This study attempts to provide an effective administrative plan and contribute to other teachers in the field of junior high school education. In this study, the administrative plan is divided into two mail parts: first, the administrative plan and the teacher; and second, the administrative plan and pupil. All conclusions are summarised in the final chapter.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study investigated the relationship between an instructional pedagogy formulated around Polya's heuristic four-step method and computer based problem solving performance in an introduction to computer programming course. A four step heuristic managerial guide, employing structured walkthroughs and group activities, was developed to direct students into a period of constructive reflection, planning, and refinement supporting structured programming. The subjects consisted of fifty-four secondary school seniors, completing a first course in BASIC programming, evenly divided into an experimental group and a control group. The experimental group received instruction related to the heuristic managerial guide. The control group received instruction similar to what was normally provided them without the guide. Four problems were introduced and analyzed, within a lecture format, followed by a question-answer session. Each subject attempted to complete a problem-set consisting of a problem and three related extensions. After a week, results were evaluated and scores from zero to four were assigned based on the number of correct solutions attained. No qualitative evaluation was performed. The null hypothesis stated that the two sets of scores came from populations having identical distributions. Since a normal distribution was questionable, the statistic used was the Mann-Whitney U test, a nonparametric version of the t-test for independent samples. The ranked scores for the two groups appeared to support the research hypothesis, since the sum of ranked scores for the experimental group exceeded those of the control group 840 to 645. However, the results of the Mann-Whitney test did not support a rejection of the null hypothesis at the 5% level of significance. The value, z = 1.791, was sufficient to support the rejection of the null hypothesis at the 7% level. Therefore, the heuristic managerial guide showed a tendency to positively contribute to student performance on the problem set used in the study. The conclusion drawn was that the heuristic managerial guide yielded encouraging, but not significant, results when applied to a computer based problem set. Further research into this approach should consider the effects of the method if implemented at the inception of the students' first course. / 2999-01-01

Key Skills (KS), a component of Curriculum 2000 (C2000) was introduced by government in September 2000 as a range of essential generic, transferable skills that underpin success in education, employment, lifelong learning and personal development. C2000 was introduced into Further Education (FE) colleges to replace the core skills (CS) which had, up to then, been integrated or attached to vocational course structures. KS are different in nature from CS. KS are evidenced, assessed and examined separately from vocational courses and therefore, because of their standalone nature, are attached to the vocational students, not to their courses. This research is an evaluation of the conceptual coherence and practical viability of the KS curriculum (KS2000), as introduced and implemented within the further education sector. The study investigates issues for tutors delivering KS and its effects on their foundation students’ motivation for learning. Eleven case-studies were carried out across one academic year within seven FE colleges in Southern England. The nature, provenance and purpose of KS2000 are explored, and the origin and rationale for KS are examined through an analysis of the concept of the ‘skills’ component on which it is founded. The framework of illuminative evaluation was adopted and ethnographic methods of interviews and observations employed. Progressive focussing, used in conjunction with a grounded theory approach of treating the literature as part of the collection of data, gave some capacity for theory-building. The thesis found that all college staffs, both KS and vocational, whilst agreeing that KS were remedial in nature, held different opinions as to what KS were and of what value the KS2000 was to the foundation students. KS tutors believed they provided students with a basis for opportunities to acquire important ‘skills’ for their future, but most vocational staff did not and were even opposed to their being delivered in the context of FE. KS managers agreed that KS should not have to be provided by the FE sector. Members from all groups of participants reported having large numbers of school-leavers entering their colleges with poor levels of basic maths and English. Supplying adequate tutoring and support for such students was demanding for management and stressful for many KS tutors. The students were socialised into accepting that their future employment depended on KS and a majority were positive in their belief that they could achieve them. However, in spite of government funding to provide KS2000, great effort from all staffs to implement the curriculum and students’ apparent motivation and self-belief, many students were observed behaving badly in class and KS qualification rates generally remained poor

The problem is to prepare and administer a physical education program for the fifth, sixth, seventh, and eighth grade boys in the elementary school of Jacksboro, Texas. The need for this study developed after the investigator had studied the few activities in which the fifth, sixth, seventh, and eighth grade boys in the elementary school of Jacksboro, Texas, were participating. It is the aim of the investigator to construct a physical education program that will give more boys an opportunity to participate in desirable activities.

