Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Continuing Professional Education (CPE) is a method by means of which radiographers and other health care professionals can systematically maintain, improve and broaden their knowledge and skills. Chances are that mandatory CPE will be introduced for South African radiographers by the year 200t. For this reason it was decided to undertake a needs assessment survey of Free State Province diagnostic radiographers. The aim of this study wasto assess the perceived needs of Free State Province radiographers. In this way adults, as consumers of CPE, were involved in the planning process. Results obtained from the needs assessment provide valuable information to providers of CPE activities. With the aid of the results, providers can plan activities responsibly, which will satisfy their target population. The needs assessment was done by means of a maH-administered questionnaire-, and a response rate of 58% was obtained. Data analyses showed that most of the radiographers were employed in small x-ray departments and, due to this fact, experienced constraints regarding CPE participation. Constraints such as staff shortages and a lack of backup staff were identified. New developments-in radiography, management skills, computer skills and UUrasound were tbe topic areas indicated by the highest percentage of respondents as high level of need areas. Flexible learning strategies- with adequate support mechanisms must be developed. In order to provide high-quality CPE activities, all stakeholders, such as the Technikon Free State, the Society of Radiographers, the employers- and the radiographers, must share the- respon-sibHity of CPE. The study showed that close co-operation between stakeholders is essential to the success of CPE in the Free- State Province, / AFRIKAANSE OPSOMMING: Voortgesette Professionele Onderwys (VPO) is 'n strategie wat radiograwe en ánder protessionele gesondheidsorgwerkers in staat stelom hulle kennis en vaardighede sistematies in stand te hou, te verbeter en uit te brei. Die-moonUikheid Destaan dat Suid-Afrikaanse radiograwe teen die jaar 2001 verplig sal word om aan VPO deel te neem. Om hierdie rede is daar besluit om 'n behoeftebepalingsopname van die- diagnastiese radiograwe in die Vrystaat Provinsie te doen. Die doel van hierdie studie was om die behoeftes van die Vrystaat Provinsie se radiograwe-, soos deur hulle self geïdentifiseer, te bepaal. Op hierdie manier kon radiograwe, as verbruikers van VPO, by die beplanningsproses betrek word. Die- resultate- van die behoeftebepalingsopname wat bekom is, bevat waardevolle inligting vir verskaffers van VPO-aktiwiteite. Met behulp van die resultate sal verskaffers van VPO-aktfwiteite wat hulle-teikengroep se- behoeftes sal bevredig, met verantwoordelikheid kan beplan. Die behoeftebepaling is met behulp van pos- vraelyste gedoen. 'n Respons van 58% is verkry. Data-ontleding het getoon dat die meeste van die radiograwe werksaam was in klein x-straaldepartemente wat gevolglik bygedra het dat hulle beperkinge met betrekking tot VPObetrokkenheid ervaar het. Ander struikelblokke soos personeeltekorte en 'n gebrek aan aflospersoneel is geïdentifiseer. Nuwe ontwikkelinge- in radiografie, bestuursvaardighede, rekenaarvaardighede en Ultraklank is deur die grootste persentasie respondente as die areas waarin die grootste behoefte bestaan, geïdentifiseer. Buigsame leerstrategieë met toereikende ondersteuningsmeganismes moet ontwikkel word. Om hoë gehalte VPO-aktiwiteite te verskaf moet alle- belangegroepe, onder andere- die Technikon Vrystaat, die Vereniging van Radiograwe, die werkgewers en die radiograwe self gesamentlik die verantwoordelikheid vir VPO deel. Die- studie- toon dat noue samewerking tussen belangegroepe noodsaaklik is vir die sukses van VPO in die Vrystaat Provinsie.

published_or_final_version / Business Administration / Master / Master of Business Administration

published_or_final_version / Business Administration / Master / Master of Business Administration

