M.Ed. / This qualitative study, with an ethnographic research design type, was mainly aimed at determining how Life Sciences teachers implement a learner-centred and activity-based investigation (science as enquiry approach) in reaching the learning outcomes in the Life Sciences curriculum and also how they function within their respective communities of practice (in the school) and ecologies of practice (within the clusters) with a view to promote continuous professional development. Because teaching and learning are in essence a social activity, the Cultural Historical Activity Theory was used as the theoretical framework and lens in studying the activity system of the Life Sciences teacher. The levels of Pedagogical Content Knowledge (PCK) of individual respondents were classified according to Rogan‟s Profile of Implementation for Science teaching. The recommended teacher development programme is based on Vygotsky‟s Zone of Proximal Development and Rogan‟s Zone of Feasible Innovation. The study was undertaken during the same period in our country as that in which education in general and science teaching in particular is confronted with huge demands/dilemmas. Amongst others, it includes a poor performance of matriculants and the fact that South African learners have performed poorest in international tests (TIMSS report). The data of this study, collected by means of observations, teacher and learner interviews and studying documents, unfortunately confirm this sombre picture, namely that many teachers do not possess the minimum Pedagogical Content Knowledge (PCK) (inter alia deficient subject knowledge and inability to apply effective teaching methods) to make possible, quality teaching with regard to the facilitation of investigating teaching methods. A further finding also was that although the elements of a community of practice and ecology of practice exist, it is, in most cases, not used as a platform from which teachers empower one another with respect to teaching skills.

Introduktion: Kompetensutveckling är en grundläggande del i sjuksköterskans yrkesutövning och en ständigt pågående process för sjuksköterskan. Med hänsyn till den pågående personalomsättningen uppstår frågan huruvida sjuksköterskans kompetensutveckling tillgodoses. Syfte: Litteraturstudiens syfte var att undersöka sjuksköterskans aspekter av kompetensutveckling och dess inverkan på frivilliga arbetsplatsbyten inom slutenvården. Metod: Inhämtning och granskning av data har genomförts utifrån Polit och Becks (2017) nio steg i processarbetet. Litteratursökningar i CINAHL och PsycInfo resulterade i 13 artiklar. Kvalitetsgranskningen gjordes enligt Forsberg och Wengströms (2016) granskningsmodell. Resultat: Utifrån den insamlade data utarbetades 3 aspekter av sjuksköterskans kompetensutveckling som innefattar Att växa som sjuksköterska som även inkluderar Olika stadier i karriären och Ålderns betydelse, Att ha förutsättningar som även inkluderar Arbetsförhållanden och Kollegor och chefer samt Att få bekräftelse som även inkluderar Organisationens engagemang och Motivation. Slutsats: Sjuksköterskans kompetensutveckling är en fortlöpande process, något som är anknutet till stadie i karriären, ålder, bekräftelse och förutsättningar i närmiljön. Dessa har betydelse för huruvida sjuksköterskan väljer att byta arbetsplats eller inte.

The objectives of the study are to review and evaluate four basic risk models that are commonly used in investment science; statistically investigate the risk factor in Capital Asset Pricing Model (CAPM) that is used to reflect the safety of an investment decision in stocks; explore the statistical distribution of monthly precipitation in Belize and to forecast tourist arrivals using statistical time series modelling techniques. The risk models are the Capital Asset Pricing Model (Sharpe-Linter Version), Capital Asset Pricing Model (Conditional Version), Arbitrage Pricing Theory, and Fama–French three-factor model adopted in empirical investigations of asset pricing. The underlying assumptions of using these models are reviewed, and the statistical procedures to evaluate their robustness are reviewed. It will be shown that the present manner of determining this risk factor is quite sensitive and misleading. We introduce a statistical procedure for obtaining a more robust measure of the risk factor commonly referred to as CAPM beta. Changes in the hydrological cycle will generate repercussions in all sectors. It is therefore imperative that Belize’s water resources be managed in an integrated manner, responding to the requirements of all sectors. Daily rainfall data have been collected for a period of 51 years (1960– 2011) from The National Meteorological Service of Belize. The Wakeby distribution adequately fit the monthly rainfall data producing a suitable model based on the Kolmogorov – Smirnov test. Tourism is vitally important to the entire Belize’s economy, contributing 50% of Belize's gross domestic product in 2015. It is the foremost foreign exchange earner in this small economy, followed by exports of marine products, citrus, cane sugar, bananas, and garments. The tourist sector is not without its vulnerabilities and is subject to international economic vagaries. In order to meet the expected future demands on the industry in terms of service delivery it is important that the sector understands the significance of forecasting.

