The purpose of the study was to develop a formative model for the evaluation of teacher in-service programs relative to instructional behavior of teachers in the classroom. A second purpose of the study was to test the proposed model in an in-service program established to treat in-classroom instructional behavior.The operational elements of the developed model were tested by utilizing the model in an evaluation study of a specific teacher in-service education program. Participants of the in-service program included sixty-eight classroom teachers serving in kindergarten through grade five from ten elementary schools of a single suburban public school district located in the State of Indiana.The component aspects of the proposed model are:Objective: To describe and evaluate the effects of a teacher in-service education program relative to the instructional behavior of teachers revealed by the perceptions and judgements of the individuals involved in the program.Method: By defining the objectives for the in-service training program in terms of behavior that characterize the objective and measuring as criteria, the behavior associated with the objectives and processing the information in the forms of descriptions, implications, and recommendations.Relation The analysis of results based on actual to behavior provide feedback to the stated to Decision- objectives to determine the value of the in-service program for purposes of Making: modification or revision of the program objectives.Collection To obtain the information, multiple data gathering devices should be used withof data: teacher participants of the in-service program. Interviews, questionnaires, and classroom observations as a system of data gathering is recommended.Reporting Reporting statements should be of three types: descriptive, implications, and the data: recommendations for decision-making. Descriptive data would include summaries of the information collected and state implications which grow from the information. The summaries would be limited to the collected information and should be free of any conclusions.The recommendations would be made in view of the stated desired objectives. Judgements made in the recommendations should be cycled back to modify or revise the objectives identified for the in-service program.The findings from the testing of the proposed model are:1. Objectives for teacher in-service education programs relative to in-classroom instruction, can be developed to define behaviors as outcomes.2. Behaviors which characterize objectives can be identified for measuring.3. Identified measurable behaviors can serve as criteria for determining the success or failure of specific objectives of teacher in-service programs.4. Data collection instruments can be developed to measure behaviors which characterize objectives of teacher in-service education programs.5. The use of multiple data collection instruments, i.e., questionnaires, interviews, and classroom observations, contribute information in breadth, depth, and applied behaviors respectively.6. Information obtained from data collection instruments can be processed into statements of descriptions, implications, and recommendations.7. Statements of recommendation can be developed to provide evaluative data which teacher in-service program officials may use in making judgements relative to achievement of objectives of teacher in-service education programs. Conclusions of the study include the following:1. A model for the evaluation of teacher in-service education programs relative to the instructional behavior of teachers has been needed to provide a bases for intermediate evaluation and improvement of teacher in-service programming.2. A model for evaluation of teacher in-service programs utilizing a systematic procedure for securing information which incorporates reported and observed behavior can provide direct implications for planning and conducting phases of the teacher in-service program during the intermediate stages of implementation.3. A formative model for evaluation of teacher in-service education programs relative to the instructional behavior of teachers can be utilized to advance improved teacher in-service programming by collecting and treating data reported and observed from teacher participants of a teacher in-service program.4. A formative model for the evaluation of teacher in-service education programs can be utilized to collect and report data relative to the objectives of teacher in-service education programs for purposes of revising or modifying objectives of planned teacher in-service programs.

