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Noting that little is known about the effect of early experience on the process of becoming an elementary teacher, this researcher explored the perceptions of 17 preservice teachers. Data produced from structured, open-ended interviews were analyzed using the constant comparative method. Common descriptions of what is (images), what ought to be (constructs), and preservice teachers' means (context maps) of explaining why phenomena exist emerged from the data. The images were (1) Teachers guide, (2) Teachers are there for the children, (3) Teaching is hard work, (4) Teaching is controlled, (5) Students learn by doing, (6) Students are individuals, (7) Students choose to learn, (8) Student teaching is an apprenticeship, (9) Student teachers develop chameleon like qualities, (10) Student teaching is a tug of war, and (11) The curriculum is not balanced. An overall image (metaphor) of the preservice teachers was that they were awkward teenagers. The constructs were (1) The curriculum should be interesting, (2) The curriculum should be better balanced, and (3) The curriculum should be integrated using themes. Context maps were incomplete; it appeared that the preservice teachers' frames of reference were still being formed. Findings suggested that, although the preservice teachers' identities as teachers was solidified, there was a hidden curriculum that the preservice teachers felt but could not explain. Implications were that preservice teachers needed a supportive social environment and time to discuss, analyze, and interpret information received from observations of classroom practice, knowledge presented in pedagogy classes, and their own experiences as students.

ABSTRACT The literature implies a trend towards an increased use of interactive multimedia technologies for instruction. The increased availability of mcxierate cost, good quality, digital audio computer cards and computers with built-in audio capability have enabled trainers and educators to realize the potential of random access audio for computerbased training (CBT) and other multimedia applications. In this study, the researcher investigated the effectiveness of adding digital audio to CBT. The experiment was conducted at the University of Central Florida in the Spring of 1991 with students (N=60) enrolled in the Applications of Technology in Education undergraduate course. After randomly selecting 3 out of 10 intact course sections, students were randomly assigned to one of three treatment groups. Each treatment group completed a CBT program with identical content and one of the following delivery mcxies: (1) text-only delivery, (2) full text and totally redundant audio delivery, or (3) partial text (bulleted) with full audio delivery. Students in all treatment mcxies were administered a 30-item criterion-based achievement pretest and posttest in multiple-choice format on the subject content of the CBT program. In addition, subjects were administered a modality strength test, and a post-experiment perception questionnaire was completed by all subjects to provide descriptive data. Additional tracked variables included time required to complete the CBT program, number of times a student reviewed (backed up), and number of times a student in an audio treatment selected the "repeat audio" option. Data were analyzed using descriptive statistics, one-way analyses of variance, chi-square, t-tests, multivariate analyses of variance, and the Least Significant Difference multiple comparison procedure. Major findings of this study were: 1 . There were no significant differences among the three treatment groups in achievement gain. 2. There was a significant cliff erence in the mean completion times across the three treatments, with the text-only version requiring the least time on task. 3. There was no significant relationship between student modality strengths and achievement levels. 4. Student perceptions indicated a high degree of program acceptance across all levels of treatment.

This study links research in hemispheric specialization which supports the concept of left and right hemispheric modes in problem solving with techniques for. teaching composition. Previous studies have not specifically examined who is helped by techniques which are labled as left or right hemispheric in style. The experimental group received composition instruction which emphasized right hemispheric exercises. The control group was given parallel assignments but instruction techniques emphasized left hemispheric techniques. All students were tested for hemispheric mode using the Hemispheric Mode Indicator. The Diederich Scale was used on sample essays to determine pre and posttest writing levels. Two major hypotheses were tested. Stated in the null, the first hypothesis is that there will be no significant difference in amount of writing improvement between writing classes taught emphasizing right hemispheric techniques and those taught emphasizing left hemispheric techniques. The experimental group taught using right hemispheric techniques moved from a pretest mean on the Diederich of 24.61 to a posttest mean of 27.67, a change which is significant at the .001 confidence level. The group taught using left hemispheric techniques moved from a pretest mean on the Diederich of 30.19 to 31. 7 4 which is not significant. The first null hypothesis was rejected. In order to look more closely within the groups to determine if one cognitive style or the other received greater treatment effect, a second hypothesis, stated in the null, is that there will be no significant differences within the two major groups as to the degree of writing improvement when comparing those classified as right hemispheric and those classified as left hemispheric. Only those classified as right hemispheric in the right hemispheric group showed a significant difference (at the .001 confidence level) in their pre and posttest scores, moving from a pretest mean of 24.30 to a posttest mean of 28. 26. The significance of change for the entire group was due to the appropriately paired subgroup. The second null was rejected. The conclusion to be made from this study is that those who are right hemispheric are significantly helped in th~ir writing when taught with techniques that match thier pref erred learning style.

