published_or_final_version / Education / Master / Master of Education

The professional literature contains little or no documentation of university curriculum in adult education that deals with ethical practice. Nor is there evidence indicating what graduate students learn about ethics in their professional studies.Purposes of this study were to identify: (a) the extent to which university graduates, at the doctoral level, in adult education were aware of ethical dilemmas in their practice; (b) how practitioners determined ethical behavior; (c) the influence of graduate studies on determining ethical situations; (d) self perceptions of preparedness to face ethical dilemmas; and (e) the extent to which adult educators rely on codes of ethics.The study sought to answer the following questions: (a) Are adult education practitioners aware of ethical dilemmas in their practice? (b) How often do they encounter ethical dilemmas in their practice? (c) Do they have a way to determine ethical behavior in their practice? (d) How do they describe the impact of their graduate work on their ability to make ethical decisions? (e) How do they perceive their preparedness to face ethical dilemmas? (f) Do they consider codes of ethics when making decisions?Findings include: (a) over 90% of the respondents indicated they are aware of ethical dilemmas/situations in their work; (b) while all respondents indicated that they faced ethical dilemmas in areas such as program planning, marketing of programs, evaluation of programs, and in the teaching of adults approximately two thirds said they encountered them infrequently; (c) virtually all respondents indicated they had determined what ethical behavior was in their practice and cited personal values and religious beliefs as the two primary sources of information; (d) 83.3% of participants described graduate work as a significant factor in their ability to make ethical decisions; (e) s significant majority (89.0%) of participants indicated they were very well or well prepared to face ethical dilemmas; and (f) less than half indicated they used a code of ethics in their decision making process.Conclusions from the study include: (a) ethical dilemmas are perceived to be pervasive in the practice of adult education, (b) a person's own value system and religious beliefs were the most influential on impacting the way participants approached ethical dilemmas, (c) although professional knowledge obtained in graduate school was deemed influential, it was not deemed more important than one's personal values and beliefs.Recommendations include: (a) further study is needed to probe the specific elements raised on evaluation of students as an area of ethical concern, (b) further study could reveal why practitioners differ with regard to the frequency of encountering dilemmas, (c) if a deeper understanding of the value of graduate school is to be achieved more study is necessary, (d) a clearer understanding of the value of codes of ethics is needed. / Department of Educational Leadership

This study examines the experiences of five teachers who lead and participate in adventure biking trips with students. The narrative case study was framed by the author’s autoethnographic writing: her personal narratives about leading adventure education trips, teaching experiences and reflections on the concept of learning. The meaning four other trip leaders made of their adventure biking experiences was investigated through conversational style interviews characterized by open ended questions and a list of issues to be explored. The purpose of the study was two-fold: to discover what meaning teachers make of adventure bike trip experiences and what happens when teachers collectively explore that meaning in relation to their teaching practice. The voices of the participants uncovered four meaningful elements of the trip experience: personal challenge, shifting perceptions of students and student learning, the opportunity to shed the teacher facade and positive collaboration with colleagues. As the participants collectively reflected upon these meanings they began to examine their in-school teaching practices in relation to the trip spaces. Tension between the two spaces opened up a dialogue where the participants began to challenge their teaching identity, enabling them to imagine their classrooms in a different light. The results of this study point to the need for teachers to have opportunities to participate in unique and novel teaching experiences (such as the adventure education trip) that hold within them the potential to initiate change in practice. In order to challenge education experiences, time and space need to be provided for teachers to reflect and develop teacher knowledge that can transfer into the development of positive, effective learning communities with colleagues and in their classrooms.