The adoption of a " nursing " model in practice and education is discussed in relation to the socio-cultural and organisational factors which have shaped the traditional care giver role. Issues arising out of this change in the "practitioner" role are identified. The changing roles of the nurse and the teacher are described and discussed. The move toward an autonomous role for the clinical nurse is seen to require a change in the nurseteacher relationship. Learning contracts are perceived to be a vehicle for implementing the new roles of the nuise and the teacher. The writer in the role of an observer-who-participates negotiates learning contracts with nurses working in four wards of four hospitals in one Health Authority. The clinical areas are described as one community hospital, one long-stay geriatric unit, one psychiatric rehabilitation unit and one psycho-geriatric assessment unit. Thus, community, general and psychiatric nursing are included in this study of the management of knowledge and change in nursing practice. A variety of data collecting techniques are employed to give an illuminative evaluation of the outcomes of the learning contracts and the effect formal and non-formal education have on the implementation of the nursing process. The formal approach to education takes the form of the Diploma in Nursing (London University, Old and New Regulations) and the Joint Board of Clinical Nursing Studies Course in Care of the Elderly (940/941). The non-formal inputs are the clinically based learning contracts negotiated with the nurses in the four clinical areas.The data are presented as comparative case studies which record the organisational policies adopted by the Health Authority and the outcomes of the learning contracts in the four clinical areas. From the case studies two "themes" emerge: that of role conflict and the problems of assessing thedegree of change achieved. A theoretical framework of "codes and control" is developed from that originally presented by Bernstein (1975) for general education and adapted to health care organisations by Beattie and Durguerian (1980). This framework is used to interpret the changing roles of the nurse and the teacher, and the division of labour between the professional nurse and the woman in her own home. It is argued that the implementation of the "practitioner" role demands a redistribution of power and control in favour of the patient and the nurse vis-a-vis the manager, the teacher and the doctor. Further, in addition to the teacher's and the clinical nurse's dependence on the manager for the resources required to implement the desired change in practice, nurse-practitioners are dependent on the knowledge held by doctors, clinical psychologists and occupational therapists to implement the nursing process. In the presence of an inadequate basic education programme and a limited access to continuing education, the data suggest that the literature on the nursing process and the key documents distributed by the R.C.N. (1981) and the U.K.C.C. (1982) are making demands upon the clinical nurse with which she is unable and sometimes unwilling, to comply. It is argued that a "codes and control" framework identifies the complexities of the change toward the "practitioner" role and thereby, clarifies the existing role. In this way concepts of care held by the nursing staff are identified which in turn, can be utilised in model building to promote a "grounded" theory of nursing in the cultural and organisational context of nursing in the United Kingdom. Thus the use of learning contracts which identify the nurse's need for continuing education, in conjunction with an action research mode utilising case studies, can assist in the development of a theory for nursing practice and education. In this way the theory for nursing has its basis in clinical practice, is refined through research, and is returned to practice through the education programme. It is therefore argued that learning contracts have a useful role to play in bridging the gap between theory and practice in the school of nursing and institutions of higher education. The data recorded in the case studies suggest that in the absence of a redistribution of power and control and/or supportive education programmes during and after the period of transition between the old and new roles, the implementation of the nursing process will merely continue the existing Nightingale strategies. The formalisation of the present problem-solving approach to care in the form of care plans will not necessarily promote the "practitioner" role desired by the profession. Instead the clinical role will continue to be defined by physicians and management will consolidate its position in the hierarchy of the bureaucratic organisation of the National Health Service. This will not be challenged by nurses in that it will continue the existing strategy of "reifying" the presence of the "professional" nurse and an particular, her position in institutions of higher education. Such a strategy although satisfying in terms of status will lead to the clinical nurse being asked to implement a role with which she is unable to comply. This in turn will lead to role conflict and a greater division between the "theory" of the school and the "reality" of the ward.

D.Ed. / This research study focuses on the status of educators and aims at determining whether In-Service Education and Training (INSET) will assist in enhancing their professional status. From the researcher’s personal experiences, discussions with fellow educators and review of literature and media reports, it appears that there are a plethora of problems experienced by educators. Awareness of a crisis in education is of great concern, as is the low morale of educators. Credibility of educators needs to be restored. Some educators are unqualified, under-qualified, display poor attitude and mediocre behaviour. It is essential that these educators should be encouraged to improve their teaching skills and performance, build confidence, adopt a positive outlook towards education and perform as professionals. The research design and methodology followed generally, the qualitative, descriptive and exploratory principles. The survey method using structured questionnaires was employed to collect the primary data for the study. The data was collected on the Microsoft Windows 2000 Excel programme and analysed using the Statistical Package for the Social Sciences (SPSS). During the last decade, a number of countries have addressed reform measures and refocused on educators’ professionalism. A historico-comparative study of various models of INSET was undertaken of the following countries: the United Kingdom, Denmark, Hungary, Hong Kong and Zambia. INSET initiatives undertaken abroad, to improve the quality of educators, is crucial to this study. INSET structures, provided by various stakeholders in South Africa are discussed. The Code of Professional Ethics, compiled by the “guardian of the profession”, the South African Council for Educators (SACE), was outlined. The study also highlights SACE’s role of monitoring educators who are guilty of transgressions and misbehaviour. The findings of this research, conducted in the Umlazi District of the eThekwini Region within the Province of KwaZulu-Natal (KZN), based on the questionnaires, are twofold. Firstly, officials are of the opinion that a reduction of staff, increase in iii workloads and a lack of incentives and promotional opportunities have led to educators’ poor performance. Secondly, educators believe that implementing quality INSET programmes would assist them to perform as improved professionals. Educators in the study acknowledge that teaching is stressful and are of the opinion that they are accountable for their behaviour and should be au fait with the Professional Code of Conduct and Ethics. Following on from the analysis of the questionnaires, three training programmes were identified and conducted at a public, secondary school. The programmes were entitled: Coping with Stress, Compiling an Educator’s Portfolio and Code of Conduct for Educators. The study concludes with recommendations and implications for future research.

