The purpose of this study was to investigate the challenges faced by first-year students as they negotiated the transition from the wrting environment of high school to the writing environment of university. The research for the dissertation was undertaken using a mixed-method explanatory design. This yielded a description of students' perceptions of the differences between their high school writing and first-year university writing environments. The research questions were as follows: what are high school students' perceptions of their writing environment; and what differences, if any, do students perceive as different in the writing environment between high school and first-year university? A total of one hundred and forty-four Grade 12 students completed a quantitative survey asking for their perceptions of the high school writing environment, and twenty students took part either in qualitative focus groups or individual interviews. A follow-up interview was conducted with fourteen of the original twenty participants while they were in the process of completing their first term at university. The results indicated that students' perceptions were very much influenced by individual teachers and instructors and by their own expectations. Recommendations, implications for further research, and implications for program development are offered as a way to extend the knowledge in this area.

The purpose of this study was to investigate whether middle school students’ perceptions of teacher interactions and home-school dissonance are predictors of school attachment. The study sought to determine if there were differences in students’ perceptions of teacher interactions and home-school dissonance based on ethnicity, gender and/or grade level. This investigation is one of the first to explore the association between these variables. Data for this investigation was obtained from a larger study where surveys were administered to over 800 racially diverse students in grades 6 through 8 in Language Arts classrooms in two public middle schools with diverse student populations. Participants completed the Questionnaire of Teacher Interactions (QTI), the Cultural Discontinuity Between Home and School Scale (CDBHSS) and the School Attachment Questionnaire (SAQ). Based on the study sample, the QTI and SAQ were revalidated and produced new scale structures. Results of the multiple regressions, multivariate analysis of variance and post hoc tests revealed middle school students’ perceptions of teacher interactions and home-school dissonance significantly predict school attachment. Teacher interactions perceived as critical/passive, pleasant, or demanding were those making significant contributions. Student perceptions of pleasant teacher interactions were the greatest predictor of school attachment. Eighth graders perceived teachers to be more critical/passive than sixth graders. Sixth grade students perceived teachers to be more caring than seventh and eighth grades. Further, results indicated African American students perceived more critical/passive teacher interactions than their Caucasian and Asian American peers. While results indicate that home-school dissonance is a significant predictor of school attachment, results show that the impact of students’ perceptions of home-school dissonance is minimized when combined with teacher interactions. Implications for administrators, teachers, and university education departments are outlined. Recommendations for future research are also discussed.

The purpose of this evaluation study was to compare students' perceptions of their science classroom environment when using science kits, textbooks or a combination of science kits, textbooks and teacher-created materials. This year-long study involved using a learning environment questionnaire, namely the My Class Inventory (MCI), interviews and observations to assess which of the three treatments leads to a more positive learning environment. Three questions investigated were whether (1) the learning environment can be reliably and validly assessed among Grade 3-5 students in Texas, (2) instruction using textbooks, science kits, or a combination of textbooks and science kits is more effective in terms of changes in student attitudes and learning environment perceptions, and (3) there are associations between student attitudes toward science classes and the classroom environment? Administrators and teachers in Texas are searching for ways to improve the scores received on standardized tests. For more than 40 years, research has shown that positive classroom environments can lead to improvement in achievement. Therefore 1 chose to investigate the above questions using a learning environments framework. This study was conducted in three urban elementary schools in North Texas. There were a total of 588 students in 28 classrooms with 16 different teachers involved in this research. The schools were similar in demographic features such as ethnicity and socioeconomic status. Analyses of data collected with the My Class Inventory (MCI) supported the instrument's factorial validity, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. / Also, simple correlation and multiple regression analyses indicated reasonably strong and positive associations between each classroom environment scale and the students' satisfaction. The Satisfaction scale was used as an outcome variable, following the lead of Majeed, Fraser and Aldridge (2002). Results h m the MCI, interviews and observations indicated that students preferred a more positive classroom environment in terns of Cohesiveness, Competition, and Friction. Importantly, the group of students using science kits experienced greater pretest-posttest changes in satisfaction and classroom cohesiveness than did either the textbook group of the combination group. This study supports previous research that combined qualitative and quantitative methods of data collection. Qualitative methods suggested that students preferred a more hands-on presentation of science lessons rather than a textbook presentation. This was suggested in interviews with students and teachers and by observations of students in their science classes. This research evaluated three educational methods to determine which instructional method would produce a more positive learning environment and student satisfaction. These results suggest that the utilization of science kits achieves this goal as measured by student satisfaction and cohesiveness.

