Human behavior has always been of interest to man. Through the ages he has observed, studied and tried to explain in various ways the conduct of his fellowman. We now interpret the fables, myths and proverbs that have been handed down through history as accumulated wisdom, concerning man's behavior. While man has always been interested in behavior, it has only been in the past few decades that the social sciences have turned to the study of child behavior. We as teachers are especially interested in the reasons for delinquency, truancy, and the other types of behavior problems observed in the classrooms that hinder learning. It was previously felt that any deviation from normal on the part of the child was a necessary evil to be endured until he outgrew it. It is now known that there is some underlying cause for this behavior that probably had its beginning in infancy and has continued on through the child's development. If it is not corrected it may go on into adulthood. Until very recently the study of behavior was started with problem cases, and worked back to infancy, instead of beginning the study from the time of infancy and continuing through the process of the development of the child. This study made by the different sciences has enabled the teacher to gain some knowledge for the causes of the behavior found in the classroom. / Typescript. / "August, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education under Plan II." / Advisor: Robert C. Moon, Professor Directing Paper. / Includes bibliographical references (leaves 37-40).

The purpose of this study was to observe time use and instructional focus in the middle school beginning band and advanced band settings. The analysis included the systematic recording of teacher behavior and student performance activities for the entire class period observed, as well as consideration of the relationship between teacher behaviors and student performance in specific instructional episodes during the class period. All timing data was recorded using the SCRIBE (Simple Computer Recording Interface for Behavioral Evaluation) software (Duke & Stammen, 2011). Participants in included five expert middle school band directors, who were video-recorded teaching a beginning band class and an advanced band class in the same instructional day. A total of 394.60 minutes (approximately 6 hours and 36 minutes) of rehearsal were observed; a total of 202.21 minutes were observed in the advanced band setting, and 192.39 minutes were observed in the beginning band setting. The first layer of observation included documentation of the whole class period using six categories: 1) teacher instruction, 2) instrumental modeling, 3) group performance, 4) section performance, 5) individual performance, and 6) student verbal behavior. Time devoted to warm-up and preparatory activities (prior to literature) was also documented in this layer of observation. The second layer of observation included documentation of the whole class period using three categories: 1) time on the podium, 2) active conducting, and 3) individualized instruction. The third layer of observation entailed identifying rehearsal frames in which targets were identified and categorized. Strategies identified as general music instructional strategies were documented in this layer as well. Results of this study revealed differences in the frequency of observed behaviors between the beginning and advanced band settings, with significantly more episodes of teacher modeling, individualized instruction, and student verbal questions/responses occurring in the beginning band setting. A significantly greater number of episodes of section performance occurred in the advanced band setting. Teachers spent more time on the podium and actively conducting the ensemble in the advanced band setting than in the beginning band setting, and more time was used for preparatory activities (prior to literature) in the beginning band setting than in the advanced band setting. Target categories emphasized in the beginning band setting reflected an emphasis on fundamentals and literacy, whereas the target categories in the advanced band setting reflected greater emphasis on performance-based goal achievement. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2016. / September 23, 2016. / Beginning Band, Instrumental, Rehearsal Frames / Includes bibliographical references. / Kimberly VanWeelden, Professor Directing Dissertation; Deborah Bish, University Representative; Clifford K. Madsen, Committee Member; William Fredrickson, Committee Member; Kasia Bugaj, Committee Member.

A thesis submitted to the Faculty of Education in fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2016 / Implementing HIV and AIDS education in schools has for some time faced challenges in South Africa. Although much has been achieved in terms of policy, the implementation thereof has remained questionable. Monitoring and evaluation has the ability to determine the achievement of policy or program implementation, and therefore offer insights into necessary reforms. The main aim of the study was to assess the quality of the implementation of HIV and AIDS education in schools and determine the facilitators and barriers to the implementation and whether the teachers’ levels of HIV and AIDS knowledge influenced the quality of the implementation. The study utilised the elements of both the Contextual Interaction Theory (CIT) and the Monitoring and evaluation framework as the conceptual framework. Data about the implementation of HIV and AIDS education in schools were collected using both the positivism and interpretivism paradigms. Life-Skills and Life Orientation teaching teachers from both primary and secondary schools were selected using a systematic procedure of selecting every fifth school from an alphabetical list of schools in the Umhlathuze district. Teachers completed questionnaires that had been piloted with 25 Life-Orientation teaching teachers in a workshop, and the Life-Skills and Life Orientation subject advisors participated in the in-depth interviews. The quantitative data was analysed using SPSS version 22 and recorded interviews were transcribed, coded and analysed using thematic analysis. The results showed that 82.7% teachers teaching Life-Skills and Life Orientation implemented HIV and AIDS education, although not to satisfactory standards. Teacher characteristics that influenced quality implementation were time, confidence, support, capability, comfort, and knowing the contents of HIV and AIDS policy. The study further revealed that whilst teachers had an overall ‘above average’ knowledge of HIV and AIDS, they had serious knowledge gaps. The reported barriers to implementation included lack of appropriate knowledge, lack of support and resources, no provision for content, Life Orientation subject overload and lack of monitoring. Based on these findings recommendations were made on how the Department of Basic Education (DBE) may structure the HIV and AIDS education as a separate subject with succinct content for different levels and strengthen the monitoring of the implementation. The study also came up with the framework for the monitoring of the implementation of HIV and AIDS education in schools that schools and district offices could utilise.

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This project examines how middle school students engage in new literacies practices and how they repurpose across contexts. With the use of screencast software and interviews, this project analyzes six case study participants' new literacies practices and the way they use and change ideas and strategies across physical and digital contexts. Drawing from transfer methodology, this project looks at how broadening conceptions of transfer and contexts to include repurposing increases the possibilities for finding transfer in literacies practices. Applying new literacies theory, this project explores how literacies practices that are chronologically and ontologically new (Lankshear & Knobel, 2006) are often repurposed across contexts. In addition, employing rhetorical invention and arrangement theories, this project examines how contemporary invention is repurposing and how arrangement aids in meaning making in new literacies practices. It also explores concerns over increased repurposing across collapsed contexts for literacies.

Researchers and k-12 practitioners have been struggling with inequity and diversity issues for the past four decades. These struggles have produced multiple philosophies, theoretical perspectives and educational approaches—each with strengths and limitations. The various approaches to addressing diversity indirectly and implicitly address, but have not managed, the systemic changes necessary for education to be socially just. Ideally, all diversity approaches should result in academic achievement and social change—the goals of social justice education. Past research has mainly focused on crisis intervention strategies or on meeting individually-based needs rather than on systemic practices and strategies at the school or district level. Toward this end, the purpose of this study was to explore how social justice goals are manifested in one school. The specific objectives were as follows: (1) Explore how the different members of the school community describe or define social justice. (2) Examine what current programs the participants believe support social justice-related goals. (3) Investigate current practices the participants believe to be socially just. This qualitative case study used interviews, document review and observations of administrators and teachers at the research site (Middle School). This study was designed to be exploratory in nature. Through the syntheses of the literature, I developed a tri-focal lens framework for social justice education which I use as an analytic tool. From the analysis, I offer a description of Middle School’s efforts to implement social justice goals. The findings of this study indicate that implementing social justice education theory in real contexts is a highly complex and evolutionary process, but not impossible. The purpose of this study never intended to establish a privileged binary of theory over practice, but rather I set out to explore the complexity of the intersections—the convergences and divergences of theory and practice. And, as is usually the case when moving between theory and practice, the study reveals the necessary trade offs and unintended consequences of well-intended decisions.

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