D.Ed. / Hierdie navorsing fokus op onderwysers se persepsies aangaande deurlopende professionele onderwyser ontwikkelingsprogramme in Omgewingsopvoeding en die mate waartoe dit hul onderwyspraktyk beïnvloed. Die navorsingsprobleem word omskryf deur die volgende sub-vrae: • Wat is die onderwysers se persepsies aangaande hul eie bekwaamhede in Omgewingsopvoedingspraktyke as resultaat van die indiensopleidingsinsette? • Welke onderwysstrategië en -metodes het die onderwysers tydens indiensopleiding aangeleer en op watter wyse(s) hul dit in die klaskamersituasie aanwend om hul praktyk te verbeter. • Watter kennis, vaardighede en waardes op die terrein van Omgewingsopvoeding het die onderwysers tydens die indiensopleidingsinsette aangeleer? • Watter riglyne kan uit die navorsing gepostuleer word ter optimalisering van indienslopleidingsinsette in die algemeen, en in besonder in die geval van insiensopleidingsprogramme vir Omgewingsopvoeding? Die navorsingsontwerp vir die empiriese komponent van hierdie navorsing het ‘n kombinasie van kwantitatiewe en kwalitatiewe navorsingsmetodes behels en deur middel van triangulering van die ingesamelde data toegepas. In die kwantitatiewe dimensie van die navorsing is ’n omvattende gestruktureerde vraelys ontwikkel en deur die steekproef van respondente, wat willekeurig uit die populasie getrek is, voltooi. Die data hierdeur verkry is aan beide die Kaiser-Meyer-Olken en die Bartlett toetse onderwerp. Die 33 (uit die oorspronklike 35) oorblywende items is aan twee opeenvolgende faktor-analise prosedure onderwerp op basis van die “Principle Axis Factoring” metode. Die kwalitatiewe dimensie van die navorsing het gesteun op fokusgroep onderhoude waaraan drie groepe van vyf respondente elk (‘n total van 15 respondente) deelgeneem het. Respondente vir hierdie drie groepe is willekeurige getrek om die volgende drie geografiese gebiede te verteenwoordig: Oos-Rand, Johannesburg-Suid en Johannesburg-Sentraal. ‘n Onderhoudskedule bestaande uit vier oop-end vrae is vir hierdie doel ontwikkel. Die data is op die wetenskaplik aanvaarde prosedure van bandopnames, transkripsies en verifiëring deur die respondente ingesamel, waarna dit gekodeer, grafies voorgestel en geanaliseer is. Die belangrikste bevindings van hierdie navorsing sluit in dat: • Die aantal vorige indiensopleidingsprogramme deurloop; die jare onderwyservaring bydra tot onderwysers se positiewe belewing van indiensopleidingsinsette vir Omgewingsopvoeding. • Indiensopleidingsprogramme wat voorsiening maak vir die volgende aspekte baie sterk positief beleef word:  groepwerk tussen deelnemers tydens die indiensopleidingsprogram;  geleentheid om die programinhoud in hul klaskamers te gaan toepas en daarna gesamentlik daarop te reflekteer; asook  geleenthede waar fasiliteerders van die indiensopleidingsprogramme die deelnemers in hul klaskamersituasie gaan waarneem en ondersteun in toepassing van die programinhoude. / Prof. H.G. Van Rooyen

