Support Scale and Career Aspiration Scale are viable assessment tools for researchers and guidance professionals working in the careers field. Implications for future research and career guidance practices within the Hong Kong education context are also discussed. / published_or_final_version / Education / Doctoral / Doctor of Education

This thesis is a journey of discovery into a personal pedagogical perspective which the author refers to as 'a pedagogy of affirmation'. Starting from the text of a teacher's written journal, the writer begins to question the source of teacher motivation and examines his own beliefs and thoughts about teaching within both his personal experience but also in more global contexts. In conjunction with questions of personal and social identity, the author links characteristics of social dominance with those of dominant personality traits and illustrates the complexity of the individual with the use of mythology and through what is referred to as 'a poetic basis of mind'. By understanding more fully the question of identity, the author looks at the character of education today with particular reference to the influence of the business model. This he contrasts with characteristics such as caring, community, and communication. Through questioning and coming to understand more clearly the characteristics of public education, the writer begins to recognize more fully his own involvement and personal perspectives with regards to the classroom. This he articulates in the final chapter of the thesis. / vi, 195 leaves ; 29 cm.

This mini-thesis documents and analyses an action research project which I conducted with secohdary school teachers. The teachers wished to learn more about environmental education so that they could run their own programmes. I, on the other hand, wanted to improve environmental education programmes offered at the centre where I worked. I hoped that through encouraging teacher participation and involvement, I could begin a process through which the teachers themselves could contribute to, and be in greater control of, their own learning in environmental education. As an introduction to this mini-thesis, I provide some background information on the centre, and state the reasons for having embarked on this project. In addition, I outline the literature and various research findings pertinent to this study. For the purpose of this study, I have selected emancipatory action research as a mode of research, since I believe that emancipatory action research, which embodies processes of reflection and informed action, constitutes the possibility for authentic, emancipatory change in the practice of teachers. The bulk of this thesis, therefore, documents the first two cycles of the action research process and the experiences of those involved in the process. I also briefly comment on some of the claims of action research as a method for research. An important feature of this thesis is that it addresses the possibilities of and constraints to implementing education for the environment in the teachers' practices. The existence of the latter is acknowledged and discussed from my perspective and those of the participating teachers. The study, furthermore, documents teachers' understandings of environmental education, and how this determines the kind of environmental education activities in which they engage. In the final analysis, I argue that the education system we inherited from the apartheid regime has had the effect of producing passive, disempowered and highly demotivated teachers with extremely low levels of self confidence and assertiveness. Despite this fact, I have not only had the opportunity to wltness some positive attitudinal changes occurring in teachers as the study progressed; the project has also enhanced my own understanding of environmental education and the effect the apartheid education system had in shaping my own thoughts and life.

M.Ed. / A personal tutoring established by the ancient universities and adopted subsequently by both old and new universities has implicitly acknowledged that High Education students derive both academic and personal benefits from one-on-one academic guidance and group collaborative work (Mattis & Dewart, 2007). In the Department of Mathematics, Science, Technology and Computer Education at the University of Johannesburg both the individual and group tutoring models are employed to assist students in their academic programmes. The research question that this study is addressing is: “What are the students’ expectations of the tutors in a postgraduate Computer- Based Education programme?” This research study describes a case study method based on the students’ expectations of the tutors in a post-graduate Computer-Based Education programme. For some reasons students have a misconception (about the roles of the tutors) that a tutoring session is a place where they will, with very little effort on their part, acquire and develop the computer skills needed for competency in the course. Either they view the tutor as an assistant lecturer, or someone who can give all the answers to their problems. The case is to elucidate the students’ perceptions and experiences towards the role of tutors in the Development of Web-Based Instruction in a Computer- Based Education course. Through qualitative data analysis the study revealed that the students in this study needed to know where to draw the line between the role of tutors and that of lecturers. The students acknowledged the kind of help that they received from the tutors during the tutoring sessions. Peer tutoring was portrayed by the students as having particular significance for them as they were faced with challenges of inadequate mastery of the necessary computer skills. It is also acknowledged that peer tutoring has the benefit to contribute to the improvement of their academic performance.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

M.Ed. / This thesis follows the Grade 7-9 teachers at the three Middle schools at the Temba District of Bojanala East Region in the North West Province about their lesson planning to include an Environmental Education focus. Environmental learning principle of the NCS (R-9) has been used to trace teachers’ understanding, knowledge and skills about the “environment”, as well as to check their level of compliance with the NCS as a prescribed policy for their teaching practices. The use of the NCS as an Outcomes- Based Education and Training approach in teaching assisted me to get a clear indication of the situation that prevailed at the schools that were sampled with regard to the recontextualisation of environmental learning. The study acknowledged that the situation at schools was found to have been entrenched and influenced by the past socio-historical, socio-political, the cultural and traditional realities that have infiltrated into the curriculum approaches and hindered the existence of opportunities for best Environmental Education practices. Teachers on the ground level were found to not have sufficient knowledge of what Environmental Education is all about. It was found that they lacked the basic background information about the environment itself. They are faced with situations where classes are overcrowded, with no community involvement in school activities. Added to these challenges is the reluctance on the part of the national and local education bodies to provide teachers with the necessary support. Teachers are as a result, not coping with these appalling circumstances surrounding them and proper Environmental learning thus becomes a thing they are unable to deal with. This study recommended that teachers’ skills be harnessed for effective and progressive teaching. The Department of Education was urged to take a step to initiate a collaborative change in attitude of both the school communities and the government by providing the necessary support to teachers, as well as to allocate to schools budgets and resources to assist them to cope with the demands brought about by the new policies they are supposed to implement. The implementation of the recommendations of this thesis will bring about systematic change in attitude and behaviour, with simultaneous social change in values, as well as direct management from national and local bodies.