Bibliography: leaves 110-121. / The aim of the study was to identify perceptions of problems in the effective integration of entrants into the South African legal profession. Two types of problems were investigated. Firstly, typical entrant problems; that is, problems which typically are experienced by newcomers into organisations. Secondly, problems which are specifically related to the race and/or gender of organisational entrants.

In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-Ã -vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the creation of quality mathematics programs included equity, curriculum, teaching, learning, assessment, and technology. Seven teachers from around the country participated; all met the criteria of a graduate degree in education, at least 5 years of experience teaching adolescent learners, and at least 3 years teaching mathematics. Participants were surveyed about their perspectives using a modified Delphi method. In Round 1, they listed practices that they believed were helpful in all NCTM content standards. In Round 2, they ranked all of the practices and provided rationales. In Round 3, they viewed Round 2 rankings/rationale and then rated the practices a last time. Qualitative content analysis was used to analyze Round 1; descriptive analysis was used to analyze ranking data from Rounds 2 and 3. The results revealed the most effective instructional practices for middle school mathematics in each of the NCTM content standards. With that information, a training plan was developed to give local mathematics teachers a tool with which to analyze their instructional practices and then integrate the effective ones based on the modified Delphi study results to improve their students' achievement. Implications for positive social change include providing the local site with a research-based teacher training plan to improve mathematics instruction and potentially improve student achievement.

The problem for the study was the lack of research on the effect of the empirical replication technique on student closedmindedness. The replication technique requires the student to repeat, or replicate, studies originally conducted by social scientists. In this sense, replication is roughly analogous for the social sciences to what laboratory experiments are for the natural sciences. Additionally, the relationship between college student adjustment-maladjustment and open-closedmindedness were explored while controlling for sex and academic achievement. The control group (N•61) attended two lectures and a discussion section per week which dealt with introductory social science materials. The experimental group (N•BS) was exposed to the normal instruction plus performing empirical replications. The data were analyzed using three stages of statistical analysis; Pearson product-moment correlations, two-way analysis of variance, and covariance. The difference between the posttest dogmatism means of replication and control students was not significant at the .05 level. However, the null hypothesis preducting no difference between maladjusted and nonmaladjusted subjects mean posttest D-Scale scores was rejected at the .01 level of significance, Although the replication control group posttest difference was not significant at the .05 level, the reduction in mean pre to post D-Scale mean scores for the experimental group was twice the reduction for the control group and would have been significant with alpha set at .10. These findings lead to the conclusion that although its effect was not statistically significant in this study, the replication technique may still hold educational promise meriting further research.

Globally there has been a reported increase in consumerism as a main driver of de-professionalization in the practice of medicine with a corresponding increase in cases of self-reported breaches of professionalism and ethical misconduct by students. This trend has necessitated a renewed focus on the experiences of professionalism among students in health care practice. Aim: The aim was to assess the Bachelor of Clinical Medical Practice (BCMP) students’ experiences and perceptions of professionalism during clinical rotations with a view to making recommendations designed to enhance congruency between the teaching and practice of professionalism as exhibited during clinical rotations. Methods: Following five-week attachments at purposefully selected clinical departments in designated District Education Campuses (DECs), final-year BCMP students were asked to reflect on Hatem’s definition of professionalism. Students reflected on their time in three of the five rotations, namely: Paediatrics (Paeds), Emergency Medicine (EM) and Adult in-Patient wards (AIPW). The research involved a collective case study of the three settings and took the form of a retrospective, descriptive, analytical and review-based design of 71 student portfolios. Qualitative methods were used to assess in the first instance the BCMP students’ ability to reflect critically and independently on moral and ethical issues (personal attributes). Secondly, quantitative elements were incorporated to evaluate the students’ ability to reflect on the core values of professionalism (contextual attributes) as determined by the Health Professions Council of South Africa. Results: With regards to personal attributes, the majority of BCMP students (n=54) reflected on the determinants of accountable and responsible practice. As they encountered a range of ethical issues/challenges, the most critical finding was the internalization of the Oath directly linked to students showing empathy to their patients. Many of the students (n=51) were motivated to exhibit model behaviour, and recognised the value of constant reflection as a skill. Just over a third of the students (n=25) reflected on feeling like “guinea pigs” going through a period of uncertainty to becoming “teachable learners” who accepted the responsibility of becoming future role models as members of their profession. Because of the shortage of health care workers and an increasing burden of disease, the BCMP students felt pressured into “pushing the line”. Professionalism with regard to contextual attributes was presented as positive experiences (53.8%) with the BCMP students developing a good work ethic as they were mentored, observed role modelling and functioned as part of a team. Comparatively, negative experiences of professionalism (46.2%) were context-specific as students had to navigate parents’ or family interests; as well as traditional and cultural practices. The unprofessional behaviour of a few individuals resulted in access to health care being compromised, inadequate or in extreme cases denied, with student learning compromised. Conclusions: Portfolios provided a medium through which the voices of the BCMP students could be heard. The internalization of the Oath could possibly be attributed to an integrated curriculum and early exposure to the clinical training environment. Students were drawn to health care workers who embodied a good work ethic and expressed a desire to emulate such behaviours. The role of clinical teachers is critical in graduating a morally competent, ethically reflective and professional health care worker.

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This dissertation expands on scholarship that examines efforts at incorporating a social justice framework into pedagogy, specifically, the role of technical and professional communication (TPC) faculty in addressing discriminatory digital technologies within a social-justice-oriented tech ethics pedagogy. I observe that despite the thousands of computer technology students who graduate from their programs every year in the US with the latest training, there seems to be no change to the adverse tech culture that produces discriminatory and racist work environments and digital technologies. The implication is that computer technology programs may not be prioritizing a tech ethics pedagogy that supports addressing and redressing the issue of discriminatory digital technologies within a social justice framework. Therefore, this study sought to understand the values that undergraduate computer technology students learn to prioritize during their studies as it relates to digital technologies and the suitability of TPC faculty in addressing the issue of discriminatory digital technologies within their pedagogy, through surveys of UCF computer technology undergraduate students and TPC faculty within the US. I argue that due to the TPC field's longstanding and historical relationship with technology, wide-ranging knowledge of how communication flows, understanding of the power dynamics inherent in the use of language, technology, and science, and social justice focus within the last twenty years, TPC faculty are strongly positioned with knowledge, frameworks, and practices that can be used to address the discriminatory results of digital technologies in their pedagogy.

The purpose of this dissertation was to investigate the intersectional awareness of preservice general education teachers as experienced through an internship in an urban, Title 1 funded school. Intersectionality Theory (Boveda, 2016; Crenshaw, 1990; Dill & Zambrana, 2009; Jones & Wijeyesinghe, 2011) was used as a theoretical framework to inform this study. A descriptive phenomenological design (Creswell, 2013; Moustakas, 1994) was used to examine preservice teachers' (PSTs)lived experiences within their teacher preparation program courses and internship. Data were collected through individual semi-structured interviews with preservice general education teachers. Data analysis was completed using Colaizzi's (1978) seven-step process as outlined by Sanders (2003). Thematic analysis resulted in three primary themes around how participants experienced intersectionality in their internship experiences. The primary themes included: (a) Understanding my role and identity as an intern and teacher in an urban, Title 1 funded school; (b) Acknowledging the context of my students and my school; and (c) Serving all students through my knowledge, skills, and dispositions. Data and results from this study inform research, practice, and policy related to intersectionality and its application to teacher education to advance educational equity. This research builds upon the work of scholars committed to enhancing teacher education to develop teachers with the knowledge, skills, and dispositions needed to serve all students.

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