Hoofstuk een voorsien die agtergrond tot die navorsing asook ‘n beskrywing van die probleme. Dit bevat die doel van die navorsing, die metodologie wat gevolg is en gee ‘n uitklaring van konsepte wat in die navorsing gebruik is. Hoofstuk twee fokus op ‘n uiteensetting van die onderwerp van die navorsing, naamlik DIE ASSESSERING VAN PROFESSIONELE ONTWIKKELING VAN ONDERWYSERS EN DIE IMPLIKASIES VIR GEHEELSKOOL EVALUERING. Die doel van die navorsingsprojek was om te bepaal watter kriteria noodsaaklik is vir die doeltreffende professionele ontwikkeling van onderwysers. Om hierdie doel te verwesenlik is ‘n literatuurstudie onderneem wat as basis vir die empiriese navorsing gedien het. Die bespreking in hoofstuk twee is gerig op die geïntegreerde gehalte bestuurstelsel wat bestaan uit werkverrigting assessering, die ontwikkeling van ‘n stelsel vir assessering en geheel skool evaluering. Die studie belig hoe bogenoemde assesseringstelsels gebruik is om die professionele ontwikkeling van die onderwyser te fasiliteer. In die geïntegreerde gehaltebestuurselsel is klaskamer-waarneming ‘n kritiese aspek wat gebruik is om die behoeftes van onderwysers te bepaal oor hoe hulle ‘n klaskamer moet bestuur. Klaskamerwaarneming is gegrond op die volgende kriteria: die skepping van ‘n positiewe leeromgewing, kennis van die kurrikulum, lesbeplanning, voorbereidng en aanbieding, asook leerlingassessering. Sodra die behoeftes van die onderwyser vasgestel is, is gepaste professionele ontwikkelingsprogramme noodsaaklik om klaskamer bestuursvaardighede te verbeter. Met ander woorde, wanneer onderwysers professioneel ontwikkel word, verbeter hulle die gehalte van leer en onderrig by skole deur hul betrokkenheid in en by lewenslange leer. Die ontwerp van die navorsingsprojek is in hoofstuk drie uiteengesit. ‘n Beskrywing van die empiriese ondersoek is voorsien. Die vraelys is bespreek en die verloop van die navorsing kortliks aangeraak. Al die vrae met betrekking tot doeltreffende professionele ontwikkeling het gelei tot gemiddelde tellings tussen 2,20 en 3,23. Die ontleding en interpretasie van die empiriese data is in hoofstuk vier bespreek. Die konstrukgeldigheid van die navorsingsintrument is deur middel van twee opeenvolgende faktoranalitiese prosedures ondersoek en sodoende is die 37 items tot twee faktore gereduseer, naamlik: effektiewe ontwikkelingsprogramme bestaande uit 20 items met ‘n betroubaarheidskoëffisient van 0,913; en personeel ontwikkelingsprogramme bestaande uit 17 items met ‘n betroubaarheidskoëfissient van 0,892. Die statistiese ontleding van die navorsing is beperk tot ‘n vergelyking van een voorbeeld van twee onafhanklike groepe met een voorbeeld van drie of meer onafhanklike groepe. Hipoteses is opgestel en multivariante statistieke gebruik om die data te ontleed en te interpreteer. Na hierdie oorsigtelike opsomming van die aspekte wat in die huidige navorsing aangeraak is, word belangrike bevindings wat uit die navorsing voortspruit, gemaak. / Prof. R. Mestry

D.Ed. / Professional skills development is an important aspect in the professional life of Information Technology (IT) teachers. The use of Information Communication Technologies (ICTs) in South African schools brought about the possibility of using web-based education (WBE) for the purpose of bettering continuous professional teacher development (CPTD) for IT teachers in Further Education and Training (FET). This study aims at developing an online learning ecology embedded by a programme that facilitates the continuous professional development focussing on IT teachers. The rationale for this study argues about the Internet and WWW as alternative means of communication with and training of IT teachers. Theory on adult education, web-based pedagogy, and the available web-technologies, assist in creating the theoretical framework for this study. Subsequently, theory on instructional design (ID) is applied in developing the online learning ecology, online programme, as well as developing a community of practise (CoP) for IT teachers. A qualitative study guided by a partial design experiment methodology constructed the research. Therefore, the design and development in this study have secondary reference to methods for ID. A needs analysis was done by conducting a document analysis on government policies, curriculum design as well as the National Curriculum Statement (NCS) for FET. Consequently, the thesis was constructed by following the design, development and evaluation of a learning ecology. Hence, the online learning ecology was validated using constructed rubrics by research participants against the instructional design, online programme and community of practice efficacy, aimed at continuous professional development of IT teachers. Findings of this research have shown that an online learning ecology, populated by virtual tools, effectively hosts an online programme and likewise hosts a community of IT teachers. The validation further claims that the ecology was effectively designed and that interaction among IT teachers occurs on a high level against the principles of good _______________ Table of Contents iii teaching practice, classroom practices, methodology and ultimate professional development. Furthermore, the level on which knowledge transfer and skills development of IT teachers have been applied to pedagogy, became evident in applicable online teaching principles in a web-based environment for adult learning. Conclusions deduced from the study claim for face-to-face interaction to be utilised with an online programme. This assists cluster meetings to be conducted more effectively and retains influences such as time constrains and transport problems. Consequently, this leverages better facilitation during shorter time periods and delivers more concise cluster meetings. Moreover, suggestions have been made for online moderation possibilities, access to more, relevant study material, collaborating ideas, sharing experiences and having more social presence from a professional perspective. The virtual tools used in the learning ecology were found to be highly effective with ease. Further conclusions brought about a suggestion for generalising such a learning ecology that hosts CPTD to other learning areas. A final conclusion reveals that the online programme shows to be aligned with professional teacher development at various levels and complied with critical- and developmental cross-field outcomes to enhance generalisability and generic application within the South African educational context.