Text in Afrikaans / In hierdie studie is die opvoedingspraktyke van verskillende samelewings met betrekking tot verstandelik erg gestremde kinders histories-analities ondersoek. Die tendense wat telkens onderliggend aan veranderinge was, is geidentifiseer en aan die hand van pedagogiese kriteria geevalueer. In die antieke Griekse en Romeinse beskawings is 'n praktyk van uitwissing gevplg. Die Christelike godsdiens bet 'n meer verdraagsame houding meegebring, maar in die Middeleeue bet onkunde en bygeloof nog steeds hoogty gevier. Eers vanaf die agtiende en negentiende eeu bet groter kennis en 'n nuwe kindbeeld tot 'n meer rasionele benadering tot die verskynsel van verstandelike gestremdheid gelei. Pioniers, veral medici, bet na vore getree en die weg gebaan vir 'n beter bedeling vir hierdie kinders. Dit was egter eers in die tweede helfte van die twintigste eeu dat onderwys aan verstandelik erg gestremdes 'n werklikheid geword bet. Die beginsel van normalisasie is toenemend op dienste wat aan hierdie kinders verskaf is, toegepas en het tot gevolg gehad dat wetgewing met betrekking tot die onderwys aan verstandelik erg gestremde kinders tans in die toonaangewende lande en in SuidAfrika op 'n handves vir menseregte geskoei is. Hierdie bevindings bet segwaarde vir die huidige situasie ten opsigte van die beplanning van onderwysvoorsieninge vir verstandelik erg gestremde kinders in die Republiek van Suid- Afrika. / In this study the education practices with regard to severely mentally handicapped children of various societies have been investigated from a historic-analytical perspective. The trends related to a certain anthropologic view and a specific child image, which have been the cause of certain changes have also been identified and were evaluated according to pedagogic criteria. In the ancient Greek and Roman civilizations a trend of infanticide influenced the education of severely mentally handicapped children. The Christian religion brought a more tolerant attitude, but during the Middle Ages superstition and ignorance were still at the order of the day. It was only from the eighteenth and nineteenth centuries that more knowledge and a new child image brought about a more rational approach to this problem. Pioneers, mostly medical surgeons, came to the fore and paved the way for a better dispensation for these children. In the latter part of the twentieth century education for the severely mentally handicapped had for the first time become a reality. The normalization principle was increasingly applied to all services rendered to these children and this resulted in legislation regarding the education of severely mentally handicapped children in all leading countries and in South Africa being based on a declaration of human rights. These findings have an important meaning for the present situation with reference to the planning of education services for severely mentally handicapped children in South-Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Submitted by Raquel Rodrigues (raquelfreirerodrigues@gmail.com) on 2015-06-17T19:14:39Z No. of bitstreams: 1 1-Tese de Doutorado.pdf: 1691713 bytes, checksum: 54e45823c0b75249d860bdad63db0edc (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-08-27T17:16:15Z (GMT) No. of bitstreams: 1 1-Tese de Doutorado.pdf: 1691713 bytes, checksum: 54e45823c0b75249d860bdad63db0edc (MD5) / Made available in DSpace on 2015-08-27T17:16:15Z (GMT). No. of bitstreams: 1 1-Tese de Doutorado.pdf: 1691713 bytes, checksum: 54e45823c0b75249d860bdad63db0edc (MD5) / A presente tese delimita a problemática em torno da formação de professores. Problematiza a formação, considerando-a necessidade vital para a classe trabalhadora de existirem professores em número suficiente e que estes professores sejam formados com uma Consistente Base Teórica, para enfrentar a realidade educacional brasileira. A questão de investigação foi formulada nos seguintes termos: A partir da concepção de formação humana e da concepção de formação de professores fundamentada na omnilateralidade, quais os elementos que permitem identificar possibilidades para alterar a organização do trabalho pedagógico (objetivo/avaliação e conteúdo/método) do curso de formação de professores de Educação Física da Universidade Federal da Bahia? A primeira hipótese é que para enfrentar a contradição da falta de professores e do esvaziamento teórico na formação são necessárias políticas de Estado e de Governo que apliquem recursos suficientes e mantenham programas sistemáticos, permanentes e de longo alcance; a segunda hipótese é a de que a prática do ensino se desenvolva com base na concepção omnilateral de formação humana e na concepção de Licenciatura Ampliada, isto dificultado, pela hegemonia da lógica formal em detrimento da concepção materialista histórica e dialética no trato com o conhecimento nos cursos de formação de professores. Os objetivos apresentados na tese são: (a) tecer a crítica aos rumos da formação humana no modo de produção capitalista em geral e na formação de professores em especial, (b) analisar empiricamente possibilidades de alterações a partir da organização do trabalho pedagógico orientando pela concepção omnilateral de formação e, (c) expor os elementos que podem ser generalizados para outros cursos que demonstrarão que é na escola atual que estão sendo levantadas as possibilidades fenomênicas e de essência para alterar os rumos da formação de professores no Brasil através da Práxis que se caracteriza utilitária ou revolucionária. Os dados empíricos sobre a Licenciatura Ampliada foram coletados no Curso de Licenciatura em Educação Física da Universidade Federal Bahia, visto ser ele um curso que reestruturou o currículo de graduação, aprovado em 2010 e implementado em 2011, com base na concepção de formação omnilateral. A análise dos dados tratados através da análise dialética materialista nos permitiram corroborar as hipóteses, identificando contradições e propondo superações. Os documentos analisados foram: o Projeto Político Pedagógico do curso de Educação Física da Universidade Federal da Bahia, a minuta do Eixo Práxis, os planejamentos das disciplinas Prática de Ensino I, II, III, IV e seus respectivos relatórios e o instrumento para a coleta de dados – o diário de campo sistematizado, para observar as mediações realizadas entre a proposta da reformulação curricular e o trabalho pedagógico nas disciplinas Prática de Ensino. A tese demosntra que a Consistente Base Teórica articulada a uma concepção de formação omnilateral, para formação de professores em geral e, em especial, de Educação Física, passa pela consideração do mais avançado em termos da teoria do conhecimento, a teoria marxista, a teoria pedagógica histórico-crítica e a metodologia crítico-superadora. / ABSTRACT This thesis defines the issues around teacher training. Discusses the formation, considering the vital need for the working class there are teachers in sufficient numbers and that these teachers are trained with a Consistent Theoretical basis, to face the Brazilian educational reality. The research question was formulated as follows: From the conception of human development and teacher training design based on the omnilaterality, what elements identifying possibilities to change the organization of the pedagogical work (objective / assessment and content / method ) the training course for physical education teachers at the Federal University of Bahia? The first hypothesis is that to face the contradiction of the lack of teachers and the theoretical emptying in training are required state and government policies applying sufficient resources and maintain systematic programs, permanent and far-reaching; the second hypothesis is that the practice of teaching is developed based on omnilateral conception of human development and design of Extended Degree, this hampered the hegemony of formal logic at the expense of historical materialist and dialectical approach to our knowledge in teacher training courses. The objectives presented in the thesis are: (a) weave the criticism of the course of human development in the capitalist mode of production in general and training in particular teachers, (b) empirically analyze changes of possibilities from the pedagogical work organization directing the omnilateral designing training, and (c) exposing the elements that can be generalized to other courses that demonstrate that it is in the current school being raised the phenomenal essence and possibilities to change the direction of teacher education in Brazil through praxis that characterized utilitarian or revolutionary. Empirical data on the Extended Degree were collected Course Degree in Education from the Federal University Bahia Physics, since he is a course that restructured the undergraduate curriculum, approved in 2010 and implemented in 2011, based on the design of omnilateral training. The analysis of the data processed through the dialectical materialist analysis allowed us to support the claims, identifying inconsistencies and proposing overruns. The documents analyzed were: the Pedagogical Political Project of the course of Physical Education, Federal University of Bahia, the draft Praxis Axis, the planning of the subjects Teaching Practice I, II, III, IV and their respective reports and the instrument for collection data - the field diary systematized, to observe the mediations held between the proposal of curriculum reform and pedagogical work in the subjects Teaching Practice. The thesis that the demosntra Consistent Base articulated Theory of a design omnilateral training to teachers in general education and, in particular, Physical Education, involves the consideration of the most advanced in terms of the theory of knowledge, Marxist theory, the theory historicalcritical pedagogical and critical-surpassing methodology