The purpose of this study was to define Philosophical Counselling (PC) or, more specifically, PC as practised in South Africa. This was done through allowing South African philosophical counsellors to tell their stories about PC. The epistemological framework was that of social constructionism. The study involved a series of in-depth interviews with three South African philosophical counsellors. The major themes that emerged from the participants’ stories seemed to centre around: the existential need for the other; the conceptual need for the other; engaging with the other methodically; and caring for the other. While their stories largely resonate with current and overwhelmingly European and North American conceptions of PC, they also seem to provide a uniquely South African impetus to revise these conceptions. Moreover, the findings of this study may facilitate a dialogue between philosophical counsellors and their colleagues in related professions, especially psychotherapists. / M.A. (Clinical Psychology)

published_or_final_version / Literary and Cultural Studies / Master / Master of Arts

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This thesis investigates a specific kind of criticism of the token-token identity-theory. This criticism is based on recent theories of reference. In the Introduction I argue that more than Davidson's three premisses is needed to establish that mental events are identical to physical events. One needs to invoke principles about what constitutes event-identity. In Part 1 I discuss event-identities. I lay down the constraints an adequate theory of event-identity must satisfy, and criticise the major theories in the literature. I suggest an alternative view, which I defend against some recent proposals. I end Part 1 by exploring a view which takes seriously the possibility of constitution-relations between events. In Parts 2 and 3 I discuss whether the identity-theory can be defended. Part 2 discusses sensations, and I concentrate on S. Kripke's arguments against the identity-view. I distinguish two versions of Kripke's argument, one epistemic, and one metaphysical. The epistemic version of the argument presupposes Kripke's views on content, but fails by its own standards. The metaphysical version is shown to be weak and implausible. Part 3 discusses cognitive events, and concentrates on de re beliefs. I produce an argument which apparently defeats the identity-view. I elaborate two main strategies in defence of the identity-theory. I argue that given a theory of de re beliefs or singular thoughts like G. Evans's, the theory of event-identities I have developed, and some plausible further premisses, the identity-theory seems to be defeated. A reasonable interpretation of this result is to view it as an argument for constitution-relations between mental and physical events. I return to the view I introduced in part 1, and conclude that the token-token identity-theory should probably be replaced by this constitution-view if theories of de re beliefs are accepted.

In this thesis I present a critical explication of Barth’s doctrine of providence in Church Dogmatics III.3. I argue that Karl Barth’s doctrine of providence developed throughout CD III.3 represents a ‘personalist’ revision of Reformed orthodoxy which can only be understood through his ad hoc use of philosophical resources. I claim that critics and supporters alike have missed the depth of Barth’s revision of Reformed providence by failing to perceive his ad hoc use of contemporaneous philosophical tools of the personal. Barth’s doctrine of providence remains theology proper, and not philosophy, but cannot be understood without philosophy. By setting Barth in conversation with three philosophical theologians, Vincent Brümmer, John Macmurray and Austin Farrer, I attempt to show how far Barth is from pre-modern understandings in his articulation of the doctrine of providence. These conversations equip the reader to discern continuities and discontinuities of Barth’s thought with 20th century personal, relational philosophy, thereby making sense of many of Barth’s counterintuitive claims. For Barth, human life is the continual double-agency of human self-determination and divine determination. This life in covenant before God (coram Deo) constitutes the Godgiven opportunity of human personhood. Seen in dialogue with personalist philosophical thinkers, Barth’s doctrine of providence overcomes problematic aspects of traditional Reformed views and grants limited time and space for personal development. Providence sheds light on Barth’s ‘eternalizing’ eschatology in that election establishes the objective reality of salvation for all creatures, while providence explicates God’s active lordship in the human’s self-determination of personal identity in history (the subjective formation of the person who is objectively saved). Election describes God’s salvific work on behalf of creation solely in the work of Jesus Christ. Providence determines the identity of those creatures in relation with the personal God. The conversations I propose with philosophical theologians enable the reader to discern a greater philosophical coherence in Barth’s doctrine of providence. Through contrast with the philosophical theologians, Barth’s christocentric and Trinitarian articulation gains clarity and significance. Building on these philosophical comparisons, I attempt to assess Barth’s elaborations on entrenched debates concerning history as determined by divine action, human freedom under divine providence, and the problem of evil in world-occurrence. I argue that Barth’s ‘personalist’ post-Enlightenment providence as seen in the whole of III.3 points to absolute confidence in God’s determination of all world-occurrence, limited human autonomy of action under God’s universal providence, and an explication of evil that strengthens the Christian in the face of suffering and injustice.

This project explains one person developing an instrument that was stripped from a young age, yet voyaged a pathway of determination to become a teacher of many things. Only nine years ago I went through something no female should ever endure in a lifetime, in a time of darkness, trying to find something to live for something was presented to me out of love, knowing it would be a challenge to achieve, there was a sense of understanding and hope of clarity. This opportunity to create and deliver an understanding for students, staff, faculty, and community members of all ages, a supportive reaction and a positive interpretation, that this can really work out in various favors throughout life. Even if there is much doubt. A chance to develop a sense of effective thinking patterns and be able to examine life as a whole, to pursue those underdeveloped questions about an academic's career to only conclude for one's self.