"Meaning is given to a philosophy not through the mere acquisition of facts but in addition to facts, a certain spirit of open-mindedness of work and a search for causes. In the attempt of school personnel in Walton County to achieve democratic cooperation, attention has been focused on leaders in the educational field who, through experience, have learned that certain patterns are more conducive to use of initiative and cooperation than others. From them and through our own experiences we have learned that to achieve democratic cooperation the group must understand the nature of the process itself and be willing to take the necessary steps to achieve it. The group as a whole must realize that the well-being, happiness, and growth of each individual within the group are the basis of its strength and progress. The group members must be willing and ready to serve and to make necessary sacrifives in order that the welfare of the individual may be insured. Also, the group must be convinced that the conditions of human living can be bettered through intelligent cooperation supporting the efforts for improvement"--Introduction. / "August, 1948." / Typescript. / "Submitted to the Graduate Council of the Florida State University in Partial Fulfillment of the Requirements for the Degree of Master of Arts under Plan II." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaf 33).

A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Masters (Criminology) in the Department of Criminal Justice, at the University of Zululand, South Africa, 2014 / South Africa is currently a country in crisis. A strike of around 1.3 million public-sector employees, which started on the 18 the August 2011, was and still is causing chaos in the country. Government institutions such as hospitals and schools are closed due to strikes (The Wall Street Journal. 2011). Due to the frustration of the communities because of lack of service deliveries most of these strikes and gatherings becomes violent and destructive. The researcher has identified a major gap with the current curriculum utilized for the basic training of trainees in the South African Police Service. The curriculum mostly consists of theoretical presentations, especially with regard to crowd management. There is no practical training presented on how to manage crowds, and there is no presentation of the equipment that can be utilized and how it can be used to handle crowd management and unrest related incidents. All police officials are ultimately responsible for maintaining law and order and therefore the researcher believes that it is extremely important that trainees should be introduced to crowd management and unrest incidents during basic training. This will enable them to have the necessary skills to handle unrest situation should they be faced with it at station levels. This will enhance service delivery for the whole SAPS, as all police officials will know how to manage crowds.

A dissertation submitted in partial fulfilment of the degree in Master of Arts in Research Psychology in the Department of Psychology at the University of Zululand, 2010. / The major aim of the study was to find out factors that promote or hinder success in New-entry constables within South African Police Service Basic Training Institutions. The Total sample was comprised of 316 participants that were chosen from two Basic Training Institutions in Gauteng and Kwa-Zulu Natal Provinces. With the help of the Institutions Officials, the researcher was able to use convenience sampling technique in selecting the respondents. From the themes it became evident that unsuccessful trainees cannot cope with the disciplinary measures which are applied on trainees. Interviews with the focus groups produced the following themes as causes of poor performance: failure to approach instructors, insufficient time to relax, fear of failure and other factors which are stated in chapter five. Ability to work independently, study group support, satisfactory accommodation, enough time to relax and other factors were identified as promoting trainees academic performance. A need arose for the establishment of an intervention programme aimed at addressing the common factors that lead to trainees’ failure at South African Police Basic Training Institution.

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