Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 137-143). Also available in print.

Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 138-142). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 132-142). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 132-142). Also available on the Internet.

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 42-47). Issued in print and online. Available via ProQuest Digital Dissertations.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 138-142). Also available on the Internet.

This thesis is a comparative case study of induction programmes from five different countries: Britain, Australia, New Zealand, United States, and Canada. The intent was to investigate pedagogical and structural factors prevailing within these induction programmes that would encourage the confluence of pre-service, induction, and in-service education. An examination of how these induction programmes might enhance ongoing professional development opportunities for the beginning teacher was also undertaken. Based on a review of literature concerning i) issues, parameters, and pedagogical perspectives of teacher education; ii) the socialization experiences and instructional challenges of beginning teachers; and iii) the processes, academic systems, and programme variations of induction the argument is made that many conflicting and complex pedagogical variables as well as historical, cultural, and educational factors may influence the establishment and institutionalization of induction. A qualitative research methodology was employed using naturalistic inquiry techniques within a case and field study design. Data was derived from interviews, extant documentations, field notes, and evaluation summaries over a three-year period. Documented evidence revealed that no two induction programmes were iden'tical, although various academic, governance and organisational factors did indicate similarities within and among various countries. Confluence of the three stages of teacher education were generally absent from most programmes. Teacher assessment and supervision were identified as important strategies that could either enhance or obstruct professional development among beginning teachers. Self-evaluative activities incorporated as basic teacher assessment procedures were also profiled as critical factors in promoting a selfdirected beginning teacher. From these findings an identification of five distinguishable paradiams of induction were developed. The five models have been categorized as the laissez-faire model, the Collegial model, the formalized mentor-protege model, the mandated competency-based model, and the self-directing professional model. The latter was absent from the induction programmes that were investigated. Thirteen recommendations were proposed based upon the research findings. Twelve recommendations described how induction may enhance the confluence of teacher education as well as how induction may establish continuous development for beginning teachers. A thirteepnrtohf essionarel commendation identified how programme efficacy may be achieved within induction.

The thesis is concerned to explore whether and how ‘value added’ data analyses can contribute to school improvement, and to identify some of the conditions under which this might be so. In the course of conducting the study, the author experienced a tension between the ‘research’ and the ‘development’ dimensions of her work, and this is used to inform the outcomes of the thesis. The thesis is underpinned by three related aims: first, to provide a historical and evaluative overview of how the idea of ‘value added’ came to enter and influence the debate on educational quality in England. The study of the literature demonstrates that the main principles of ‘value added’ were already well developed before the term was in common use; it also reveals that the ambiguities in the term are not merely reflective of disagreements about how best to calculate value added but actually central to how the idea has been made to function within a particular political agenda for education having to do with ‘raising standards’. Because of the relentlessness of that agenda, ‘value added’ measures of attainment have undergone considerable methodological development over the past ten years, to the point where sophisticated statistical data on pupils’ and schools’ performance is being generated and used by government agencies, LEAs and schools themselves to an extent virtually unknown elsewhere. However, this thesis indicates that the technical and conceptual issues involved in putting such data to practical use in schools are likely to test the interpretative and organisational skills of users. The literature search confirms that not much investigation has been done into how data is actually used, but that what there is suggests some important lines of inquiry. The second aim of the thesis is accordingly to explore, through a small-scale empirical study, the use by secondary school staff of value-added data as exemplified by the NFER’s value added service QUASE. The study was conducted in nine schools, with staff at senior and middle management levels, and focused on mathematics, English and science departments. The third aim of the thesis is to assess how far the case-study findings might shed further light on the issues entailed in using such data for school improvement. The evidence suggested that value added data are seen as complex and often ‘high stakes’ and that – at the time of this study – the uses of value added data were rather more limited than expected; furthermore, the meanings of value added would seem to be socially constructed by the political and institutional environment, and to be closely related to individual teachers’ values and attitudes. This in turn suggests that better insights into, and management of, ‘the psychology and sociology’ of how value added data are perceived and used are necessary. Nonetheless, the study concludes that there is potential for value added analyses to contribute to school improvement under certain conditions; crucially, the study indicated that these included a culture which emphasised self-evaluation – rather than external accountability – within the school or subject department, combined with input from a ‘champion’ or facilitator who understood the technicalities and significance of the data. Value added analyses seemed to be used most actively by,staff who were able to use them ‘heuristically’, that is, to pose informed questions about teaching and learning (rather than as literal truths or statistical fictions). The study argues that ‘value added’ measures of performance are accordingly better understood as a technology than a science – that is, a practical application of knowledge which interacts dynamically with its social and cultural environment.