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.

This study is an historical exploration of interviews of eight renowned artists of the 20th century conducted by Peppino Mangravite (1896-1978) in the summer of 1955. The artists interviewed include Graham Sutherland, Henry Moore, Georges Braque, Georges Rouault, Marc Chagall, Giorgio de Chirico, and Giorgio Morandi. Mangravite asked these artists their thoughts on art, life, and education. With the mission to gather advice from leading European artists and university professors on the establishment of a new arts center at Columbia University as well as to interview the artists to be preserved for posterity at the Smithsonian Archives of American Art, Mangravite collected fascinating perspectives from these artists. An analysis of the types of questions Mangravite asked and the responses they elicited revealed insight into the following three topics: the artists' perspectives on art education of the time, a deeper understanding of what is an artist-educator, and most importantly, the analysis substantiated the hypothesis that Mangravite was successful in his contacts and conversation with the eight artists because he himself was an artist-educator, thus giving support to the importance of having the dual identity. / text

Mathematics teacher identity has emerged as a topic of discussion amongst contemporary researchers in the effort to enlighten, impact, and reform professional practice. There has been little examination, from a personal point-of-view, of how competent mathematics teachers are and how they may use a combination of educational resources, skills, intellect, and practice to gain classroom success. The purpose of this dissertation was to take a critical look at my identities as an African American, female mathematics teacher and investigate what drives me to possess high expectations, motivate learning and foster positive learning environments, support parents, and encourage peers to illuminate success in the classroom. The research questions guiding this dissertation were: 1) How do I, a female African American mathematics educator, use autoethnography as a reflexive process to investigate cultural capital? 2) How do these factors contribute to my evolving identity? As the researcher and subject of this qualitative body of work, identity was investigated using autoethnography as a research methodology that functioned as an approach to research and writing that sought to describe and systematically analyze personal experience in order to understand cultural experience. This dissertation uses the tenets of cultural capital (Bourdieu, 1986; Yosso, 2005) as a framework, along with intersectionality (Crenshaw, 1989; Collins, 2000; Banks, 2009) as a critical lens through which to understand the multiple identities that are central to this dissertation . I utilized personal narrative through storytelling as the chief method of data collection. I also utilized external data sources like the literature review, conversations, documents, journals entries and dialogue to inform my search of self. The results indicated that I am directly affected by the cultural capital that I employ to navigate educational spaces. The findings from this research revealed four major themes that contributed to how being reflexive through autoethnography helped to investigate cultural capital: a) teacher empowerment vs. authority, b) teacher identity as cultural capital, c) teacher resiliency, and d) teaching for social justice. A major implication in the research is that the transformative nature of autoethnography allows opportunities to scrutinize and critique teacher interactions that are important to educator growth.

A literature and an empirical study disclosed that parental involvement in school activities has too little impact in education at different schools in the Dl 1 area. The literature study revealed that neither arguments for, nor arguments against parental involvement in school activities should be overemphasized at the expense of the principals and SGB's. The educators are taking no initiative to improve or build up home-school relationships with parents or with the community. For better results there should be: educator-parent involvement, which is essential in promoting and supporting school performance, teaching and learning, and in the general well-being of the citizens of the future; and a parental involvement, which can make a valuable contribution to the educational process through commitment to and knowledge of their children. The empirical method, using questionnaires, was successful in obtaining information about parental involvement in school activities. It also established how co-ordination can be successful at school between the principals, SGB's, educators, parents and learners in the promotion of effective education implementation. The study established that, if practical partnerships succeed, benefits will be reaped from increased parental involvement, in that there could be: an improvement of learners' academic achievement, attitudes and inspiration; an increased motivation to attend school; an involvement by the community in the structures of the school; parental assistance in the management of a school within the School Management Team and the School Governing Body; an improvement of home-school communication; an improvement at schools in all respects; and the end-product will not only be the creation of an atmosphere conducive to teaching and learning, but proper, practical partnerships will be established in the educational system in these areas. A number of recommendations were made with regard to the research findings for the Johannesburg South Mega District (Dl1). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

A literature and an empirical study disclosed that parental involvement in school activities has too little impact in education at different schools in the Dl 1 area. The literature study revealed that neither arguments for, nor arguments against parental involvement in school activities should be overemphasized at the expense of the principals and SGB's. The educators are taking no initiative to improve or build up home-school relationships with parents or with the community. For better results there should be: educator-parent involvement, which is essential in promoting and supporting school performance, teaching and learning, and in the general well-being of the citizens of the future; and a parental involvement, which can make a valuable contribution to the educational process through commitment to and knowledge of their children. The empirical method, using questionnaires, was successful in obtaining information about parental involvement in school activities. It also established how co-ordination can be successful at school between the principals, SGB's, educators, parents and learners in the promotion of effective education implementation. The study established that, if practical partnerships succeed, benefits will be reaped from increased parental involvement, in that there could be: an improvement of learners' academic achievement, attitudes and inspiration; an increased motivation to attend school; an involvement by the community in the structures of the school; parental assistance in the management of a school within the School Management Team and the School Governing Body; an improvement of home-school communication; an improvement at schools in all respects; and the end-product will not only be the creation of an atmosphere conducive to teaching and learning, but proper, practical partnerships will be established in the educational system in these areas. A number of recommendations were made with regard to the research findings for the Johannesburg South Mega District (Dl1). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

