Thesis. 1979. M.C.P.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 117-121. / M.C.P.

This thesis presents a description and analysis of scaffolding in the construction of teaching knowledge in a pre-service teacher training course in a Turkish university. Prior research in the area of scaffolding in primary school classrooms has focused on pupils operating in their native language and their interactions with the teacher and each other. The nature of scaffolding in the construction of knowledge has been identified and explored at an interactional level of talk. While these studies have informed educational practice in schools and teacher training contexts, there has been little research which puts the social, cultural and linguistic context at the heart of scaffolding. This thesis is based on a socio- cultural theory of learning and as such recognizes the influence of the context on the scaffolding of construction of teaching knowledge. This research was a qualitative study utilizing ethnographic techniques. Data emerged over time from recorded feedback sessions, recorded input sessions, self-evaluations, assignments, respondent validations and research diary. It became apparent early on in the study that scaffolding was taking place at both a micro-level, as manifested in the interaction between trainer and trainee, and at a macro-level, as manifested in the context of the training. The context of training included the second language context, the discourses of teaching and training, and the relationship between theory and practice. This study is significant in that it highlights the relationship between context and talk in scaffolding the construction of teaching knowledge. Hitherto, this relationship has not been emphasized in reports on scaffolding. The mutually beneficial relationship of macro and micro-scaffolding points to a teacher training pedagogy which acknowledges both macro-conditions for scaffolding, as well as micro-scaffolding techniques at an interactional level.

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The university In-School Teacher Education Project in Science (INSTEP) used interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol1 (IP) cameras and mounted microphones in school laboratories in six partner schools and the university teaching room, trainees and their tutors had access to live interaction with schools. This was a live feed of video and audio material, relayed from the school classrooms and reproduced on interactive whiteboards at the University. Image and sound processing software enabled users remotely to observe school classrooms and focus on particular features of pupil and teacher activity. Cameras and microphones placed at the University allowed links to function in both directions, enabling a variety of two-way interactions between teacher educators and student teachers at the University and teachers in schools. The INSTEP technology did not simply provide a single connection to a remote classroom: it created a number of opportunities for interaction within the teacher education classroom as the student teacher became part of a network of two-way connections enabling powerful and flexible learning experiences. In the course of university-based sessions structured around the contemporaneous observation of remote classrooms through the INSTEP video and audio links, student teachers were able to interact with classroom practitioners, tutors and with their peers. This thesis presents the findings of the internal evaluation of INSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes. However, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. INSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to INSTEP-type activities having the potential to enhance the development of trainees‘ observation skills, develop reflective thinking, to provide authentic illustrations of classroom practice, enable remote observation and facilitate the linking of theory with practice and the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with primary data generated by part-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. The main findings point to INSTEP 1. Facilitating the link between theory and practice; 2. Enhancing and accelerating the professional knowledge of the trainee teachers through enabling reflective practice, facilitating collaborative learning and supporting the development of the language of pedagogy. Additionally there appears to be a number of missed opportunities, e.g. the recording of lessons, the professional development and training of mentors and the use for continuing professional development in schools that may have enhanced the trainee experience further. There are also issues arising from being an insider-researcher that are considered in this work. The research was undertaken in the context of complex relationships including: 1. Being an internal evaluator working closely with an external evaluator; 2. Role and identity duality – particularly with respect to the university tutor team. 1 An Internet protocol camera, or IP camera, is a type of digital video camera that can send and receive data via a computer network and the Internet.

The purposes of this study were to develop and validate a Prototype Training Program designed to prepare potential curriculum workers to implement the Synthesized Curriculum Development Model in Part I.

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Thesis (Ph.D (Education)) --University of the North, 1978 / Refer to the document / HSRC (Human Sciences Research Council) and University of the North

