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Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

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The purpose of this mixed-methods study was two-fold. It began by exploring the familiarity and perceptions of Saudi faculty members of the CAEP standards. Then it speculated on how these perceptions may influence the outcomes of using CAEP standards on evaluating educational programs in Saudi Arabia. To explore this issue of how educators in Saudi Arabia perceive CAEP standards. The findings from the survey showed that Saudi faculty members at Al-Jouf University were familiar with the Content and Pedagogical Knowledge standards and valued them. They agreed that mastery of the standard items contributes to the improvement of Islamic teachers’ preparation programs. The results concerning the views of participants about the clinical partnerships and practice standard revealed that Saudi faculty members at Al-Jouf University were also familiar with Clinical Partnerships and Practice standards and valued them. They agreed that mastery of the standard items contributes to the improvement of Islamic teachers’ preparation programs. Results from the interviews and focus groups showed that most faculty members in the Department of Curriculum & Instruction in the sample (77.7%) consider themselves well informed about the CAEP standards. In contrast, most faculty members in the Department of Islamic Studies, in the sample (71.4%), did not have knowledge about these standards. For this reason, many of them responded, “don’t know” to most of the questions. Despite the variety among the participants’ responses about the familiarity or preparedness of CAEP standards, they generally had a favorable outlook towards the CAEP standards. The three major categories and the eleven themes present the Saudi faculty members’ perceptions of the CAEP standards. The findings are reported in three main categories: (a) Positive, (b) Neutral, and (c) Negative.

The Catholic Education Office (CEO) Sydney is a large non-government education authority which administers the systemic, Catholic schools of the Archdiocese of Sydney, Australia. The system consists of 148 primary and secondary schools with an enrolment of some 62,000 students. The major research question was: What characteristics of a learning organization can be identified in the Catholic Education Office (CEO) Sydney and are these perceived to raise standards in systemic schools of the Archdiocese of Sydney? Like all western education systems the CEO Sydney is immersed in constant change and is expected to account for improving educational standards within the system. The learning organization with its emphasis on adaptability and continuous improvement was considered an appropriate framework within which to conduct this research. The study consisted of two main parts the first investigated the CEO Sydney as a learning organization using a survey questionnaire distributed, using a dedicated web site, to a sample of primary and secondary principals in the system and a smaller number of senior CEO Sydney personnel. The response rate was 91%. This was complemented by examination of relevant CEO Sydney documentation and policies. The definition of the learning organization adopted for the study consisted of eight characteristics each of which formed a scale in the questionnaire. The eight characteristics adopted were: ‘Systemic Thinking and Mental Models’, ‘Continuous Improvement of Work’, ‘Taking Initiatives and Risks’, ‘Ongoing Professional Development’, ‘Trusting and Collaborative Climate’, ‘Shared and Monitored Vision/Mission’, ‘Effective Communication Channels’ and ‘Team Work and Team Learning’. This part of the study was essentially a quantitative one, with the data subjected to descriptive, statistical analysis complemented by some clarifying and contextualising qualitative data. The second part of the study investigated the perceived relationship between the CEO Sydney and its learning organization characteristics and the standards in three curriculum outcome areas (religious education, literacy and numeracy). This part of the study was also quantitative using descriptive statistics complemented by Pearson correlation, multiple regression and canonical correlational analyses. Once again some relevant contextualising qualitative data was gathered. Five demographic groups (gender, role, region (principals only), years of experience as a principal and age) were examined to see if there were any differences in the extent to which the various learning organization characteristics and curriculum outcomes were identified by each group. The results of this study indicated that the CEO Sydney exhibited many of the characteristics of a learning organization with particular strengths in ‘Continuous Improvement of Work’, ‘Systemic Thinking and Mental Models’ and ‘Shared and Monitored Vision/Mission’. The weakest characteristic was ‘Taking Initiatives and Risks’. Demographic group analysis of this data revealed that there were no statistically significant differences in the responses of the different demographic groups. The results also indicated that there were correlations between the CEO Sydney as a learning organization and raising standards particularly in religious education and literacy and less so in numeracy. Finally, the study made a number of recommendations for the further development of the CEO Sydney as a learning organization and ways that it can further raise standards in the schools of the system.