As demographics change, our school populations are ever changing. Preservice teachers (PSTs) need to be aware of how to meet the needs of all of their future students. Teacher education programs have been charged with the duty of preparing these PSTs for the diverse school population they will encounter. This qualitative multiple case study focused on the influence of specific work with PSTs in the inquiry process within a learning community to make sense of critical literacy. The following research questions guided this study: (1) How do elementary PSTs engaged in practitioner inquiry make meaning of critical literacy instruction within a facilitated learning community? (2) How do PSTs enact critical literacy instruction in the field experience elementary classroom while engaged in practitioner inquiry in a facilitated learning community? (a) What facilitates PSTs as they enact critical literacy instruction in the elementary field experience classroom? (b) What inhibits PSTs as they enact critical literacy instruction in the elementary field experience classroom? Participants included six PSTs from a cohort in a two-day a week field experience. A sample of three cases was selected to analyze in more detail and for a cross-case analysis. Data sources included transcriptions of learning community meetings, PST written reflections at the end of each learning community meeting, two interviews with each participant, a researcher’s journal, video-recorded literacy lesson and lesson plan, critical literacy concept maps, literacy belief platforms, and plans for learning community sessions. The findings for each case are detailed in chapters four, five, and six. These findings were analyzed to develop assertions in a cross-case analysis. These assertions included: (1) The three preservice teachers’ sensemaking and/or enactment of critical literacy was impacted as they “saw” examples of critical literacy, (2) Making meaning of critical literacy and critical literacy enactment are an interwoven process that inform each other, (3) As these PSTs engaged in the PLC, their sensemaking and enactment of critical literacy evolved, (4) All PSTs faced similar inhibitors to critical literacy enactment, however, Jodi and Tira were able to negotiate many of these inhibitors to enact critical literacy.

Doctor of Philosophy / Department of Curriculum and Instruction / Marjorie R. Hancock / To become lifelong readers, young children require instruction from teachers who integrate their knowledge of the reading process and expert instructional skills to support students' progress in reading and writing. These teachers are entitled to support from professional development to assist their implementing instructional approaches, which lead to student achievement. The purpose of this qualitative case study is to describe the impact of a year long balanced literacy professional development on 13 K-2 teachers and their students. The study focuses on the potential impact of ongoing professional development and literacy coaching. Participants engaged in study sessions to expand their understanding of literacy learning processes, to read recent reading research, and to implement guided reading instruction. Three of the participants allowed me to act as their literacy coach in their K-2 classrooms. Results of this study suggest that participating teachers made changes in instructional practices, which aligned with balanced literacy practices. The three teachers who worked with me as their literacy coach expressed positive impacts from the opportunities to collaborate in their classrooms with a coach. Results of the study reflect differences in teachers' responses to professional development and to literacy coaching. Even with trusting relationships, not all teachers became reflective or analytical. The findings of this study confirm and support the literature and research that show the literacy goals of all children can be met through a balanced literacy approach to instruction which is designed and guided by focused and sustained professional development to deepen teachers' understandings.