The purpose of this study is to analyse the differences between upper-stream, lower-stream and mixed-ability mathematics classes in terms of student perceptions of their classroom learning environment. Both quantitative and qualitative data has been collected from students while qualitative data only was collected from pre-service teachers, practising teachers and parents. The sample for the quantitative data collection was comprised of 581 Year 9 and 10 students in 36 different classes taught by 28 different teachers in 7 schools covering 4 states of Australia. All of the schools are private schools and part of the Seventh-day Adventist school system. The questionnaire used an actual and preferred form of the 56 item version of the What is Happening in the Classroom? (WIHIC) survey along with 10 questions from the Test of Science Related Attitudes (TOSRA) modified for mathematics classrooms. For the qualitative data collection 40 interviews and 8 focus groups were conducted. Apart from comparing upper and lower-streams, other variables examined were: actual and preferred perceptions of the classroom learning environment, Year 9 with Year 10, males with females, English speakers with second language students, and attitudes with perceptions of learning environments. The most significant finding of the study was not only that lower-stream students have a more negative perception of their classroom learning environment, but that they seek less change. This negative perception is seen to be worse in Year 10 than Year 9, particularly in the areas of teacher support and task orientation. This study found a positive correlation between attitude and perceptions of classroom learning environment. This study also found a tacit acceptance of streaming as a practice by most participants in the study.

Past research into defining and measuring the characteristics of learning environments in Science Education Centres and Science Museums (SECSMs) has been based upon low-inference measures, such as observations and interviews. Many searchers feel that the diversity of informal education settings in SECSMs makes it difficult to develop high-inference measures for informal learning environments. This study used the semiformal environment of the CSIRO Science Education Centres as a stepping-stone between formal and informal learning environments. A review of learning environment research identified a possible procedure for the development of, and a format for, a suitable instrument. Research in SECSMs was reviewed to identify learning environment factors that defined the CSIROSEC learning environment. A pilot study was conducted to determine the feasibility of developing a learning environment instrument for CSIROSECs. This led to the more formal process of developing a learning environment instrument for CSIROSECs based upon the five scales of Affect, Social Interaction, Novelty, Independence and Involvement. / A number of cycles of testing of the instrument, statistical analyses, and subsequent refinements resulted in the Learning Environment Instrument for CSIRO Science Education Centres (LEI for CSIROSECs). The instrument measures distinct, if somewhat overlapping, aspects of the learning environment. The LEI for CSIROSECs displays comparable measures for internal consistency (alpha reliability) and discriminant validity to existing learning environment instruments. The sensitivity of the instrument has been demonstrated for the comparison of different classes, comparison of teacher-student perceptions, comparison of primary and secondary classes, and the comparison of CSIROSEC programs. Suggestions have been made for applications of the LEI for CSIROSECs and its further development,as well as its potential use in research.

