The ICI system consists of materials which guide the teacher in analyzing his own teaching behavior, so that he can gain an objective understanding of his strengths and weaknesses. With the system the only observer is the teacher himself; it is he who will view and analyze the tapes. The classroom thus becomes the learning place for the teacher, as well as for his pupils. The problem of dealing with the actual process of teaching is quite different from the construction and testing of curriculum content. In this case the focus is on the strategy of presentation, rather than the content of. the presentation. This means that 1) an observational system to help the process of classroom interaction, ! and 2) a set of guidelines to help judge the effectiveness of different teaching strategies, or styles, are needed. Some observation systems have been designed as· research tools to aid the study of differences between teaching styles and to find out what actual teaching behavior is like; while other systems have been designed as practical tools for teachers themselves to use in analyzing their own teaching behavior. This "self-analysis" may be done for the purpose of simply finding out what one does in the classroom, or it may be part of a self-improvement procedure. ICI has been designed to help teachers improve their teaching through the analysis of videotaped recordings of their own teaching. The present study is concerned with testing the effectiveness of the ICI package in helping teachers improve their own teaching.

No description available.

<p>Levnadsvillkoren för individer med utvecklingsstörning har under de senaste decennierna förändrats till det bättre. Att känna sig delaktig i sitt liv och ha möjligheten att själv påverka livssituationen är viktigt för dessa människor. Uppsatsförfattaren ville med den här studien undersöka om skillnad finns i hur aspekter av delaktighet uppfattas av två grupper; individer med utvecklingsstörning och personer i deras omgivning. En enkätstudie genomfördes med en omarbetad version av ”The Arc’s Self-Determination Scale” (Wehmeyer, 1995).En rangkorrelation visade på samband mellan vissa frågeområden. Resultatet diskuteras i relation till tidigare forskning och till svårigheter att undersöka upplevelser hos personer med utvecklingsstörning.</p>

Levnadsvillkoren för individer med utvecklingsstörning har under de senaste decennierna förändrats till det bättre. Att känna sig delaktig i sitt liv och ha möjligheten att själv påverka livssituationen är viktigt för dessa människor. Uppsatsförfattaren ville med den här studien undersöka om skillnad finns i hur aspekter av delaktighet uppfattas av två grupper; individer med utvecklingsstörning och personer i deras omgivning. En enkätstudie genomfördes med en omarbetad version av ”The Arc’s Self-Determination Scale” (Wehmeyer, 1995).En rangkorrelation visade på samband mellan vissa frågeområden. Resultatet diskuteras i relation till tidigare forskning och till svårigheter att undersöka upplevelser hos personer med utvecklingsstörning.

No description available.

The purpose of this study was to develop an instrument for assessing the factors which comprised the academic self-perceptions of a student. The instrument was developed and tested under several conditions. The three steps involved 1) the development of the instrument; 2) a pilot study in which the scores were factor analyzed, to extract items with sufficient loadings for validating; and 3) a validation study of the revised instrument. The instrument was designed as a one hundred item paper and pencil, self-report measurement in which a respondent indicated his response to a question by marking a point on a four-point scale.The reliability determined for the Academic Self-Perception Instrument (ASPI) was computed at the developmental stage. The instrument showed a reliability coefficient of .79 with significance at the .05 level. It was found in this early stage of testing that the ASPI was as valid and as reliable a measure of self-concept of ability as any other instrument. The work to improve the instrument and its reliability could not completely overcome the problems of validity which stemmed from the lack of a universal definition of self-concept as a learner. Although the Academic Self-Perception Instrument suffered from the drawbacks common to all self-concept instruments, the ASPI seemed to be useful when used within its own working definition.To ascertain content validity, the content of the situations was drawn from the literature and some of the subject areas common to both the Metropolitan and Iowa Achievement Tests. The concurrent validity testing yielded a correlation of .78 when correlated with the Brookover Self-Concept of Ability Test and -.17 when correlated with the Maryland Concept as a Learner Scale. It was concluded that the Academic Self-Perception Instrument was as reliable and as valid as the two instruments tested, when used within its own working definition.The four-point scale was designed to record the responses of the student, relative to how he perceived his academic ability and behaviors. The following points were designated on the scale: (0) Never, meaning at no time; (1) Sometimes, meaning now and then; (2) Often, meaning much of the time; and (3) Always, meaning all the time.Two groups of students were selected for the testing. The Pilot group consisted of 262 fifth and sixth graders. The Pilot instrument consisted of twenty-five times per situation and yielded eight subscores and a total score. There were four subtests (the four situations). They were as follows: 1) the child's perceptions of himself and his ability to learn; 2) the child's perceptions of what he believes his parents think of his ability to learn; 3) the child's perceptions of what he believes his peers think of his ability to learn; and 4) the child's perceptions of what he believes his teachers think of his ability to learn.The data were factor analyzed. The items were rotated by the Oblique Bi-quartimin Criterion and fifteen items were extracted. The analyses revealed that there was one basic construct with two intercorrelated factors with an intercorrelation of .447. The basic construct was named Academic Self-Perception and the two factors were designated as 1) those general feelings and behaviors the student had of himself as a learner; and 2) the specific areas of perceptions the student had of himself as a learner.The analyses showed that the two factors remained stable under the four situations and the intercorrelations among the obtained factors were substantial. The items which comprised Factor I were composed of items which described one’s perceptions of his ability to learn in general, while the items which comprised Factor II seemed to hinge on one’s verbal ability.The Validation Testing was composed of 245 different fifth and sixth graders. The sixty item scale (15 items per situation) was administered and factor analyzed. Both the factors again remained stable across all four situations. The data revealed that the two situations which produced the most reliable factors in the child’s perceptions of his academic ability were the child’s perceptions of his teachers and peers.

