M. Ed. / The aim of this research study was to provide teachers and managers in the field of education with strategies for beginning to use cooperative learning or improving the current use of this important instructional tool. It will help teachers and managers to understand conceptually what cooperative learning is and what makes it work. Such understanding must precede practical experience using cooperative learning day in day out in classrooms. The need for this combination of conceptual knowledge and practical experience is what makes teaching the complex activity that is and why it takes many years to master. Cooperative learning and the management thereof by headmasters and heads of departments helps raise the achievement of all students, including those who are gifted or academically handicapped. Secondly, it helps teachers build positive relationships among students, which is the heart of creating a learning community that values diversity. Thirdly, it gives students the experience they need for healthy social, psychological and cognitive development. Cooperative learning's ability to work three fronts at the same time places it above all other instructional methods with cooperative learning, and the effective management thereof teachers become engineer who structure and facilitate team learning efforts rather than workers who simply pour knowledge into pupils work stations. The major findings are recommended in the field of education. Literature review indicated among other aspects that collaborate and competence were essential for school effectiveness.

Many school districts and alternative certification programs use standardized interviews such as the TeacherInsight developed by the Gallup Organization. The TeacherInsight is a Web-based interview consisting of multiple choice and Likert-style items that produces a score between 0 and 100. The Gallup Organization claims that it helps hire the best teachers. The study analyzed the relationships between the TeacherInsight scores and the eight Professional Development Appraisal System (PDAS) domain scores for 527 teachers. The TeacherInsight scores produced a statistically significant correlation with only one of the eight PDAS domain scores. However, even that correlation (r = 0.14) was weak. All eight PDAS domain scores were only able to account for an additional 1.9% of the variance of TeacherInsight scores, above and beyond what was explained by the teachers' age, gender, years of experience, and highest degree earned. Another finding was that 47.4% of the teachers hired had TeacherInsight scores below the district recommended cutoff score of 67. The findings do not support the ability of the TeacherInsight to identify more effective teachers, based on Professional Development Appraisal System scores. The findings also cast doubt on the extent of consideration that principals in this district give the TeacherInsight scores during the selection process. Recommendations for future studies are provided.

It is established in this research project that recognition of competence does not begin when a person takes on employment. For reasons alluded to in this project, it begins when a candidate is selected for initial teacher education and training. However, recognition of competence is a model that applies different methods or modes of recognition. These methods have been identified, their differences are indicated and the variations used according to the level of competence are clarified as well. Recognition of competence represents a new way of managing human resources in education. It is a model which emerges from paradigm shifts and the need for quality service in education. This model includes mechanisms of managing quality and standards such as the South African Qualifications Authority, National Qualifications Framework, National Standards Bodies, Standard Generating Bodies and Education and Training Qualifications Authority. The researcher identified key areas of success in the present and erstwhile recognition systems. However, it was found that these systems were inadequate for the retention of teachers. In a bid to search for solutions, the research unravelled recognition systems used in the private sector. Literature study revealed, in this regard, that there are inadequacies as well. The system in the private sector was severely affected by policies of the past dispensation. Nevertheless, it seems recognition of competence is well on its early stages in the education sector. Consequently, there is an emphasis on competencies to advance South Africa in world markets. The challenge of raising standards so as to make South Africa competitive . begins with empowerment and capacity building. Empowerment and capacity . building are complementary approaches in recognition of competence. These approaches recognise the inadequacies and disparities of the past. It is from this consideration that the fundamentals of recognition of competence are refocused on levelling the playing fields. In each case, the approaches are evaluated by pointing out the advantages and disadvantages. In order to establish the basis from literature review, the researcher used empirical research. Consequently, the theories on recognition of competence, empowerment and capacity building were complemented and verified by unravelling the real situation. Interviews and surveys were conducted. The findings reveal that there are a myriad of challenges and problems that still plague education. The researcher suggested guidelines to overcome the challenges and problems. Finally, whilst it is acknowledged that there are some good initiatives from the Department of Education, much is still to be done with regard to recognition of competence. The researcher made conclusions, recommendations on how to navigate our way out of these problems, and pointed out areas that need further research. / Thesis (PhD (Education Management))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

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Subjects were 38 computer programers employed in a national food-retailing corporation. A job analysis provided a basis for criteria development and served to guide the selection of predictors. Ratings of each programmer's job performance by his immediate supervisor, and scores on such tests as the Computer Programer Aptitude Battery (CPAB), clerical tests, and supervisory judgment test were obtained. Relationships between tests and criteria were examined to find the best test combination for predicting programming performance. Statistical treatment of data included a principal components analysis of the criteria and a multiple linear regression analysis. A weighted combination of the CPAB Reasoning, a test of clerical ability, and supervisory judgment test was found to be highly correlated with performance (R = .60).