D.Phil. / The purpose of this research is to develop a curriculum framework for a distance education course in sustainable urban agriculture, whereby it is envisaged to train the trainers of urban farmers. The factors which motivated this study are mainly socioeconomic and ecological in nature and include the food crisis of the urban poor, unsustainable agricultural practices, malnutrition, starvation, health risks and high population growth in cities. Sustainability in urban agriculture implicates a need for environmental education and ecological agriculture. An exploratory and descriptive research design was used in the empirical study to determine the feasibility of an urban agriculture course through distance education. The need for Environmental Education in this course as well as the best media to use for the course were determined. Secondly, the policies and assistance by local governments to establish an infrastructure for practising sustainable urban agriculture, aimed at improving socio-economic and environmental sustainability, were determined. In both these cases a quantitative research study was undertaken, using a questionnaire as the data collecting instrument and a research survey as the method of enquiry. The sampling population was purposively selected. The questionnaires were coded and the data from the closed-ended questions was computer-analysed while data from the open-ended questions was content analysed, using Kerlinger's method of content analysis. Thirdly, a literature study was done on the educational philosophies and the philosophical base undergirding this curriculum as well as curriculum design models and sources of change, influencing this curriculum. A curriculum design model was chosen to serve as a theoretical foundation for designing an urban agriculture curriculum. Finally an empirical study with a discriptive and exploratory research design was undertaken in a qualitative research study to set the curriculum framework for a distance education course in urban agriculture.

