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Using a case-study methodology, this thesis enquires into the development of value-added from policy to classroom practice in a comprehensive school in the North of England. The study is unique in that it examines the work of teachers in relation to policy with a special focus on the extent to which value-added measures can be used to inform an understanding of what is going on at classroom level. It not only links quantitative and qualitative research paradigms, but does so at a level that has received relatively little attention and at a dramatic juncture in the history of teachers' professional lives. A literature survey shows that although originally conceived as a research tool, value-added was subsequently 'adopted' by secondary schools principally in response to government-imposed 'league tables'. A national value-added scheme has yet to be developed but, in a shift of policy, the government now promotes the use of value-added measures in the new Threshold Assessments of teachers. Value-added data for core subjects for seven years have been analysed at class level. Pupils in 'top' sets on average obtain positive residuals whilst in 'bottom' sets they are mostly negative. It is shown that this is partly a statistical artefact and therefore not a true reflection of teacher effectiveness. However, when teachers are interviewed they frequently reveal positive attitudes towards upper sets and the opposite with the lower ones. When value-added scores are considered alongside teacher interview data there are cases where residuals might be indicative of teacher performance but there are no universal patterns. Although there are some indications that pedagogical practice and teachers' backgrounds are linked with the performance of classes, it is concluded that the use of value-added data in the Threshold Assessment of teachers is flawed. Suggestions are made for further research including the use of value-added measures at classroom level.

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M.Ed. / Ondersoek na die behoefte aan Godsdiensonderrig in swart sekondere skole in die Vaaldriehoek, vorm die tema van hierdie verhandeling. Godsdiensonderrig is een van die verpligte vakke wat in skole onder die toesig van die vorige Departement van Onderwys en Opleiding onderrig word. Godsdiensonderrig is 'n verpligte vak vanaf graad 1 tot standerd 10. Die fokus van hierdie studie lig die aktualiteit van die probleem uit. Vorige wetgewing in Suid-Afrika het nie net die vak verpligtend gemaak nie, maar ook net aandag gegee aan die Christelike godsdiens in staatskole. Na die verkiesing in 1994, het daar 'n nuwe interim regering aan bewind gekom. Dit bring die verandering mee dat die klem nie langer alleen op die Christelike godsdiens val nie, maar dat alle godsdienste nou gelykelik in staatskole hanteer moet word. Die doel van hierdie studie was om vas te stel of: Daar enigsins 'n behoefte by studente bestaan om Godsdiensonderrig in sekondere skole te neem. Indien daar 'n behoefte bestaan, watter godsdiens Daar ook kennis verlang word van die ander godsdienste en gelowe wat in ons land voorkom. Uit die literatuurstudie blyk dit dat soortgelyke probleme ook in ander lande met 'n verskeidenheid godsdienste en gelowe voorgekom het. Daarom word daar verwys na die hantering van Godsdiensonderrig in Amerika en Engeland. Ook lande in Afrika waar daar telkens, na 'n verandering in regering, 'n herondersoek na die vak gedoen is. Die sluit lande in soos Nigerie, Malawi, Zimbabwe, Zambie en Namibie. In Suid-Afrika is die klem geld op die verlede, hede en toekoms van Godsdiensonderrig. Die navorsingsmetode behels vraelyste aan studente en onderhoude met belanghebbende persone in die onderwys. Al die data wat in die ondersoek verkry is, is geanaliseer en die resultate rekenaarmatig verwerk. Na 'n deeglike bestudering van die resultate, is tot die gevolgtrekking gekom dat respondente voel dat: Godsdiensonderrig 'n regmatige plek in die kurrikulum behoort te he. Die oorwegende godsdiens die Christelike godsdiens is. Daar beslis 'n behoefte bestaan om meer te wete te kom van die ander godsdienste en gelowe in ons land.

Thesis (M.A.)--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. / The purpose of this study was to construct a spelling kit to improve the spelling of pupils in the secondary school. The Guinta Spelling Kit was the result of the writer's review of the literature on spelling to find a method, presentation of materials, word list, and evaluative technique which would best suit the individual needs of pupils. Pupils are able to teach and test themselves with the following material contained in the Kit: 1. Dictation Pre-test of twenty sentences using Pollock's forty words most frequently misspelled in high school and in college. 2. Student Notebook containing: a. "How to Succeed in Spelling with the Guinta Spelling Kit!" b. "Record of Dictation Pre-Test" c. "Words I Will Learn to Spell" d. "Letter to Student" e. "Directions for Using the G. S. K. Workbook" f. "Synonym Context Test" g. "Answer Key for the Synonym Context Test" h. "Progress Chart." 3. The G. S. K. Workbook, a programmed instruction workbook which uses a multi-method to learn to spell Pollock's forty words. Students are to construct written responses in at least nine linear frames which require: a. Seeing each word in context b. Learning a definition for each word c. Dividing each word into syllables d. Learning the origin of each word e. Saying each word f. Using each word in an original sentence. 4. Teacher's Handbook listing: a. "Introduction" b. "Materials in the Guinta Spelling Kit" c. "Basic Steps of the Guinta Spelling Kit" d. "What Does the Teacher Do?" / 2031-01-01

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. / 2031-01-01

Thesis (M.S.)--Boston University / It was the purpose of this study (l) to explore certain educational theories evolved from concepts of the interrelations of the arts and utilize them as bases for the development of positive attitudes, understandings, and interests in music for students at the secondary shcool level; (2) to evolve a sound educational approach to the academically oriented content reflected in the musical expressions of the 17th and 18th centuried; (3) to utilize the audio and visual aspects of the art expressions of these centuries as audio-visual experiences illuminating the socio-economic, political, cultural, and philosophical shaping forces of these eras; (4) to make perceptible the manner in which the 11 shaping forces 11 helped to determine the musical content, style, elements and expression of each period; and (5) to use this knowledge as a basis for the intensive study of outstanding musical expressions in Baroque, Rococo, Expressive, Storm and Stress, and Classical styles. Method of procedure. The documentation for the conceptual approach of this study led to the investigation of sources from various disciplines. Ontological and empirical evidence was presented to define and reveal the educational and cultural values inherent in the audio-visual approach of this study. Discussion followed of the findings, which appeared to sustain the necessary, dynamic, and positive educational values inherent in this approach to music listening [TRUNCATED]

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