A sample of 817 Grade 4-5 mathematics students in the diverse school district of Miami-Dade County Public Schools (MDCPS), Florida, USA was involved in an evaluation of the use of hands-on activities in terms of students' achievement, students' attitudes and students' perceptions of the mathematics classroom environment. Other aims included validating generally-applicable measures of classroom learning environments and students' attitudes to mathematics, and investigating associations between the classroom learning environment and the student outcomes of performance and attitudes. The study was conducted in two phases. Phase 1 had a sample of 442 participants and classroom environment was assessed with scales selected from the My Class Inventory, Questionnaire on Teacher lnteraction and Science Laboratory Environment Inventory. Factor analysis provided a degree of support for the factorial validity and internal consistency reliability (using Cronbach's alpha coefficient) for each of five classroom environment scales. Because of the small number of items per scale (15 items in five scales for the My Class Inventory, 12 items in four scales for the Question on Teacher Interaction and 15 items in five scales for the Science Laboratory Environment Inventory) in Phase I, it was not possible to replicate the a priori factor structure of each instrument scale. Scale reliabilities generally were acceptable. Phase 2, involving a sample of 375 Grades 4 and 5 students in four elementary schools, was necessary because questionnaires in Phase 1 had too few items to enable the researcher to establish satisfactory levels of reliability and validity. / The What Is Happening In this Class? (WIHIC) was modified to four scales and 29 questions for use in Phase 2. Factor analysis supported the structure of the WIHIC and internal consistency reliability was satisfactory for two units of analyses, namely, the individual and the class mean. In Phase 1 of the study, differences between an experimental group (that used manipulatives for 60% of the time) and a control group (that used manipulatives for less than 40% of the time), were described in terms of the effect size (magnitude of the difference in standard deviations) and statistical significance for each learning environment, attitude, and achievement scale. Differences between the pretest and posttest for the set of six dependent variables (Student Cohesiveness, Teacher Support, Task Orientation, Cooperation from the WIHIC and Adoption of Mathematical Attitudes and Enjoyment of Mathematics Lessons for the TOMRA) were analyzed in Phase 2 using a MANOVA for repeated measures. Effect sizes were used to describe the magnitude, as distinct from the statistical significance, of prepost changes. In Phase 2, associations between student attitudes and their perceptions of the learning environment were relatively weak for both pretest and posttest data with either the individual or the class mean as the as the unit of analysis. These results were unexpected and are inconsistent with past research, therefore highlighting the need for further research.

Bakgrund: Studenters uppfattning om sitt blivande yrke överensstämmer inte alltid med vad de upplever när de kommer ut i arbetslivet, det finns ett förväntnings-realitetsgap. När studenten övergår till nyanställd kan det uppstå en verklighetschock. För att få en praktisk koppling till den teoretiska utbildning som de akademiska lärosätena tillhandahåller, kan studenten genomgå en verksamhetsförlagd utbildning (VFU). I Sverige är det i dagsläget åtta lärosäten som erbjuder VFU som en del av ekonomutbildning med inriktning redovisning/revision. Syfte: Syftet med studien är att utforska hur VFU påverkar redovisnings- och revisionsstudenters uppfattningar om revisorsassistenters arbetsuppgifter, roller och ansvar. Genomförande: En förstudie genomfördes där tre revisorsassistenter intervjuades för att ge oss en tydlig bild om revisorsassistenters arbetsuppgifter, roller och ansvar. Dessa intervjuer låg sedan till grund för utformningen av en enkät som skickades ut till redovisnings- och revisionsstudenter på de lärosäten som erbjuder VFU inom ramen för utbildningen. Detta för att identifiera redovisnings- och revisionsstudenternas uppfattningar om revisorsassistentens arbetsuppgifter, roller och ansvar. Slutsats: Vår slutsats är att VFU inte tycks ha någon större påverkan på redovisnings- och revisionsstudenters uppfattningar om revisorsassistentens arbetsuppgifter, roller och ansvar. Ett svagt samband har kunnat identifieras mellan VFU och revisorsassistentens arbetsuppgift kontrollera siffror. Studien antyder att det finns en skillnad på uppfattningarna mellan lärosätena. Förslag till vidare forskning: En longitudinell studie där ett antal redovisnings- och revisionsstudenters uppfattningar studeras under hela verksamhetsförlagda utbildningen för att fånga kunskaperna före och efter VFU. / Background: Students' perception of their future profession does not always correspond with what they experience when they are new employees – there’s an expectation-reality gap. When the student becomes a new employee, they may experience a reality shock. To get some practical connection to the theoretical education that the academic universities provide, the student may undergo a work integrated learning (WIL). In Sweden there are eight institutions offering WIL as part of economic studies with specialization within accounting/auditing. Objective: The aim of this study is to explore how WIL affects the accounting and auditing students' perceptions of auditor assistants' duties, roles and responsibilities. Implementation: To start with, a pilot study was conducted in which three auditor assistants were interviewed in order to get a clear picture of auditor assistants' duties, roles and responsibilities. These interviews formed the basis for the design of a questionnaire sent out to the audit and accounting students at the universities that offer WIL within the framework of the economic studies. This was done to identify accounting and auditing students' perceptions of auditor assistants' duties, roles and responsibilities. Conclusion: Our conclusion is that WIL does not seem to have any major impact on the accounting and auditing students' perceptions of auditor assistants' duties, roles and responsibilities. A weak relationship has been identified between WIL and the assistant auditor task check digits. The study suggests, however, that there is a difference of perceptions between the different educational institutions. Suggestions for further research: A longitudinal study in which a number of accounting and auditing students' perceptions are studied throughout the work integrated learning course in an attempt of capturing their perception before and after WIL.