The purpose of this study was to determine the effect of losing visual and/or aural stimuli on the ability of band members to perform a piece of music. Data were also collected on the frequency and duration of players' eye-contact with the conductor. / Subjects were 120 undergraduate band members at The Florida State University. All subjects individually played their instrument while viewing a videotape of a conductor and listening via headphones to a band. During the first sixteen measures of the piece all subjects received both visual and aural input, after which, the combined Visual-Aural group (n = 30) continued to receive the stimulus tape in its entirety. The other groups lost the sound of the band (Visual-only, n = 30), the picture of the conductor (Aural-only, n = 30), or both (Nothing, n = 30). Having completed the performance, each subject then rated the subsequent player's ability to "stay with the band" using a Continuous Response Digital Interface (CRDI). Additionally, subjects were videotaped during the experiment and tapes were later analyzed for eye-contact to the conductor. / The group that could both see the conductor and hear the band received the highest ratings, indicating that a combination of aural and visual stimuli facilitates the ability to play "in ensemble" rhythmically with a band. Visual-only and Aural-only group ratings were nearly identical. / Videotapes of subjects who did not lose either visual or aural input were analyzed for instances of eye-contact with the conductor. These subjects "looked up" at the conductor nearly 28 percent of the time with glances averaging just under one second each (Percentage = 27.83, Mean Length = 0.993 seconds). Subjects who lost the picture of the conductor stopped looking altogether while eye-contact increased significantly for subjects who lost the sound of the band. / Post Hoc analyses indicated that almost half of the subjects who lost aural stimuli got lost in the music. Yet, eye-contact patterns for these subjects were similar to those of subjects who managed to stay with the conductor. It is suggested that the amount of information received from the conductor might be more important than eye-contact alone. / Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2151. / Major Professor: Clifford K. Madsen. / Thesis (Ph.D.)--The Florida State University, 1992.

The purpose of this study was to describe the staff development model for writing instruction, developed by the National Writing Project and adapted by the schools in Bay County, Florida, during the summer of 1988 and the school year of 1988-89. This description was based upon data obtained from questionnaires and field notes of both in-service meetings and classroom observations. The study chronicled the participants as they implemented new writing strategies in their classroom and emerged as instructional leaders in their schools. Based upon the evidence obtained during the observations and the data from the questionnaires, the researcher identified several factors which influenced the success or the failure of staff development efforts in the various schools. One of the factors that seemed to impact in a negative way was the involvement of schools in more than one staff development effort which made it more difficult for participants to implement and practice strategies. An instructional leader was the county level who was committed to the effort and supportive of the teachers and the provision of released time, insuring the participants of an opportunity to nurture each other through sharing and coaching activities, were instrumental in the accomplishment of their efforts. / Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2335. / Major Professor: John Simmons. / Thesis (Ph.D.)--The Florida State University, 1992.

This thesis investigated professional agency for student teachers in their final practicum of the Auckland College of Education Bachelor of Education (Teaching) early childhood pathway. Professional agency is an element in the matrix representation of the philosophy of the degree programme. Relevant to this study a working definition of professional agency with regard to the practicum was articulated through a consultative process with early childhood colleagues and final year student teachers who were not involved in this investigation. Six student teachers volunteered to engage in this research. Their respective associate teachers and visiting lecturers also agreed to contribute to the investigation. All participants were interviewed by means of semistructured interviews before and after the final practicum. This process provided a total of thirty- six interviews, which were transcribed and analysed. The research was based in a constructivist-interpretive research paradigm with a view to understanding social reality as perceived by the research participants. The methodology encompassed a qualitative case study approach framed within Giddens' (1984) theory of structuration. Congruent with Giddens' theory the practicum was constructed as a social system and the relevant actors were identified. Subsequently, data analysis revealed the student teachers as actors who operated with agency. However, when the concept of professional agency was investigated only three of the six student teachers were deemed to have achieved all of the elements of the working definition. Pertinent to Giddens' theory the intersections of practice between the student teachers and their associate teachers and visiting lecturers were examined. This scrutiny illuminated factors that were perceived to have contributed to or detracted from professional agency. / A further mode of analysis advocated by Giddens revealed that practices actioned in the social system or context of the tertiary institution were not necessarily effectively carried out in the practicum environment. Therefore, due to lack of appropriate links between social and system integration, provision for professional agency was impeded. Findings from the research prompted the argument that opportunity for student teachers to achieve professional agency in their final practicum was contingent upon system integration in the practicum. Arising from that conclusion a theoretical model to promote system integration in the practicum was proposed. The model was supported by recommendations for improved practicum preparation for the early childhood student teachers, and on-going professional development in supervisory practice for the visiting lecturers and the associate teachers. Principles to underpin the supervision of adults in the practicum were identified, and a reconstructed working definition of professional agency was articulated. A significant outcome of this research was the introduction of the notion of student teacher professional agency to the research literature on the practicum. Another important feature was the utilisation of Giddens' (1984) theory of structuration to analyse the practicum. In viewing the practicum as a social system, and applying the three modes of analyses recommended by Giddens, new insights into the professional practices of the relevant social actors were gained.