Submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Education Psychology of the Faculty of Education at the University of Zululand, 2000. / The aim of the investigation was to establish effects of the educator-learner ratio on invitational learning by means of a literature and empirical study. As an introduction, invitational learning was reviewed and the role of the educator and learner was highlighted. The educator acts in loco parentis and therefore plays a vital role in the promotion of invitational learning. The relationship of trust, understanding and authority between the educator and learner is a necessary prerequisite for creating an invitational learning climate. It is of paramount importance that, for successful invitational learning to take place, both educator and learner must enter into a mutual relationship of trust, understanding and authority. The various factors affecting invitational learning in a class with an unfavourable educator-learner ratio were discussed. Factors concerning the learners, their attitudes towards learning, their discipline, perception of their educators and their self-concept all have an effect upon the success of invitational learning. The role of the educator, his attitude, motivation, self-concept, salaries, incentives, job satisfaction, etc. also have an effect upon invitational learning. Factors such as management's authority style, class size, educational resources, physical provisions, etc. also impact upon the promotion of invitational learning. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 150 questionnaires completed by educators teaching at primary schools in the Durban South and Port Shepstone area. The data was processed and interpreted by means of descriptive and inferential statistics. In conclusion, a summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made: - All learners should be governed by a code of conduct that will enhance positive behaviour and attitude towards learning. - All educators should be governed by a code of conduct that will prohibit unprofessional behaviour. - That further research must be done regarding educator-learner ratio and its effect on invitational learning.

<p> Teaching science involves more than teaching facts, concepts, principles and theories. Science educators also have a professional obligation to expose students to the values associated with those theories. People make decisions on value-laden, scientific questions from the perspective of their own world view. There should be room in our science curriculum to allow the student to form a personal position on the issues of our day after a fair presentation of the full range of alternatives. Even though the student may already have a firm position on the issue in question, the exercise will foster an understanding of the views of others and promote tolerance for those who differ. One of these issues is that of the origin of life. </p> <p> The objective of this project is to develop a rationale for teaching the full range of alternatives in the science classroom, and to provide a curriculum unit as a resource for teachers who want to give a balanced treatment of the issue in question. </p> / Thesis / Master of Science (MSc)

This research focused on how school principals in the Limpopo Province apply induction to the newly appointed teachers. The school principals, SMTs and senior teachers are responsible for inducting and mentoring newly appointed teachers with the purpose of developing them professionally and to help them adjust to the school environment. Principals play a major role in seeing to it that newly appointed educators do not feel overwhelmed by the complexity of the teaching profession and the practice of teaching learners. The study aims at exploring the educator experiences of the induction process as well as to explore the process followed by principals in inducting educators. The research methodology used in this study is a qualitative case study which is explorative and descriptive by nature. Data was collected through one-on-one interviews, which involved principals and newly appointed teachers. The collected data was analysed and categorised into specific themes. The findings from data revealed numerous challenges that principals and newly appointed teachers experience during the induction process. Findings revealed that the induction process was not adequate and that the time allocated for induction was very little. There were neither standardised and continuous induction programmes nor educational support mechanisms to support newly appointed educators. Recommendations were that schools should be provided with the opportunity to review the induction process in line with the systemic changes in education in order to develop educators professionally. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

This study investigated the knowledge level of secondary building-level administrators and secondary teachers regarding adolescent suicidal risk factors and warning signs. Additionally, this study contributed a social mediation component, to explore whether educators believe that they have the potential to be change agents for youth in their school communities. Three hundred forty-three participants (318 teachers, 18 assistant principals and 7 principals) from the middle and high schools in a local public school district in the Mid-Atlantic Region of the United States completed a survey pertaining to information on adolescent suicide. Data analyses were conducted through detailed cross-tabulations and analysis of variances to examine educator knowledge. Despite a wide variability in scores, findings suggest that the majority of educators acknowledge having moderate to low knowledge levels in most critical content domains of youth suicide. Additionally, educators believe that they have the ability to be social mediators of change for youth in the school setting.

