Audio-visual aids are familiar terms in the realm of education. Their importance is growing rapidly as our society becomes complex with its radar, television, electronics and atomic bombs. Today, children live in a world of both auditory and visual stimulation. They are surrounded by comic books, motion pictures, billboards, pictures in newspapers and magazines, "juke boxes," radios, automobiles, trains and airplanes. These and other audio-visual materials, if properly used, can promote the building of accurate concepts essential to learning. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 33-35).

"It is the purpose of this paper, therefore, to show how in Florida's Program of Studies in the Elementary School science and social studies are related to each other. It will be urged that these subjects should be so related as to assist in developing those characteristics in boys and girls which will enable them to adjust creatively, within a democratic framework, to the problems and situations created through the interaction of technology and social change. In doing this it will be necessary: (1) to establish the social and psychological needs that underlie such a program; (2) to examine the Program of Studies as found in the Florida Curriculum Bulletin Series, published by the State Department of Education, relating to these two areas; (3) to work out a series of charts correlating work described in certain Florida Curriculum Bulletins; and (4) to develop one of these problem areas as a Resource Unit"--Introduction. / Typescript. / "June, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 54-55).

The present study investigated the effects of public progress charts on self-pacing in a social studies course taught by the PSI method in a middle school (grades 5-8). It was found that public progress charts significantly enhanced a student's rate of progress, t(45) = 5.06, p < .01. Student satisfaction with the PSI method was measured and it was found that students liked the PSI method.

A research report submitted to the Faculty of Science, School of Education, University of the Witwatersrand, Johannesburg, South Africa, in partial fulfilment of the award of Master of Science (MSc.) in Science Education May, 2016 / There have been indications of inadequate content knowledge of South African physical science teachers and poor pedagogical content knowledge in making the concepts accessible to students. With this, the pre-service teachers are considered a part of the science education foremost links to schools and young science learners. Empirically, it has been reported that this unique teacher knowledge could be developed particularly in pre-service teachers in a planning context and that the new technique of developing pre-service teachers’ PCK within a topic helps in their good mastery of teaching concepts and thus making them specialists in topics. The Topic Specific PCK (TSPCK) construct focuses on the transformation of the understanding of content of a particular topic. This study investigated the extent to which focus on kinematics improves pre-service teachers’ PCK in the topic and possible transferability of the learnt pedagogical competence to a new physics topic – electric circuits. Guiding this study were two research questions: What is the impact of the intervention on the quality of pre-service teachers’ Topic Specific PCK in Kinematics? To what extent is the preservice teachers’ learnt pedagogical transformation competence transferrable to their planning of a new topic in physics topic – Electric circuits? This study used mixed methods to investigate TSPCK in pre-service teachers. It was located in the methodology class of Twenty-three (23) 4th year physical science majors. The study included an intervention where the theoretical framework for TSPCK was used to introduce the construct in Kinematics. The intervention explains each of the five components of Topic Specific PCK using the knowledge concepts of Kinematics. Data were collected using three instruments: an instrument measuring content knowledge in kinematics; an instrument measuring the quality of Topic Specific PCK in kinematics administered as a set of pre/post intervention tests; and an instrument measuring transferability of learnt competence in planning for teaching a new topic electricity. The pre-service teachers’ written responses to the TSPCK kinematics tool were analyzed qualitatively and quantitatively. Both methods of analysis revealed that the pre-service teachers improved in their quality of TSPCK in kinematics following the intervention. It was also found out that the pre-service teachers’ improvement in the quality of TSPCK in kinematics was as result of rigorous engagement with the TSPCK components at varying degrees. Similarly, on the topic of transfer, electricity which was not discussed during the intervention, TSPCK tool in electric circuits was administered to the pre-service teachers and few records of their actual classroom teaching were analyzed. This was done to examine possible transferability of learnt pedagogical transformation competence to the new physics topic of electricity. The findings revealed that the pre-service teachers had ‘developing level’ of TSPCK in the topic of transfer similar to the finding in the topic of kinematics. The study demonstrated that focus on a single topic in a methodology course will enable transfer to another topic provided the teachers have the pre-requisite content knowledge. The findings of this study would contribute to the training of the Physical science student teachers and specifically improve their planning of other physics topics to enhance effective teaching and learning process.