Magister Pharmaceuticae - Mpharm / Community pharmacies are popular suppliers of complementary and alternative medicines (CAMs) and pharmacists encounter requests from consumers for information on them. The purpose of this study was to assess the extent to which community pharmacists, and final year pharmacy students at the University of the Western Cape, can meet their professional obligations to advise on CAMs.

The basic teacher education for the grades F-3 will provide teacher student with knowledge about reading and writing development of children, which will lead to a competence to develop reading and writing learning at pre-school class and school's previous years. It is known by earlier studies that there is a problem regarding teacher education in reading. It shows by studies that teacher student’s often feels like they does not get the education they need to fulfil and teach pupils when it comes to teach reading. The purpose of this study is to examine how teacher student’s relate to and perceive reading education. The study examines what teacher student’s consider is important and not when it comes to children's reading development. I prepared two following questions to answer the aim of this study: How do teacher student’s perceive reading education? What do teacher students consider to be important and less important regarding children's reading development? The study is based on a survey study that 112 teacher students answered. All the questions are based on earlier studies about what is important in reading instruction. The study is also based on theories about content knowledge and pedagogical content knowledge. The result showed that there is a common perception of what is important when it comes to some factors in reading like phonemic awareness, phonological awareness, oral narration and conversation, reading aloud, reading strategies, discussions of literature and big vocabulary. The result also showed that some student’s have perceptions about some other factors and find it not quite important as the already mentioned factors. The factors are spelling rules, model texts, big vocabulary, discussions of literature, reading strategies, repeated reading, phonemic awareness, phonological awareness and oral narration and conversation. It also showed that a majority thought that they did not know if spelling rules and model texts is important when it comes to teaching reading.

The purpose of this study was to develop an instrument to measure high school students’ perceptions of global awareness and attitudes towards global issues. The research questions that guided this study were: (a) Can acceptable validity and reliability estimates be established for an instrument developed to measure high schools students' global awareness? (b) Can acceptable validity and reliability estimates be established for an instrument developed to measure high schools students' attitudes towards global issues? (c) What is the relationship between high school students’ GPA, race/ethnicity, gender, socio-economic status, parents’ education, reading and listening habits, the number of classes taken in the social sciences, whether they speak a second language, and have experienced living in or visiting other countries, and their perception of global awareness and attitudes toward global issues? An ex post facto research design was used and the data were collected using a 4-point Likert-type survey. It was administered in 14 schools in the Miami-Dade County area to 704 students. A factor analysis with an orthogonal varimax rotation was used to identify the underlying constructs that were being measured by the instrument – global education, global citizenship, and global workforce. This was done to estimate construct validity. However, the findings indicated two different factors that included the content of the three constructs but had to be labeled differently. They were: factor 1 – self- perception of global awareness and factor 2 – attitudes towards global social issues. Cronbach’s alpha was used to estimate the reliability of the instrument. These findings helped answer the first two research questions. A hierarchical multiple regression was also used. The findings helped determine the relationship of the two factors to the demographics. The overall model indicated that the demographic variables accounted for significant amounts of variance of each of the factor constructs identified. Among the findings, the independent variables, ethnicity and parents’ education were statistically significant for self-perception of global awareness (factor 1). Gender and SES were statistically significant for attitude toward global social issues (factor 2).