The purpose of the study was to investigate the effects of goal setting upon teachers at the Metropolitan School District of Washington Township, Marion County.A descriptive research design was used to obtain data pertaining to the effects of goal setting upon teachers to determine the efficacy of goal setting in relation to improvement of instruction. Five hundred sixty-three teachers responded to a thirty-five item questionnaire. The data obtained were analyzed for the combined responses and for discrepancies between respondent sub-groups i.e., elementary non-tenure, elementary tenure, secondary non-tenure, secondary tenure teachers.The relationship between goal setting and improvement of instruction was not clear. Teachers were not committed to goal setting as a means to improve instruction. The benefits derived by goal setting were not understood by teachers. Teachers responsibly worked toward goal attainment as a requirement of the teacher evaluation process rather than viewing goal setting 'is a vehicle to increase teacher effectiveness.Teacher acceptance of goal setting led to satisfaction and resistance or hostility led to dissatisfaction. The efficacy of goal setting as a motivational means to improve instruction was to relation to the attitude of individual teachers.Teachers spent approximately four hours, less than one full teacher workday, for conducting a self-diagnosis, identifying and writing goals, and conferencing in relation to goals. Four hours were not enough time to effect instructional improvement.Teachers and evaluators did not perceive a relationship between goal setting and application of in-classroom teaching learning knowledge or changes in instructional practices. No relationship existed between goal setting and application of in-classroom teaching-learning knowledge or changes in instructional practices.Teachers indicated receiving infrequent help from evaluators relative to in-classroom teacher practices. No relationship existed between goal setting and teachers receiving help from evaluators relative to in-classroom teacher practices.The amount of supervisory influence was increased in relation to the amount of evaluator competence perceived by teachers. Effective supervisory skills enhanced the benefits derived from goal setting for individual teachers.The influence of the evaluator over a teacher appeared to be the result of power and the capacity to reward or punish. Tenured teachers, especially secondary, were less influenced by the power base of the evaluator.Teachers appeared to be in conflict between needs of teachers to be helped at becoming more adept with needs to be perceived as competent, for which teachers must be evaluated. Teacher resistance and hostility, especially tenured secondary teachers, toward evaluators was related to goal setting.Evaluators assumed passive roles in relation to goal setting resulting in negative evaluations by teachers of the interpersonal relationships between teachers and evaluators. The relationship between teachers and evaluators was not improved via goal setting.A dichotomous relationship existed between goal setting and the total teacher evaluation plan. Evaluators experienced a role conflict between desiring to help and having to evaluate teachers.Goal setting communication between teachers and evaluators flowed multi-directionally with teachers controlling the primary input and influence for goals. Teacher ownership for goals was considered critical in regard to motivation toward goal attainment. However, the passive, almost casual, behavior of the evaluators reported by teachers appeared detrimental to goal setting.

M.Ed. (Educational Management) / Please refer to full text to view abstract

Results from recent international assessments showed that the performance of South African learners in these international benchmarking assessments remained at rock bottom of the study rankings. These results not only paint a dim picture of the ability, work ethic and attitude of learners in the South African schooling system, but it also calls into question the performance intent of educators. This study becomes very important against the background that learners being taught in South African classrooms are increasingly facing stiffer competition in the market place due to the phenomenon of globalisation. The perception of the international community pertaining to the quality of teaching and learning in South African schools is bound to impact significantly on the keenness of foreign countries to engage with South Africa on a meaningful scale. The primary objective of the study is to improve the performance intent of school-based educators in the Uitenhage Education District. More specifically, the study investigates the relationship between the performance intent of educators (the dependent variable) and motivation, commitment to profession, commitment to the leader, community engagement and professional development (the independent variables). Given the constraint of distance, the sample was limited to schools in the Uitenhage Education District, and for this reason, convenience sampling was used for purposes of this study. Three hundred and sixty questionnaires were issued, of which 316 were returned (a response rate of 88%). The empirical results revealed all the independent variables impact significantly on the performance intent of educators at public schools in the Uitenhage Education District. The research findings cannot be generalised to all schools in the province because the sampled schools compose only a relatively small portion of all schools in the Eastern Cape Province. Recommendations for future research are also provided.

The first objective of this thesis was to determine the relationship between scores on the AC Test of Creative Ability and scores on the Cree Questionnaire. This task was undertaken as a response to the scarcity of comparative data among the few objective measures of creative ability which are currently available. The second objective was to construct a self-rating scale of personality traits shown by past research to be associated with creativity. The third objective was to investigate the relationship between scores on each of the two standardized measures of creative ability and scores on the self-rating scale of traits related to creativity.