>Magister Scientiae - MSc / Pharmaceutical marketing via a wide range of promotional tools to doctors and pharmacists is one of the primary methods used by the pharmaceutical industry to drive product sales. Pharmaceutical representatives are the key personnel employed in promoting pharmaceutical products, and their interactions with doctors and pharmacists may present a conflict of interest which may result in irrational prescribing or dispensing with the attendant negative outcomes for patients. As such, an awareness of the influence pharmaceutical marketing may have on their prescribing or dispensing practice is essential to mitigate its negative impact on professional practice. Although several studies have investigated the perception of healthcare professionals on the influence pharmaceutical marketing has on their prescribing and dispensing behaviour, no study has evaluated this in healthcare professionals in South Africa. This study aimed to investigate the perceptions and attitudes of doctors and pharmacists in private sector practice in Gauteng province of South Africa on the influence of marketing by pharmaceutical representatives on their decisions when prescribing and dispensing medication to patients. The study involved a mixed methods approach, using a semi-structured questionnaire to elicit information on doctors and pharmacists’ perceptions on gifts offered by pharmaceutical representatives, and the influence of pharmaceutical marketing on their dispensing and prescribing practice. A sample consisting of 120 doctors and pharmacists practising in the private sector of Gauteng province and who interacted with pharmaceutical representatives as part of their practice were included in the study using convenience sampling. The responses to the questionnaire were collated using descriptive statistics, and data analysed to identify relationships between the respondent’s perceptions and specific prescribing and dispensing practices using SPSS statistical software. The Chi-squared test was used to test for the differences between groups, and the Spearman rho coefficient used to analyse associations between identified themes in the data in SPSS. Ethical approval for the study was obtained from the University of Western Cape

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This action research study examined the effects of professional development on teaching for conceptual understanding in Algebra I. “Conceptual knowledge refers to knowledge of the underlying structure of mathematics - the relationships and interconnections of ideas that explain and give meaning to mathematical procedures” (Eisenhart et al., 1993). Conceptual knowledge is “explicit or implicit understanding of the principles that govern a domain and of the interrelations between pieces of knowledge in a domain” (Rittle-Johnson & Wagner, 1999). The study took place in a large metropolitan school district. The participants for the study were two Algebra I instructors with varying pedagogical experiences. Participant #1 is a novice teacher with seven months of classroom experience at the start of this study. The participant holds an undergraduate degree in mathematics and a professional mathematics teaching license. Participant #2 is a tenured teacher with five years of classroom experience at the start of this study. The participant does not hold an undergraduate degree in mathematics and is licensed in special education, not mathematics. The study was formulated in response to the growing difficulty in recruiting qualified mathematics teachers, and the increasing number of mathematics teachers with limited studies in mathematics. Concept-based instruction techniques were presented to participants through a series of six professional development workshops, the first three of which followed classroom observations, and the second three after a second round of observations. The study was qualitative in nature and the collected data were used to develop responses to two research questions. After classroom observations, a concept-based instruction checklist and scoring criteria was used to note evidence of concept-based instruction, as well as any changes to instructional strategies following professional development workshops. Student artifacts were also examined to note evidence of conceptual understanding. Study participants engaged in a semi-structured interview where they were asked to describe changes, if any, to their instructional practices as a result of participating in professional development on teaching for conceptual understanding. The research findings suggested that effective professional development positively affects pedagogical practices in mathematics. After participating in a series of professional development workshops, the researcher observed shifts in participant pedagogical practices that included emphasis on using appropriate math language and encouraging explanations and justifications through questioning as tools for fostering conceptual understanding. Responses to semi-structured interviews suggest that teachers most value professional development that leads to positive impacts on student performance. An analysis of student artifacts demonstrated growth in student written responses and problem-solving approaches. Participant #1 stated: “Participating in this research has allowed me to wonder about the misconceptions and problems within my classroom; I am able to go over student coursework and come up with a solution to better help students with common errors.”

Statement of the problem. The problem of the study was to develop a model for a regional service to recruit out-of-state teachers for California public schools. Purposes. The purposes of the study wore as follows: A.To determine the out-of-state recruitment practices in the region. B. To determine the kinds of out-of-state teachers desired by the districts in the region C. To determine the reasons out-of-state teachers accept specific positions in school districts D. To determine desirable out-of-state recruitment practices in order to establish a regional recruiting service Importance of the study. The problem of obtaining a sufficient number of qualified teachers for the public schools in California each year in acute.

Problem. Teacher strikes have increased from a single strike in the late fifties to approximately 180 in the past year, 1980. This has presented quite a dilemma for the public school sector. The problem in this study was to investigate the attitudes held towards teachers' strikes by public school Teachers, administrators, board of trustee members, and members of the general public. The study also attempted to determine if there was a significant difference in the attitudes, held by these groups in communities which had experienced a teacher strike and those who had not. Finally, the variables of sex, age, marital status, occupation, salary, educational level, union member- ship, and parentage were tested for effect on attitudes held by the lay population.

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Purpose. The purpose of this study was to develop a profile of California SB 813 mentor teachers in selected districts in northern California, to investigate selection procedures and responsibilities, to assess perceptions of mentor teachers regarding their helpfulness in improving instructional quality, and their satisfaction with the role. An analysis of the helpfulness of the mentor teacher role in improving instructional quality as perceived by teachers assisted by the mentor teachers and their principals was included in this study. Procedures. Ninety-three mentor teachers from twelve school districts and county offices of education in northern California, one hundred fifty-three assisted teachers, and fifty-seven principals of assisted teachers were the research sample. Three questionnaires used in this study were developed by the researcher. Data were collected in the spring of 1985. Sixty-three percent of the mentor teachers, fifty-two percent of the assisted teachers, and seventy percent of the principals completed and returned the questionnaires. Findings. The profile developed from fifty-nine responding mentor teachers was that of a female elementary teacher in her 30's who has been teaching seventeen years, in her current district twelve years, in her current assignment seven years. She aspired to remain with classroom teaching. The selection process reported by the mentor teachers was within the parameters established in the legislation. The mentor teachers applied for the position to respond to a professional challenge. The mentor teachers determined their responsibilities which were primarily in staff development. Their preference for optimum utilization of the mentor teacher role was to increase the time spent in direct assistance to teachers. Released time from the classroom to fulfill mentor responsibilities was notably less than that allowed in the legislation. Mentor teachers expressed satisfaction with and a desire to continue in the role. Difficulties experienced by the mentor teacher in fulfilling their responsibilities related to peers, proteges, and time. In rating their perception of helpfulness in improving instructional quality, that of the principals had the highest mean rating, assisted teachers second, and mentor teachers third. Comparison of the results of this study with those of Far West Lab revealed similarities between expectations coordinators of mentor teachers reported to Far West Lab and experiences reported by respondents of this study. (Abstract shortened with permission of author.)