M.Ed. (Education and Curriculum Studies) / In future, the twentieth century will be remembered as the century in which an unparalleled explosion 'occurred in knowledge, population, expectations and technology. Wherever people and progress are present, needs arise which may escalate out of proportion if there is not a certain measure of restraint or control over the tempo of augmentation and/or progress. As a result of certain critical deficiencies, the Southern African community finds itself battling with the challenges and problematic nature of the twentieth century. An area in which one of these deficiencies has reached alarming proportions is the area of skilled manpower, especially in terms of technology provisioning. To cope with this deficiency, more people had to be trained. This resulted in an acute shortage of appropriately qualified trainers and teachers. In an attempt to address" this further, underqualified and even unqualified teachers were appointed to meet the original need. Now, however, the formal training of prospective teachers is receiving urgent attention. The nature of formal training programmes is such that the growing number of under- or unqualified teachers cannot be accommodated. Even the formal groups who have received a more theoretical training and who have completed training, prove that there is an urgent need for practice directed training in particular. While this group of under- and unqualified teachers cannot be dispensed with, nor replaced on account of shortages and moral considerations, and, in most instances, do not comply with the minimum admission requirements for formal training, they are conveying knowledge in a "hit-ormiss" way and are acquiring experience (Kruger, 1980:4-5).

This study examined the effectiveness of employing videoconferencing and Web-based instruction in the preparation of special education personnel. Due to the acute shortage of special education personnel, it was anticipated that the use of videoconferencing and online instruction would provide a convenient way for students to attend class without having to travel to the actual location of the educational site. Further, it was believed that this initiative would result in higher student enrollment in special education teacher certification programs, consequently leading to an increase of personnel in the field. Moreover, the increase in personnel would enhance the ability of educational institutions to address the dismal academic, social, and behavioral outcomes of students with disabilities. Information for the study was collected from surveys that investigated how students perceived the use of videoconferencing and web-based instruction in the preparation of special education personnel. Ninety-four graduate students responded to the videoconferencing surveys while 88 responded to the Web-based instruction surveys. Six respondents were randomly selected to participate in face-to-face interviews designed to investigate the effectiveness of both approaches. Findings indicated that videoconferencing and Web-based instruction are convenient ways for students to attend class although videoconferencing sites may not be conveniently located to all learners. Furthermore, the effectiveness of these media depends on several factors: the instructor, the course structure, the learners' learning styles, the quality and quantity of interaction between learners and the instructor, and whether technological problems interfere with the learning process. The study determined that the more structured and organized the course, the more significant the learning outcomes. Also, the maturity level of the students lends itself to accountability toward achieving the desired learning goals. Technological problems and the lack of user-friendly technology lower the effectiveness of videoconferencing and Web-based instruction. Further research will be valuable in improving theories and approaches currently used in the application of videoconferencing and Web-based instruction in the preparation of special education personnel.

This study was designed to investigate whether special education teachers are adequately trained to meet the literacy needs of students with mild to moderate retardation.

"This is an evaluative study of the professional preparation physical education program for men at North Texas State College."--3