It is the purpose of this thesis to develop a great- er interest and effort in character education in the school, the home and the church and to show nome techniques which have proved successful in the lives of the students of Junior high schools, especially at Stanford Junior High School in Sacramento.

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Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher’s role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study investigated the responses of 130 pre-service secondary teachers in language arts, science, social studies, and mathematics within one teacher education program. The questionnaire utilized in this quantitative research study was the Character Education Efficacy Belief Instrument (CEEBI), which was designed by Milson and Mehlig (2002). This instrument is composed of 24 items designed to understand personal teaching efficacy (PTE) and general teaching efficacy (GTE) beliefs. This study examined if there was a statistically significant difference in PTE and GTE scores between secondary pre-service teachers based on the independent variables of a) program/major, b) gender, c) race/ethnicity, and d) coursework in character education. The results of this survey adds to a rich field of research and literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their PTE and GTE for character education. This study was an attempt to better understand the teaching efficacy beliefs for secondary pre-service teachers graduating from a teacher preparation program within a state that mandates character education.

Although social justice advocacy is a core competency of counseling psychology training, a lack of formalized training prohibits trainees from engaging in advocacy efforts, specifically at the community and systems-level (Alexander & Allo, 2021). Moreover, prior research has suggested that counseling psychology trainees are feeling ill-equipped to integrate advocacy and macrolevel interventions into their professional roles. Given the limited research on how psychologist educators integrate social justice advocacy into the counseling psychology curriculum and the effectiveness of these teaching strategies (Koch & Juntunen, 2014; Pieterse et al., 2009), this study aimed to explore the pedagogical strategies that prepare trainees to engage in social justice efforts--particularly at the meso- and macro-level. This exploratory consensual qualitative research (CQR) investigation analyzed interview data from 13 counseling psychology faculty members. The study found that the faculty members emphasized community-based and relational learning approaches, which allowed students to critically reflect on their own identities and biases and become more aware of the systemic nature of social injustices. Additionally, the study found that the faculty members utilized a variety of pedagogical tools, including case studies, role-playing, and group discussions, to facilitate students' learning of community and systemic level interventions. The results also examined the challenges that faculty members faced in effectively integrating social justice-oriented content into their courses. Findings are discussed in terms of their implications for training and education, professional practice, theory, and policy.

The COVID-19 pandemic was an unprecedented event in world history with a global impact. In the United States, emergency remote teaching (ERT) was utilized due to significant changes in the educational system, including temporary closures, shifts to remote and hybrid learning, and the addition of various infection control measures such as the wearing of masks, social distancing, and quarantine guidelines to reduce the community spread of COVID-19. These changes impacted those working and learning during the COVID-19 pandemic. This qualitative multiple-case study sought to describe and compare the professional experiences of four high school physical science teachers in the United States during the pandemic. Data was collected using surveys, participant artifacts, interviews, and focus groups between the spring of 2020 and the spring of 2022. The data were analyzed inductively using holistic and descriptive coding as well as inductively through a cross-case analysis by utilizing social reproduction theory (SRT) and teacher self-efficacy (TSE) theoretical frameworks. Four individual participant case descriptions and a cross-case analysis are reported. The findings indicate that teachers experienced significant changes to their schedules, technology use, instruction, and assessment. Teachers’ ability to communicate professionally was impacted, as was teacher professional development (PD) and evaluation. These changes resulted in learning gaps, which were more significant for struggling and marginalized students. The results demonstrate that the teachers and their students experienced the pandemic differently depending on various factors, such as resource access and school type. The findings indicate that the teachers’ students with more economic, social, and cultural capital were best positioned to access remote learning, which generated social reproduction and exacerbated inequalities. TSE decreased due to a lack of mastery and vicarious experiences, negative social and verbal persuasion, and the teachers’ adverse physiological and emotional states. TSE was also reduced due to ecological factors such as increased uncertainty and role demands, powerlessness, and isolation. The pandemic displayed how inequities across our educational system must be addressed and how the educational system must better prepare and support teachers and students during educational disruptions. The teachers gained a greater appreciation for in-person instruction, became more confident in their use and implementation of classroom technology and remote teaching, and became more aware of inequities among students.

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