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The problem constituting the basis of this study is one having to do with an investigation of educational objectives. Specifically, it relates to an examination of teachers' objectives in a strictly limited area of Texas and a comparison of these objectives with those advanced by professional educators and published in literature dealing with educational practices and principles.

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伍美蓮. / 呈交日期: 2003年1月. / 論文(哲學博士)-香港中文大学, 2002. / 參考文獻 (p. 227-241). / 中英文摘要. / Cheng jiao ri qi: 2003 nian 1 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wu Meilian. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 227-241).

The literature in education is conspicuously lacking in any meaningful or sustained discussion of the body's role in education. This thesis suggests that body and mind do not mutually exclude one another but rather, they are the two aspects that, together, form the whole person. Paradox is a key concept here because it offers a vision of reality that brings together "apparent opposites" into a tensed relationship thereby creating a framework that allows for the integration of body and mind into a cohesive whole. This thesis argues that myth is an expression of humankind's paradoxical nature, and that the hero myth, in particular, points to a path that leads to the embodiment of paradox, and thus to wholeness. This, however, requires a journey into the depths of the body in order to get in touch with the body and the entire range of its feelings. It is further argued that this process reconnects us to our body. To embody paradox, therefore, signifies the integration of body and mind into a unified whole. (Abstract shortened by UMI.)

The purpose of the study was to investigate the effects of goal setting upon teachers at the Metropolitan School District of Washington Township, Marion County.A descriptive research design was used to obtain data pertaining to the effects of goal setting upon teachers to determine the efficacy of goal setting in relation to improvement of instruction. Five hundred sixty-three teachers responded to a thirty-five item questionnaire. The data obtained were analyzed for the combined responses and for discrepancies between respondent sub-groups i.e., elementary non-tenure, elementary tenure, secondary non-tenure, secondary tenure teachers.The relationship between goal setting and improvement of instruction was not clear. Teachers were not committed to goal setting as a means to improve instruction. The benefits derived by goal setting were not understood by teachers. Teachers responsibly worked toward goal attainment as a requirement of the teacher evaluation process rather than viewing goal setting 'is a vehicle to increase teacher effectiveness.Teacher acceptance of goal setting led to satisfaction and resistance or hostility led to dissatisfaction. The efficacy of goal setting as a motivational means to improve instruction was to relation to the attitude of individual teachers.Teachers spent approximately four hours, less than one full teacher workday, for conducting a self-diagnosis, identifying and writing goals, and conferencing in relation to goals. Four hours were not enough time to effect instructional improvement.Teachers and evaluators did not perceive a relationship between goal setting and application of in-classroom teaching learning knowledge or changes in instructional practices. No relationship existed between goal setting and application of in-classroom teaching-learning knowledge or changes in instructional practices.Teachers indicated receiving infrequent help from evaluators relative to in-classroom teacher practices. No relationship existed between goal setting and teachers receiving help from evaluators relative to in-classroom teacher practices.The amount of supervisory influence was increased in relation to the amount of evaluator competence perceived by teachers. Effective supervisory skills enhanced the benefits derived from goal setting for individual teachers.The influence of the evaluator over a teacher appeared to be the result of power and the capacity to reward or punish. Tenured teachers, especially secondary, were less influenced by the power base of the evaluator.Teachers appeared to be in conflict between needs of teachers to be helped at becoming more adept with needs to be perceived as competent, for which teachers must be evaluated. Teacher resistance and hostility, especially tenured secondary teachers, toward evaluators was related to goal setting.Evaluators assumed passive roles in relation to goal setting resulting in negative evaluations by teachers of the interpersonal relationships between teachers and evaluators. The relationship between teachers and evaluators was not improved via goal setting.A dichotomous relationship existed between goal setting and the total teacher evaluation plan. Evaluators experienced a role conflict between desiring to help and having to evaluate teachers.Goal setting communication between teachers and evaluators flowed multi-directionally with teachers controlling the primary input and influence for goals. Teacher ownership for goals was considered critical in regard to motivation toward goal attainment. However, the passive, almost casual, behavior of the evaluators reported by teachers appeared detrimental to goal setting.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015. / The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.