M.Cur. (Nursing Administration) / Please refer to full text to view abstract

Philosophiae Doctor - PhD / Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The “quick fix” mentality that is endemic to most including those aimed at educational systems leads to very superficial implementation of improvement strategies, including teacher development. These strategies are usually bureaucratically mandated and superficially implemented in a top-down manner. One of the critical drawbacks of such superficial implementation of top-down improvement strategies is that it fails to appeal to teachers because of their historical experiences of such short term and intermittent improvement interventions. This study focussed on the development of a Professional Learning Community (PLC) as a possible continuous professional teacher development (CPTD) model with a promise to deliver effective CPTD. Literature in this regard indicates this model of CPTD as highly effective to support sustained teacher development. The efficacy a PLC is predicated on a collaborative and relational approach to teacher development and professional learning underpinned by a microclimate of commonality. The initiation of PLCs is a complex task. It requires a deep understanding of the processes involved in orientating teachers to processes that involve reflective dialogue and collaborative inquiry. Hence this study sought to investigate experiences of teachers in a PLC established through an alliance involving teachers, didacticians and education officials. This study found that the PLC signifier conveys significant meaning for teachers in terms of their engagement in the PLC. Moreover, teachers’ experiences of the PLC model confirmed the generally accepted features of a PLC. The importance of having a common vision, norms and standards was shown to be an important dimension of the PLC. Besides the fact that the active promotion of this shared vision by the PLC leadership and other education administrators was highlighted, teachers in general accepted the importance of being reflective practitioners. Despite this belief in the value of collaborative reflection, this study found that it does not take place as often as one would expect. This is, to some extent, due to the timetabling arrangements at most schools in the sample. Findings of this investigation provided evidence that it is possible in a PLC to effect a shift from professional development to professional learning. This is consistent with literature in this regard, for example, Benken & Brown (2010) support this argument by indicating that CPTD should be viewed as professional learning that is sustained over time. However, the issue of sustainability is an important challenge. This study revealed that teachers see sustainability as a function of three important variables, namely, recognition by school leadership and administrators, support from the organised teacher movements and subject organisations, and teacher commitment. Important affordances of a PLC identified through this study are relational agency, epistemic agency and a micro-climate of commonality. These affordances are viewed as important enablers of collaborative inquiry and reflective dialogue and underscores the community aspect of a PLC.

In the present context of South African education many learners may be denied access to the modern world, and from developing as empowered individuals for a world of uncertainty, due to inadequate schooling. The learners’ poor results in national and international studies and dysfunctional schools, for example, are clear evidence of inadequate schooling. If we are to improve schooling, and hence, the quality of teaching and learning in South African schools, we need to address the quality of teacher education that student teachers receive as part of their professional development. These improvements in schooling will depend on how student teachers are professionally developed, not to teach, but to facilitate learning. It is on this basis that I explore how student teachers construct and use phronesis to enhance their professional development. Within this question I explore the student teachers’ baseline phronesis when they enter the programme and how the student teachers utilise the contribution of the mentor teacher and the specialisation programme to construct and use phronesis to enhance their professional development. An interpretive, mixed methods, case study participatory action research methodology was used to explore these research questions. The participants in this study were three Postgraduate Certificate in Education Life Sciences student teachers, the specialisation lecturer, mentor teacher and the researcher. The context of this study was in the setting of a radical, innovative teacher education programme at the University of Pretoria, which focused strongly on the construction and use of phronesis. A variety of data collection instruments, including visual data, personal profile questionnaires and document analysis were used to collect the data. Ethical and research rigour issues were attended to and implemented. The findings are presented in four case study participatory action research cycles, each having a particular context and purpose. The descriptive data from each of these cycles was analysed to develop responses for the research questions. The finding in response to research question one indicated that the student teachers’ beliefs, emotions, desire and vision for the type of facilitator that they wanted to be influenced their perception of a facilitator of learning. Furthermore, their awareness of the challenges and constraints that ‘teachers’ experienced when teaching in particular contexts did not deter them from becoming facilitators of learning. The mentor teachers’ contributions were: direct with regard to providing support in designing learning tasks, resources and assessment feedback. Indirect contributions were in terms of the student teachers developing the need to generate ideas for effective practice and to change their beliefs about the role of a facilitator of learning, and the impact of this role on the learners’ work ethic and relationships. The contributions of the specialisation programme were in terms of challenging and changing student teachers’ beliefs about the role of a facilitator of learning and the development of learning practice in authentic contexts. The student teachers constructed and used their phronesis to enhance their professional development. Incorporated in each student teacher’s practice theory are their personal and professional transformations on their journey to becoming facilitators of learning. / Thesis (PhD)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