Thesis advisor: Fr. Joseph O'Keefe / One of six studies examining one district’s implementation of the Massachusetts Model System of Educator Evaluation (MMSEE), this study examines how central office administrators (COAs) implement one of the central components of MMSEE, feedback. Feedback is intended to provide educators information and insight from supervisors with the intent to reflect on, improve and develop educators’ professional practice. Although there has been much research on principal evaluation, there has been little research on how feedback supports principals through the evaluation process making this study relevant and timely. By analyzing data collected through semi-structured interviews, findings revealed that principals and COAs had differing views of the type, frequency and relevance of feedback. To create a coherent and supportive structure for principal feedback recommendations include ensuring structures for effective communication and creation of collaborative professional development – COAs and principals – that include principal voice with explicit discussion and instruction on feedback. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Lauri Johnson / Even before working in school as a teacher or administrator, many factors were influential in the preparation process. Given that the vast majority of teachers in the workforce come from traditional university education programs, the role that schools of education play in graduating people of color to enter the teaching force is important to examine. This qualitative case study sought to answer the following research question: What are the perceptions of educators of color with respect to their pre-service education preparation? This study falls within a broader study on the overall perceptions of educators of color with respect to the racial disproportionality and its impact on the educator pipeline and schools. Both from literature and the counter narratives of these educators of color, these topics emerged as salient: the racial diversity of universities and schools of education, the impact of barrier exams, the curriculum of schools of education, and the sense of belonging of people of color in universities and their schools of education. Semi-structured interviews with 12 educators of color in the Cityside Public Schools were examined through the lens of Critical Race Theory (CRT). Findings supported what was found in the literature regarding demographics in schools of education not favoring people of color, exams required to get into school of education being barriers, and people of color feeling disconnected from their universities in a number of ways. Further, participant interviews revealed the additional barrier posed by exams needed to gain teaching certification, the substantial value of connections at various points throughout the pre-service experience, and how important practicum and internship experiences are to aspiring educators. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Doctor of Education / Department of Educational Leadership / Donna Augustine-Shaw / Much of the research on gays and lesbians in education has focused on their experiences as a marginalized group. There has been much progress in the understanding of gays and lesbians as a whole and the research shows that indeed this group has shown great contributions to the field. However, a close examination of the history of gays and lesbians also presents considerable evidence that the civil rights of gays and lesbians can indeed influence their professional lives regardless of occupation. This qualitative multiple case study examined the life experiences of the gay or lesbian educator in light of civil rights legislation that continues to influence our lives. Tenured educators were interviewed regarding their lived experiences early in life, during their education and growth in the profession, and currently as educators. The research used reputational snow ball sampling to discover these educators. The concepts behind Queer Theory and Queer Legal Theory were used in examining data in the context of civil rights involving gay and lesbian teachers. This study adds to the body of literature regarding sensitivity and tolerance for gays and lesbians as well as materials designed to enlighten teacher training in sensitivity, and awareness of gay, and lesbian teachers and administrators.

Spirit of Learning in a general sense is an exploration of the inextricable link between learning, individual personal development and potential. This thesis emphasises the personal/spiritual development of the educator, including the author, within an enhanced, holistic learning context, which is called 'integrated accelerative learning'. The inquiry examines the way individual educators and 'life-long learners' develop their inner selves, by exploring some of their relevant attitudes, values and significant life experiences. The accelerative learning approach is based on a philosophy which includes an expanded view and maximisation of human potential. It incorporates the knowledge of individual learning styles, 'multiple intelligences' and emphasises the development of effective life-long learning strategies. Throughout the thesis the use of the term 'spiritual development' is intended to be interchangeable with 'personal development' and is based on the author's view that the essential self is a spiritual being.An 'educator of integrated acclerative learning'is described as one who is aware of, and to some degree, consciously utilises elements of the paraconscious (beyond the usual conscious level), in order to enhance the teaching/learning process and promote personal development within the learner. The author's thesis is that educators need to examine the essence of themselves behind innovative methods used. The belief is that there is a need to nourish, sustain and grow in accordance with the positive and transformative nature of the philosophy espoused and the methods used. Within the area of personal/spiritual development, many themes have emerged, including the changing role and attitudes of the educator from teacher to facilitator. The theme of integration is a particularly strong one and includes the concept of congruency, encouraging the development of all aspects of ourselves and integrating one's personal and professional lives. In general,the writer has discovered that most of the smaller themes can be identified under three major umbrella themes. These are integration, awareness and human potential, the development and expansion of which can be seen as promoting a sense of interconnectedness and the development of spirituality in general / Masters Thesis

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

The purpose of this study was to investigate the assumptions held by Saskatchewan educators in the identification of students who are gifted and talented. Elementary school educators from Kindergarten to grade 8 were approached to participate in this study, and were asked to complete a 20-item survey that examined educators assumptions relating to the identification of students who are gifted and talented (Brown, Renzulli, Gubbins, Siegle, Zhang, & Chen, 2005). Findings suggest that there are differences in assumptions relating to the identification of students who are gifted and talented not only between educators of various grades, but also between those educators in different classroom environments (i.e., dedicated, multiple, or no classroom). Educators roles in the classroom include engaging students in authentic assessment procedures, which take into account students day-to-day learning and progress.