This is a thesis about Lutherans and their schools in Australia. There have been Lutheran schools in Australia for more than 170 years. The first three schools were established in 1839. Currently there are eighty-three Lutheran schools with total enrolments of approximately 37 000 students. In the intervening period there have been two great waves of development. The first began with the first schools in 1839 and reached its climax at the end of the nineteenth century before the advent of state schools and the anti-German sentiment of the Great War caused a period of decline. The second wave, fuelled by government funding and some disillusionment with state schools, gathered its momentum in the last half of the twentieth century and is still in full flow. This thesis deals with the first wave, the eighty years of Lutheran schooling history from 1839 to 1919. It is an exercise in educational historiography and takes a biographical approach. According to its title it focuses on the lives and roles of the male leaders who dominated the church’s educational endeavours during this period. The subjects of the eight biographies are chosen to be representative of regions, eras and issues. They are: August Kavel, the founder of Australian Lutheranism and its schooling system; Daniel Fritzsche, the first Lutheran tertiary educator; Wilhelm Boehm, founder of the Hahndorf Academy in South Australia; Rudolph Ey, a Lutheran pastor and teacher in South Australia; Theodor Langebecker, a Queensland Lutheran pastor and educator; Carl Krichauff, a Lutheran teacher and journalist; Wilhelm Peters, the founder of Concordia College in Adelaide; Georg Leidig, the founder of Immanuel College in Adelaide. The main themes pertaining to Lutheran schooling which the thesis explores are: relations between church and state; relations between schools and the church; schools adjusting to mainstream educational realities; preservation of distinctive traits; regional contrasts; teacher formation and educational standards; American influences; German roots. As a thesis this history attempts to establish, by means of a number of biographies and the exploration of various themes, the answer to a basic question: what were the main events, issues, personalities and forces which impinged on Lutheran schooling in its first eighty years in Australia and how did they contribute to its unique character?