The implementation of the Integrated Quality Management System (IQMS) is analysed with interest in its effect on professional development of the teaching staff. This analysis is done through the experiences and perceptions of educators who are involved in this process. IQMS is a national policy of appraising and developing the teaching staff and was formed after an agreement was reached between the South African Department of Education and the teacher organizations in 2003. It was scheduled to be implemented in 2004. This article determines teacher appraisal processes on an international level and how similar appraisal processes are applied in South African context and then determines how educators in the South African context experience and perceive the effects of their appraisal process (IQMS) on their professional development. / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

Following the attention given by the Jomtien Declaration to the need for partnerships and collaboration in the promotion of educational improvement (World Declaration on Education for All, 1990), developing countries have initiated several partnership programmes with many international donor agencies. These partnerships for educational development in Africa vary in scale, character and context, and the institutional and policy frameworks are now more demanding. The conception and practice of partnership has been a challenge primarily because, how the policy/organisational framework, design and practice of partnerships influence the outcome of such collaborations remains poorly understood. In this study I examined the framework, construction and practice of partnerships using the Japan International Cooperation Agency’s (JICA) educational partnership programmes in Ghana and South Africa as case studies. I studied these two examples of JICA funded programmes in order to determine the opportunities and constraints that such partnerships offer. Data was collected through interviews with 12 key officials using semi-structured questions and the analysis of documents. Such documents as project proposals, monitoring and evaluation reports, minutes of stakeholders’ meetings and newsletters of each of the two case studies were reviewed. Observations of some project activities such as stakeholders’ meetings, training workshops and conferences were also conducted for the purpose of validation. Using the concept of ‘surface and genuine partnership’ proposed by Mkandawire (1996) and Odora Hoppers (2001), data were analysed focusing on the interactive effects of partners on the outcomes of the two partnership programmes. Evidence gathered from this study suggests that while partnerships are key they are often narrowly conceptualised for two reasons: First, the common conception of partnerships as ‘bringing resources together’ with little or no recognition of the interactive effect of partners on their success is limiting. This is mainly because partnership engagement may go beyond the resource agenda to issues of mutual respect, power relations, nature of dialogue and professional as well as interpersonal relationships. Second, partnerships normally focus on supply-driven opportunities rather than stimulating demand among immediate beneficiaries. The need of creating sustainable capacity building systems for teachers in the long-term is imperative however it requires stimulation of demand among teachers who are the potential users of the knowledge and skills offered by such partnership endeavours. Third, I found that the initial model and construction of a partnership becomes less significant if actors practically engage in genuine partnership given that: (1) the principles of pure dialogue will lead to flexibility, which allows reconstruction as the partnership evolves and (2) the practice of shared culture and interest will permit creative use of challenges in devising innovative approaches. The main lesson presented in this study is the revelation that no mater how well intended and designed a partnership arrangement is, its subsequent implementation can adversely be affected by the practices at both the individual and organisational levels. The characterisation of the implementation process of the partnership described in this dissertation is a mixed bag of stimulating and limiting factors. It therefore presents a crucial responsibility to collaborators to deliberately devise mechanisms that will maximise the former and at the same time minimise the later. The significance of this study is that both policymakers and donor agencies involved in partnership arrangements as well as researchers need to rethink the conceptualisation of the term partnership (Oyelaran-Oyeyinka, 2005) and re-examine the policy and institutional context (Azar, Harpring, Cohen&Leu, 2004; Hall, R. 2002) under which such educational development partnership ventures thrive. / Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2008. / Curriculum Studies / unrestricted