Student Number : 0102782D - MA research report - School of Geography, Archaeology and Environmental Studies - Faculty of Humanities / The South African environmental policies, NEMA (1998), and the White Paper on Environment and Development (1995) support the incorporation of environmental education into the national school curriculum. These policies propose that environmental education should be interdisciplinary and holistic in approach and should run across all school learning areas and disciplines. The policies further recognize the role of environmental education as a potential tool through which learners and the general public can engage themselves in critical issues related to environmental justice in South Africa. Interviews with teachers, government officials and Delta personnel show that the national policy initiatives, documents and projects have not yet reached schools in the Gauteng region. The triangulated findings from this research show that there is poor coordination between parties responsible for the implementation of policies. This poor coordination has resulted in teachers not being prepared and empowered to initiate, organise, implement and run environmental education in schools. As a result integrated environmental education is not being implemented across the curriculum in the schools that were interviewed in the study. The basic problem seems to be that teachers and school principals have poor understanding of the nature of environmental education. It appears, from the research findings, that this is linked to a lack of training and support.

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The general purpose of this study was to examine Native content inclusion in the Division one language arts program. Particular attention was given to gaining insight into, a) what Native content was being included, b) how Native content was being included, and c) what help was received affecting inclusion.<p>During the 1988-89 school year, five Division One teachers in two Community Schools with high Native student population, volunteered to participate in the study. Both Community Schools were affiliated with the Saskatoon Public Board of Education. The participating teachers were interviewed through the use of semistructured interviews during the study. Informal observations also took place over the duration of the study, and the participating teachers recorded on log sheets what forms and strategies they used for Native content inclusion. Treatment of data included a presentation of verbatim statements on matrices for each teacher interviewed, a search for general themes, and a comparison of interview and log data which highlighted patterns among responses.<p>Over the course of the school year, all of the participating teachers reported that they had included Native content in their language 'arts program. The degree to which Native content was included varied from teacher to teacher, as did the support they received. They recognized the need for Native content in their language arts programs and felt they were significant participants in the process of Native content inclusion.<p>The study also revealed that the participating teachers believed that they could have included even more Native content in the language arts program, had they more Division One resource materials and urbanized materials to work with.<p>Findings from this study have important implications for educators and for further research. Over the course of the year, support, in-service and the availability of resource materials must be in place to meet the needs of the teachers in their lesson and program planning. Consultants, community coordinators and administrators need to be aware of the individual needs of teachers so they in turn can meet the needs of their students.

The general purpose of this study was to examine Native content inclusion in the Division one language arts program. Particular attention was given to gaining insight into, a) what Native content was being included, b) how Native content was being included, and c) what help was received affecting inclusion.<p>During the 1988-89 school year, five Division One teachers in two Community Schools with high Native student population, volunteered to participate in the study. Both Community Schools were affiliated with the Saskatoon Public Board of Education. The participating teachers were interviewed through the use of semistructured interviews during the study. Informal observations also took place over the duration of the study, and the participating teachers recorded on log sheets what forms and strategies they used for Native content inclusion. Treatment of data included a presentation of verbatim statements on matrices for each teacher interviewed, a search for general themes, and a comparison of interview and log data which highlighted patterns among responses.<p>Over the course of the school year, all of the participating teachers reported that they had included Native content in their language 'arts program. The degree to which Native content was included varied from teacher to teacher, as did the support they received. They recognized the need for Native content in their language arts programs and felt they were significant participants in the process of Native content inclusion.<p>The study also revealed that the participating teachers believed that they could have included even more Native content in the language arts program, had they more Division One resource materials and urbanized materials to work with.<p>Findings from this study have important implications for educators and for further research. Over the course of the year, support, in-service and the availability of resource materials must be in place to meet the needs of the teachers in their lesson and program planning. Consultants, community coordinators and administrators need to be aware of the individual needs of teachers so they in turn can meet the needs of their students.