The purpose of this study was to investigate the effectiveness of an evaluation procedure designed to assist special educators improve their instruction. A single subject, multiple baseline across subjects design was used to test this evaluation procedure, the Special Educator Improvement Procedure (SEIP), with six teachers of self-contained special education students over a seven week period. The SEIP was composed of the following components: (1) presenting multiple videotaped samples of the subject's teaching performance to a team of evaluators, including the subject, the subject's supervisor, a peer and another educator chosen by the subject; (2) having the evaluation team assess the subject's instruction using the revised Teacher Performance Assessment Instruments (TPAI-R); (3) allowing the subject to compare his or her self assessment with the assessments of other evaluation team members; and (4) having team members make specific suggestions as to how the evaluatee might improve his or her instruction. Following the seventh week of the study, two independent observers used the TPAI-R to rate videotaped samples of the subjects' teaching. These ratings were used to test the prediction that subjects who participated in the SEIP would be ranked higher on the TPAI-R than would subjects who had not yet participated in the SEIP. However, the results of statistical analyses using Revusky's R(,n) statistic and Tukey's HSD procedure did not support this prediction. At the conclusion of the study, evaluation team members completed an experimenter developed questionnaire. An analysis of their responses supported the predictions that (1) the participants would rate the SEIP as being very beneficial for helping special educators improve their teaching and (2) the TPAI-R was a good instrument for assessing the adequacy of special educator's teaching, but failed to support the prediction that the participants would rate their participation in the SEIP feedback session as being very beneficial. It was concluded that the results of the study were inconclusive regarding the effectiveness of the SEIP in assisting special educators to improve their instruction. It was suggested that additional research be conducted using a revised version of the SEIP.

A total of 47 teachers, randomly selected from 1328 elementary school teachers in a Southwestern urban school district, were randomly assigned to two six-hour, introductory computer in-services. Teachers receiving the BASIC in-service and the LOGO in-service were administered an attitude survey after the in-services. The survey was composed of seven demographic questions, 20-items designated to test attitudes toward computers in general and 20-items designed to test attitudes toward computers in the elementary school classroom. Scores were analyzed to determine the effect of the two treatments on attitudes as well as the effect of four demographic variables, regardless of treatment, on teacher's attitudes. There were no significant differences in attitudes of subjects receiving the BASIC in-service and those receiving the LOGO in-service. In addition, the previous computer training, grade level taught, and gender of the subjects, did not appear to affect their attitudes toward computers in general and in elementary school classrooms. One demographic variable, years of teaching experience, did significantly affect the mean scores on the attitude instrument. Those teachers in the study with one to fifteen years of teaching experience demonstrated a significantly more positive attitude toward computers in the elementary school classroom and toward computers in general as compared to those with 16 or more years of teaching experience.

Problem. The purpose of this study was to assess the effectiveness of elementary school teachers who had received intensive training in the Essential Elements of Instruction model, a teaching methodology composed of specific teacher behaviors. Teacher effectiveness was measured by analyzing student achievement results in reading. Procedure. Elementary teachers at specified grade levels in two selected school districts were divided into two groups: Group A, teachers who had received training in the Essential Elements of Instruction, and Group B, teachers who had not received this training. In School District I, a student population of approximately two hundred and twenty-five students was selected as the treatment group and a student population of approximately two hundred and ten students was selected as the control group. In School District II, a student population of approximately one hundred and forty-five students was selected as the treatment group and a student population of approximately one hundred and forty students was selected as the control group. The Gates-MacGinitie Reading Test (Form A-E) was used as the post test measure of achievement for all students. This test was used to determine if a teacher's training in the Essential Elements of Instruction model would result in greater student achievement gains as measured by the selected reading test. Results. The analysis of variance treatment of the data indicated that there were significant differences between the reading scores of students whose teachers had received training in the Essential Elements of Instruction model and those students whose teachers did not receive this training. Thus, the data did allow for the rejection of null Hypothesis 1. The analysis of variance treatment of the data indicated that there were no interaction effects of teacher training and student reading achievement by the grade level of the student, the socioeconomic level of the student, or the interaction of student grade level and student socioeconomic level. Thus, the data did not allow for the rejection of null Hypothesis 2, null Hypothesis 3 and null Hypothesis 4.

The subject of art in Arizona elementary schools is often taught by general classroom teachers with no art training. In an attempt to rectify this situation, The 1986 Arizona Institute for Elementary Art Education, following the example of the Getty Institute for Educators on the Visual Arts, created Staff Development and Curriculum Implementation Programs for these teachers. This study evaluates the Curriculum Implementation Program of Year One of the Arizona Institute. Data for the study were compiled from 10 classroom observations and 23 interviews of Institute participants by two evaluators. The components of discipline-based instruction taught during Summer Staff Development were implemented by all participants. Implementation was on at least a mechanical level of use, and the evaluators' results showed interrater agreement.

The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

M.Cur. / Please refer to full text to view abstract

M.Ed. (Education) / Please refer to full text to view abstract