The first purpose was to develop and validate a quantitative selection tool, the weighted application blank, tailored to the nursing home industry. The second purpose of this study was to determine whether data scaling and increased statistical rigor can reduce the frequency of type I and type II errors in the weighted application.

An exploratory qualitative study was conducted for the purpose of seeking to understand how a group of undrafted NBA players made sense of and learned from adversity throughout their journey to the NBA (and beyond). This type of study was chosen because of the lack of research on this topic and to further explore these undrafted NBA players’ understanding and meaning through their narratives. Semi-structured interviews were used to allow for the generation of additional probes based on the athletes’ responses. The researcher interviewed five undrafted NBA basketball players (both current and retired) who, despite not getting drafted, were still able to play and compete in the NBA. Six key findings were identified: (1) Participants reported factors of resilience when it came to success; (2) participants reported mindset in various ways; (3) participants reported faith and belief in themselves, their dream, or their ability to make/play in the NBA, which contributed to their success; (4) participants reported their definition of success differently based on their experience and journey; (5) participants reported learning from adverse experience; and (6) participants reported a strong work ethic. Three conclusions were reached: (1) for undrafted NBA players to succeed, they must use adversity as a learning experience and/or opportunity; (2) for undrafted NBA players to succeed, they must not lose faith in their dream or ability to make it and/or play it in the NBA, regardless of the adversity they face on their journey; and (3) undrafted players must define and measure success in terms of their own goals, dreams, experience, and personal journey.

The study, tenth in a series sponsored by Virginia Polytechnic Institute and State University and the National School Boards Association, proposed to determine salient factors in the recruitment and selection of school board members and, further, how these factors related to selected demographic and personal variables and/or the method (elected or appointed) by which school board members' were selected. In addition, the study examined board members' preferences for a trustee versus delegate role in relation to their communities. The study utilized descriptive research methodology and survey technique to gather data from a national sample of school board members. A stratified random sample of board members was selected from the list of subscribers to The American School Board Journal. The survey was designed to collect attitudinal, personal, and demographic information about school board members and obtain information regarding selected characteristics of their school board and factors related to their recruitment and selection to that board. Appropriate descriptive research methodology and statistical treatments were utilized. Findings were related to six major research questions as well as historical information and previous research on this topic. The study's results described respondents by region of the United States, enrollment size, type of community, sex, race, age, educational level, occupation, length of board service, size of school board, coterminousness of boundaries, and fiscal relationship of the school districts. Ten factors related to the recruitment and selection of school board members were described including prior community service, sources of encouragement, reason for seeking membership, representative structure, political status, format and competition, the campaign process, selection, recall, and future intentions. Data were analyzed to provide a descriptive summary and determine differences according to method of selection (elected versus appointed) and 12 variables related to demographic, personal, and school board characteristics. Differences between elected and appointed board members were viewed as representing statistically significant as well as "true" phenomenological differences. Data revealed a preference for a trustee role suggesting that the majority of school board members sought, were selected, and were motivated to represent the interests of their communities. / Ed. D.

The purpose of this study was to systematically synthesize and analyze through a meta-analytic method the results of various studies pertaining to the validity of the NASSP Assessment Center process. Thirtyfour studies were identified as potential sources of information. The analysis focused primarily on criterion-related validity and the potential of gender, position type and racial bias in the assessment process. Results of the study indicated criterion-related validity of the NASSP Assessment Center process to be very low. Questions were raised about the ability of the assessment process to discriminate among the twelve skill dimensions. The low discriminant validity in the NASSP process probably reduced the criterion validity reported by the various studies. The results indicated the criterion validity of the process was relatively low across most of the criteria used to substantiate validity. No significance relationships were found between the twelve skill dimensions and the demographic variables of gender, position type, or race. Although thirty-four studies were identified as sources of data for assessing the validity of the NASSP Assessment Center process, there isa need for more research on both construct and criterion-related validity. Criterion-related validity should be based on the application of skills on the job rather than a global measure of job performance. / Ph. D.

The major purpose of this study was to study the perceptions and expectations of school board members regarding turnover in the superintendency of the public school systems. Data were gathered regarding the frequency of superintendency turnover and compared to board turnover. The study sought to collect data concerning board satisfaction with the superintendent, priority issues the board expected the superintendent to address, the kind of experience board members preferred in their superintendent, the ideal length of superintendency tenure, and at what point school board members think that a superintendent's contract should be terminated. These data were then crosstabbed with selected demographic variables. Descriptive research methodology was utilized in this study. A nationwide sample of school board members was identified from a list of 53,247 board members provided by the National School Boards Association. The study was completed using a stratified random sampling technique by state. Of the 94,716 board members in the population, 11,992 or 12.6% were surveyed. The response rate was 18%. The study was sponsored by The American School Board Journal, published by the National School Boards Association, the national professional organization for school board members in the United States. / Ed. D.