The purpose of our study is to highlight the knowledge of the small child's introduction to the new world of preschool. Five teachers and one child care provider has been interviewed about their experiences regarding the infants introduction seen as a phenomenon. Our thesis approach is inspired by phenomenology but with focus on two central concepts, lifeworld and essence. Our research questions focus on the following aspects: educator´s experiences of the introduction to preschool, what do the educators believe is significant for the introduction and how do the educators reflect on their role of profession? The surveys data is collected with the method of qualitative interviews followed with an analysis based on the phenomenological approach. From our analysis we have been able to determine the essence which is presented as three categories; relation between educator and child, the meaningful context and the educators own role of profession. In our findings we could see that children are being introduced to preschool accompanied by other children, they are being introduced as a group. The educators works with two different models concerning the introduction to preschool. One model where the parent´s role during the introduction is to be active and to participate in the daily activities along with their children. As opposed to the other model where the parent´s task during the introduction is to keep a secluded role. Five educators out of six are satisfied with their way of working regarding the introduction, however some of the educators express a frustration regarding insufficient guidelines concerning introduction of the little child into the world of preschool from the Swedish authority Skolverket. One conception that is recurring in different contexts is safety and the children’s capability to attachment. All educator´s believe that the relation between educator and child is of great importance for both children and parents when it comes to the introduction to preschool. Children and parents need to feel confident in this new meaningful context that they are being introduced in. The educators express the importance of a confidence-inspiring educator.

Magister Curationis - MCur / Teacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.

Subnitted in fulfilment of the Requirements of the Degree of MASTER of EDUCATION In the Department of Philosophy of Education at the University of Zululand, 1984. / The problem of this investigation lies on the urban Black child and how his environment may affect his relationship with the teacher. Being a Black child in an urban environment presupposes that he or she is a person of'; two worlds- the traditional and the modern technocentric world. The modern school education aims at making him a fully - functionihg adult who will be part of this new age. How does he then relate to the teacher and the school system? The urban environment is too much of a hustle and bustle where divergent values and modes' of conduct and behaviour abound. For an urban child the confines of the backyard are too narrow for him and the lures of the streets are overpowering, and he or she is moved by the irresistible spirit of physical and psychic activity and is likely to absorb and reproduce whatever meets his or her vision. Whenever there is quarrelling and fighting there urban children throng. Wherever there is an arrest or revolting scene, there children flock, eager to know all about it. Will these .depraved tastes, and appetites not af'fect pupil-teacher relationship in an organised school setting? The urban environment is much too complex with different forms of stratification and greater mobility, less parental authority and dimished close interpersonal relationships. How does this affect him when he is under the tutelage of his teacher,? To investigate this problem, the phenomenological method of investigation is undertaken within the ambit of philosophy of education, the aim being reflecting, analysing and evaluating the encountered situation; using results of experience and research in relation to the issue in question in order to see educa.tion comprehensively and constructing a guide to action in respect of the problems uncovered by the investigation.

In many professions world-wide it is common that there is supervised training called induction for newly qualified professionals before they can be appointed permanently in their positions (Health Professions Council of South Africa (HPCSA), 2017:1). The designations of the programmes differ from one profession to another. In some professions they are referred to as internships, probations or induction. What such programmes have in common is that they confirm and enhance a practitioner’s awareness of his or her status as a professional (HPCSA, 2017:1). In some countries like Scotland and regions like Ontario in Canada there are professional teacher registration bodies that use induction for beginning teachers as contemplated in the paragraph above to complete a teacher’s professional training (Ontario Teachers’ College, 2010:3; General Teaching Council for Scotland GTCS, 2012:2). However, in South Africa, although induction is intended to be available for all beginning teachers, it is not always the case in practice. Moreover, the successful completion of an induction programme is not a prerequisite for a permanent appointment as a teacher. In South Africa the professional council for education is the South African Council for Educators (SACE). Its registration requirements for educators (which allow them to teach) do not include the successful completion of an induction programme and are limited to pre-service academic qualifications and registration with SACE. The problem is that beginning teacher induction is still not fully realised in most schools in South Africa and that its purpose is uncertain (Hudson, 2012:2). The focus in this study is beginning teacher induction in primary schools in Mbombela in the Mpumalanga province. It investigates the views of beginning teachers, experienced teachers and their principals about induction in primary schools in the Mbombela area in Mpumalanga to gain insight into how induction for beginning teachers can be improved in schools to enhance the quality of education and to promote teachers’ awareness of their status as professional practitioners. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

This study explored the assumptions, values and beliefs of principals regarding school leadership and management in Limpopo Province of South Africa. The study was necessitated by the fact that, although in South Africa, the Department of Basic Education (DoBE) invests so much resources on professional educator development programmes to build capacity among principals, every year a significant number of schools are declared ineffective. The study wanted to establish if the assumptions, values and beliefs of principals could have an influence on school leadership and management. The Cultural Model was used in this study. This was because the model focuses on the values, beliefs and norms of individuals. The model also assumes that values and beliefs of individuals influence how they behave and view the behaviour of others. A narrative research design was used because it allowed the participants to share their life-stories and thus also their assumptions, values and beliefs with the researcher. Through the study, the researcher gained a deeper understanding of the participants with regard to their assumptions, values and beliefs and how they may influence their leadership in schools. For the purpose of this study, the extreme group sampling strategy was used to collect data. A total of six principals became part of this study. Three principals were drawn from effective schools and the other three from ineffective schools. After data analysis, it emerged that principals from effective schools are inner-directed in their approach to life and principals from ineffective schools are outer-directed. This means that the latter group is less assertive and lack self-esteem and do not believe that they can influence or change the situation within the school. This finding, amongst others, informs the authorities to consider introducing pre-principal training before appointing principals into posts. Only the assertive and confident trainees should be given posts. / Dissertation (MEd)--University of Pretoria, 2013. / lk2014 / Education Management and Policy Studies / MEd / unrestricted