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Der Weg hin zum kompetenzorientierten Lehren und Lernen und damit die Einführung von Bildungsstandards steht im Zentrum gegenwärtiger schultheoretischer Diskussionen. In der vorliegenden Arbeit wird dieser Diskurs aufgegriffen und gezeigt, dass die schulpraktische Umsetzung dieser „Outputorientierung“ eine vielschichtige und komplexe ist. Im Fokus der theoretischen Betrachtungen der Arbeit stehen die Themen Selbststeuerung und Selbstorganisation beim Lernen, Lernziele, Bildungsstandards und Kompetenzorientierung. Die empirische Studie analysiert, basierend auf den theoretischen Erörterungen, die Möglichkeiten der Steigerung der Fremdsprachenkompetenz von Schülerinnen und Schülern. Erforscht wird dies am Beispiel des webbasierten adaptiven Systems des Englisch-Assistenten bzw. Englisch.Digital. Es wurden fünf Explorationen auf Basis von drei Fragebogenuntersuchungen sowie Informelle Kompetenzmessungen (IKM) mit 75 Schüler/‑innen zweier österreichischer Hauptschulen der achten Schulstufe durchgeführt. Die Untersuchung richtete sich auf die hypothesentestende Exploration von vier Konstrukten (Allgemeine Selbstwirksamkeitserwartung – Selbsteinschätzung, Spezielle Selbstwirksamkeitserwartung im Unterrichtsfach Englisch im Bereich Lesen – Selbsteinschätzung, Selbstregulation – Selbsteinschätzung und spezielle Fremdsprachenkompetenz im Bereich Lesen – Selbsteinschätzung und Informelle Kompetenzmessung). Die Untersuchung zeigt ein differenziertes Bild in Bezug darauf, welche Schülergruppen vom digitalen Medienangebot des Englisch-Assistenten (Englisch.Digital) am stärksten profitieren, durchgehend signifikante Ergebnisse konnten in den fünf Explorationen nicht erzielt werden, was unterschiedliche Gründe haben kann (z. B. Unterschiede in den individuellen Wirkungen oder in den Unterrichtsprozessen oder auch Beschränkungen des Studiendesigns). Zusammenfassend kann festgestellt werden, dass die Frage nach den Wirkungen von digitalen Medien einer weiteren Ausdifferenzierung bedarf und keine allgemeingültigen Aussagen diesbezüglich getroffen werden können, dass digitale Medien per se eine bestimmte Lernwirkung erzeugen. Es ist festzuhalten, dass es nicht ausreichen wird, neue Technologien zu den traditionellen Lehr- und Lernmethoden lediglich hinzuzufügen, es hat auch ein Wandel der Unterrichtsstruktur zu erfolgen (vgl. Dittler, 2003, S. 193 und Lembke & Leipner, 2015, S. 181). Eine Möglichkeit für dies und für die Umsetzung bzw. Anwendung von Informationskompetenz bietet der in dieser Arbeit analysierte Englisch-Assistent (Englisch.Digital). / The road to competency-based teaching and learning, and thus the introduction of educational standards, is at the heart of current educational debate. This doctoral dissertation takes up this discussion and shows that the practical implementation in schools is a multi-layered, multi-faceted and complex one. The focus of the theoretical discussion of the current paper is the fields of self-control and self-organization of learning, learning objectives, educational standards and competence orientation. The empirical study analyses, based on the theoretical considerations, the opportunities for developing pupils’ skills in the foreign language (English). This is explored using the web-based adaptive version of the “English Assistant” or “Englisch.Digital”. Five explorations based on three questionnaires and informal competence measurements (IKM) with 75 pupils (grade eight) were carried out at two Austrian secondary schools. The empirical study focused on (the hypothesis testing) exploration of four constructs (self-assessment of general self-efficacy, self-assessment of special self-efficacy in reading, self-assessment of self-regulation and self-assessment and informal competence measurements of specific skills in reading in the foreign language). The study shows a mixed picture with respect to which groups of students benefit the most from the digital media offer of Englisch.Digital. Consistent significant results in the five explorations could not be obtained, which may be due to any of a number of different reasons (e.g. differences in individual effects/reactions, the teaching processes or limitations of the study design). To summarise, it can be stated that the question of the effects of digital media requires further differentiation and no general conclusions can be drawn with respect to the supposition that digital media produce a certain learning effect per se. It should be noted that it will not suffice to merely add new technologies to the traditional teaching and learning methods, changes to teaching structures will also have to be made (cf. Dittler, 2003, p. 193 and Lembke & Leipner, 2015, p. 181). The English Assistant (Englisch.Digital) analysed in this dissertation offers one possible solution for this and also the problem of the transposition or implementation of information literacy.

Title: Verification of proposed standards for physical education in school practice Objectives: The main purpose of this thesis was to analyze knowledge, skills and level of physical abilities and attitudes of ninth grade elementary school pupils , according to the RVP ZV standards suggested for physical education. Methods: questionnaires were used to obtain data and they were analyzed afterwards Results: The results of the analysis does not correspond with the expectations that students have sufficient knowledge of activities and its influence on their health in the classes of physical education. According to the Physical education teachers, students' attitude towards physical education is rather negative. Pupils have insufficient general theoretical knowledge on this field and it would be useful to enforce (upcoming) standards into classes of physical education in the Czech republic. . Keywords: educational standards, basic education, framework educational programs, physical education, physical literacy, pupil's cometency

Magister Educationis - MEd / After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The government has been spending big budgets on Education. The Ministry of Education introduced various educational policies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of education and continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not implemented effectively in schools. This research study argues that professional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is not impacting effectively on their leadership and management in schools. / South Africa