Reliable measurement of student capability for a skill allows educators to verify student mastery. A major part of a physician's ability to gather information involves patient interviewing, and instruction of this skill is a substantial portion of a medical curriculum. Since 1974, the University of Arizona College of Medicine has employed patient-instructors (PIs), lay persons who function in the roles of patient and teacher for training of interview skills in the Preparation for Clinical Medicine (PCM) program. PIs provide "real" patient-interview experiences and immediate feedback to the students. The PCM program currently has four topic areas: Adult, Pediatric, Geriatric, and Psychiatric. The Arizona Clinical Interview Rating (ACIR) Scale was developed in 1976 to measure the technical performance aspects of interviewing. This study was undertaken to determine reliability of the ACIR. Implication of the results are discussed and suggestions made for the continued application of the ACIR Scale. (Abstract shortened with permission of author.)

Drawing on two research questions, this study presents an understanding of the nature of heritage in selected contemporary Grade 10 South African history textbooks, and elucidates factors responsible for the depiction of heritage in a particular way. The context that informed this study was that of South Africa as a post-conflict society. Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary (post-1994) South African history textbooks with regards to their representation of heritage. Lexicalisation, a form of the Critical Discourse Analysis (CDA) was used as method to analyse the pre generated data from the selected textbooks following Fairclough’s (2003) three dimensions of describing, interpreting, and explaining the text. The study adopted a holistic approach to heritage as a conceptual framework whilst following social constructionism as the lens through which heritage was explored in the selected textbooks. My findings from this study concluded that although educational policy in the form of the NCS-History clearly stipulates the expectations to be achieved from the teaching and learning of heritage at Grade 10 level, there are inconsistencies and contradictions at the level of implementation of the heritage outcome in the history textbooks. Key among the finding are the absence of representation of natural heritage, lack of clear conceptualisation of heritage, many diverse pedagogic approaches towards heritage depiction, a gender and race representation of heritage that suggests an inclination towards patriarchy and a desire to retain apartheid and colonial dogma respectively,and finally a confirmation of the tension in the heritage/history relationship. The study discovered that factors such as the commercial and political nature of textbooks, the lack of understanding of the debates around the heritage/history partnership, and the difficulties involved in post-conflict reconstruction are responsible for this type of heritage depiction in the textbooks. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The purpose of this study was to develop categories of meaning regarding veteran teachers' perspectives on teacher evaluation and how veteran teachers want to be evaluated. A total of 14 teachers with 10 or more years of teaching experience were interviewed. The study relied upon a qualitative method, using grounded theory to provide an in-depth analysis on perspectives veteran teachers had on teacher evaluation and how they wanted to be evaluated. Interview data was analyzed and coded for concepts that represented teachers' perspectives. The analysis yielded data which presented two themes, Theme one: Veteran Teachers' Perspectives on Teacher Evaluation, and Theme Two: Veteran Teachers' Plan for Evaluation. Theme one revealed several categories: "evaluation career," "evaluation process," "types of evaluation processes," "evaluators," and "purpose of evaluation." Theme two presented three categories: "what to evaluate," "who evaluates," and "how to evaluate." Data analysis led to a grounded theory suggesting that teachers experienced commonalities regarding their perspectives on teacher evaluation and how they want to be evaluated. This study concluded that teachers perceive the current status of teacher evaluation as ineffective and useless. Teachers want the process to continue using principal observation as the key component, but want it done more often both formally and informally. Teachers feel that evaluators should be competent in the areas they evaluate and serve as instructional leaders. They want other data sources to be included in their evaluations. Teachers disagree with pay for performance systems or those solely dependent on student outcomes, and that student growth data should be part of a multi data driven system. Self-evaluation and professional growth are areas teachers feel should be tied to an effective evaluation system. Teachers want to receive feedback from parents, peers, and students. Teachers find the California Standards for the Teaching Profession (CSTP) to be an effective and necessary tool to base teacher evaluation upon. This study presented perspectives concerning teachers' experiences with teacher evaluation and also presented data regarding how teachers wanted to be evaluated.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-07-28T14:19:58Z No. of bitstreams: 1 carlosrenatosoares.pdf: 1185338 bytes, checksum: c957d4c9167a840ad3db636f64c45f67 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-09T14:46:02Z (GMT) No. of bitstreams: 1 carlosrenatosoares.pdf: 1185338 bytes, checksum: c957d4c9167a840ad3db636f64c45f67 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-09T14:47:29Z (GMT) No. of bitstreams: 1 carlosrenatosoares.pdf: 1185338 bytes, checksum: c957d4c9167a840ad3db636f64c45f67 (MD5) / Made available in DSpace on 2017-08-09T14:47:29Z (GMT). No. of bitstreams: 1 carlosrenatosoares.pdf: 1185338 bytes, checksum: c957d4c9167a840ad3db636f64c45f67 (MD5) Previous issue date: 2011-04-05 / O presente trabalho está inserido no campo de pesquisa da história da educação matemática e refere-se às avaliações externas, em particular, à avaliação realizada no Estado de Minas Gerais pelo SIMAVE, Sistema Mineiro de Avaliação da Educação Pública, mais especificamente o Programa de Avaliação da Educação Básica, o Proeb, aplicado em turmas da terceira série do Ensino Médio, na cidade de Lavras. Nosso objetivo é investigar as transformações que vêm ocorrendo na disciplina Matemática, da terceira série do Ensino Médio, a partir da constituição do SIMAVE/Proeb no ano de 2000. Tratamos a questão numa perspectiva da história cultural, utilizando conceitos da história das disciplinas escolares. Analisamos documentos oficiais, oriundos da Secretaria de Estado da Educação de Minas Gerais (SEE-MG) e do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora – Caed e depoimentos colhidos em conversas informais e entrevistas de professores. As conclusões apontam para uma interferência no currículo da disciplina, no momento em que os resultados da avaliação do SIMAVE são parâmetros para o recebimento de uma premiação instituída pelo governo de Minas para que as escolas alcançassem metas que variam ano após ano. Que os professores acabam sendo pressionados pelos colegas da escola em função deste prêmio ser balizado a partir dos resultados das avaliações dos conteúdos Matemática e Língua Portuguesa, que são as provas aplicada pelo SIMAVE/Proeb. / The present work follows in the search field of the History of Mathematics Education and refers to external evaluations, in particular, the assessment conducted in the State of Minas Gerais by SIMAVE, Sistema Mineiro de Avaliação da Educação Pública, specifically the Programa de Avaliação da Educação Básica, (PROEB) applied to classes of third grade high school in the city of Lavras. Our goal is to investigate the transformations that have been taking place in the Mathematics subject for the third grade of high school, since the constitution of SIMAVE / PROEB in 2000. We have treated the issue in the cultural history perspective, using concepts from the subject of history of school. We analyzed Official documents from the Secretaria de Estado da Educação de Minas Gerais (SEE-MG) and from the Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora – Caed. In addition, we analyzed testimonies gathered in informal conversations and interviews with teachers. The findings pointed to an interference in the subject’s curriculum since the evaluation results became SIMAVE’s parameters for receiving an award instituted by the government of Minas Gerais for the schools which achieve goals that vary every year. The teachers end up being pressured by classmates because the award competition is based on the results of mathematics and Portuguese’s evaluations, which are applied by SIMAVE / PROEB.