<p>The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of &quot / what exactly is the nature of the relationship between adult education and training&quot / ?</p>

M.Ed. / The dramatic increase in adult-learners coupled with pragmatic factors such as increasingly more expensive contact time, the rationalization of lecturers at a tertiary level, rapid expansion of knowledge as well as technological, economic and socia-political factors, have made the variant of distance-learning programmes a more preferable and popular option. However, it would seem that there is a shortage of lecturers who can succesfully integrate the combination of contact and distance education in their educational approach. It is therefore essential to train lecturers involved in adult-learning in the practice of adult-training by means of distance education. In this research, selfstudy modules were investigated. The aim of this study which forms part of a team project of six papers, was focused on the development of lecturers in compiling purposeful study guides for adult-learners. The changing role of the lecturer, which entails that he/she is expected to act as the manager of the learning activities of his/her learners, was examined. The characteristics of the adult-learner were subsequently discussed. In this regard, learning ability, experience, learning-readiness and self-concept were considered most important. The method of designing purposeful study guides was set out on the basis of a literature study. It became evident that the study guide should be designed in such a way that it would promote a problem-solving approach in adult-learners. It was also emphasized that the aim of a self-study module is not to expect adultlearners to cope on their own, but rather to create an opportunity for these learners to develop their potential. Consequently, the importance of the formulation of learning objectives for each module was discussed since well formulated learning objectives direct the study activities of learners and motivate them with regard to selfdirected learning. Attention was paid to self-study modules which consist of various components, including an introduction, aims, learning objectives, a rationale, learning content and self-evaluation tests with answers. Together, these components form an integrated unit of a self-study module, it is of crucial importance that the lecturer should know his/her target group in order to plan the learning activities effectively. It was also pointed out that the lecturer should evaluate the modules on a continuous basis. The formative evaluation process was indicated as an effective method of evaluating a self-study module. Subsequently, a self-study module was devised in order to guide lecturers to design purposeful study guides. Relevant examples which could be used as a framework for self-evaluation answers, were offered to lecturers on a continuous basis to enable them to constantly monitor their progress. In conclusion, the study was summarized and the primary findings were recorded. The most significant finding was that purposeful, structured study guides are an essential component of any training programme. The importance of training lecturers to design self-study modules to ensure that meaningful self-directed learning can take place, was emphasized.

The purpose of this study was to determine whether participation in an instructional module on procedures for individualizing instruction produced results different from those produced by a traditional education approach with respect to the performance, attitude, self-concept, and dogmatism of special education student teachers. The findings were (1) there was no significant difference between the experimental and comparison groups with respect to teaching-performance; (2) the experimental group's mean self-evaluation teaching-performance score was significantly different in a negative direction than the mean self-evaluation teaching-performance score for the comparison group; (3) both groups had positive correlations between teaching-performance scores and self-evaluation scores, but the experimental group had a significantly higher correlation; (4) there was no significant difference between the experimental group and the comparison group with respect to change in attitudes; (5) there was no significant difference between the experimental and comparison groups with respect to the degree of change in self-concept, and (6) there was no significant difference between the experimental and comparison groups with respect to degree of change in dogmatism.

"The purpose of this study is to make an analysis of the 1951-52 of class of fifth grade pupils to: 1. Find the cases of retardation. 2. Discover through study and research the underlying causes of the retardation. 3. Develop a keener understanding of retarded children. 4. Determine ways of working with these children more effectively"--Introduction. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 72-75).

Harmony is found between a specific area of professional family life literature and the results of several surveys from within a particular metropolitan area. Revealed is a teacher inadequacy to the task of family life education in the primary and secondary schools. Deterrents are found to be a lack of both pertinent knowledge and skill. Having shown consensus that the stated problem exists the further purpose of the thesis is to propose an aid to its remedy. Three factors require attention. Teachers need additional information from both the social and physical sciences. They need an opportunity to become aware of inhibiting attitudes. Lastly, teachers need experience in creating a dialogue-centered classroom. An in-service teacher education program in family life education is proposed to modify deterrents to teacher adequacy. The proposed program stresses the application of sociological concepts to the mode of conducting the sessions as well as to its content. The resulting kind of education program provides an environment which both stimulates and nurtures readiness for learning. Communication is found to be basic to human interaction and therefore also to human development. It is through the communicative process that teachers-in-service are assisted in becoming aware of their relevant attitudes. At the same time, communicative skills are developed. Concurrently an analytic frame of reference is encouraged through the suggested materials and their use. Care is given in selecting a wide range of types of materials representing contrasting social psychological views. Recognizing the difficulty of maintaining objectivity while discussing potentially emotion laden topics a sociological tool is suggested. Purpose of the tool is to both assist in analysis of materials and to encourage objectivity. Following an accounting' of purposes and goals of the in-service program, techniques are given for its implementation. The program itself consists of ten sessions. Each session 'has a separate topic accompanied by suggested materials. Topics are chosen in order to first lead the teacher-in-service toward an analytical approach to family life materials. Further, teachers are encouraged to seek out frames of reference used in writings on human development. Through discussion teachers will become an active part of the material under study. Several of the sessions are concerned with pertinent aspects of the social institutions of family, religion, education and economics. In addition extensive consideration of physical aspects of human development and their social implications is given. Social change as it is related to the family and male and female roles is important. This emphasis is entirely in keeping with the social psychological frame of reference in which the entire study is placed. Through implementation of the described in service program the deterrents to teacher adequacy to the family life education task may be modified.

No description available.

Ph. D.

Ph. D.

published_or_final_version / Education / Master / Master of Education

In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis probes such shifts within a variety of elite educational resources, but its major sources of material are ten training colleges of diverse types: Anglican, Nonconformist, Roman Catholic, and University. The period covered by this thesis is divided into three broad blocks of time. During the first period (1839-1885) formal training occurred in religious colleges, and educators relied upon Biblical narratives to understand education. This first period also saw the birth of modern psychology, whose tools educators often deployed within a religious framework. The second period (1886-1920) witnessed the growth of university-based training colleges which were secular in nature and whose status surpassed that of the religious colleges. During this period, teacher training emphasized intellectual attainment over spiritual development. During the third period (1920-1944), teachers were taught to view education from the standpoint of psychological health. The teacher's goal was the well-developed personality of each child, and academic content served primarily not to impart knowledge but rather to inform the child's own creative drives. This educational project was construed in scientific and anti-metaphysical terms. The replacement of a theological and metaphysical discourse by a psychological one amounts to a secular turn. However, this occurred neither mechanically nor inevitably. Colleges and theorists often seem to have been unaware of the implications of their emphases. This thesis contemplates explanatory models other than the secularisation thesis and raises important historical questions about institutional identity and the processes of secularisation.