Includes bibliographical references / This thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the beliefs of teachers is a necessary, even if insufficient, prerequisite to designing effective teacher development programmes. I postulate that take-up rates of new content and teaching methods are low due to unmanaged cognitive conflict with pre-existing beliefs about the nature of teaching. A broad review of the literature on beliefs as a concept is conducted to establish theoretical grounding for the study of beliefs as an abstract object of analysis (Green, 1971; Nespor, 1987; Pajares, 1992). I particularly refer to Ernest's (1989) models of mathematics epistemology, and Adler's (2001) dilemmas of teaching mathematics in multilingual classrooms. Multiple studies of mathematics teachers' beliefs are drawn upon to relate beliefs to classroom practice. Qualitative data on two mathematics teachers working in a rural school in the Eastern Cape was gathered over the period of a month, using ethnographic methods as outlined by Thompson (1992) for gathering evidence of beliefs. Primary data, which consisted of pre-interviews, multiple lesson observations and stimulated-recall post-interviews, was analysed for evidence of teacher beliefs. Secondary data, in the form of a researcher journal and socio-economic information about the school, was also gathered to provide rich context data in which to situate the teachers' work. Particular attention was paid to teacher beliefs about teaching and learning, mathematics and language. Further evidence for beliefs was then obtained through close examination of an observation extract using classroom discourse analysis. The main finding of this thesis was that not only does a school's context provide logistical constraints to curriculum implementation and pedagogical change, but that the worldviews of teachers affect their interpretation of the curriculum (Chapman, 2002). Significantly, a relationship between the mathematics epistemology a teacher holds and their ability to admit language as a critical pedagogical factor is suggested. I conclude that detailed understanding of what teachers believe may provide a productive approach for teacher development programmes that aim to effect change.

Educational practice must be conducted within the confines of assessments in order to elevate teaching and learning (Pellegrino, 1999). Evidence gleaned from the literature suggests that assessment, especially assessment of management practices, has an effect on how educators teach and, consequently, how students learn (Obe, 2018:16). In terms of sampling, five primary schools from a pool of 21 primary schools in Nkomazi West Circuit in the Mpumalanga province were selected purposively due to their high level of compliance in the evaluation of assessment processes. With reference to key informant interviews and discussions, this study draws on the experiences of five primary schools in Nkomazi West circuit in terms of the management of assessment processes, opportunities, procedures and challenges. It is from the five primary schools wherein key participants were selected, from which six participants per school were selected. Observations guided by the researcher were used to validate field survey results and evidence from the school management teams in the five selected primary schools. The study findings indicate that although educators are expected to nurture critical thinking skills in their pupils/students, this is often not mirrored in the management of assessment and teaching and learning practices. This study discovered that for management processes in schools to be effective in promoting the specified goals of the fundamental school programme, greater recognition should be given to the influence of assessment on teaching and learning, the understanding of which may arguably play a crucial role in introducing changes that may promote the cognitive processes and thinking skills desired in our schools and classrooms. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

DEd (Curriculum Studies) / Department of Curriculum Studies

Legal mandates and best practice recommendations for the education of students with autism spectrum disorders (ASD) emphasize the importance of systematic, ongoing observational data collection in order to monitor progress and demonstrate accountability. The absence of such documentation in decision-making on instructional objectives indicates a weakness in bridging the research-to-practice gap in special education. Utilizing a multiple baseline design across participants, the current study evaluated the effects of a prototypical teacher training program (i.e., workshop, checklist, in-classroom training with feedback, and maintenance with a thinned schedule of feedback) on the frequency of data collection on core deficits of ASD and the use of data-based decision-making. Results indicate increases in daily mean frequency of data collection following intervention. Maintenance and generalization indicates variable responding across participants. Effect size (Cohen's d) indicates a large, clinically significant effect of the training program. Results are discussed in relation to training models, maintenance, and future research.

The purpose of the current study was to evaluate the use of 360 degree virtual reality training videos to teach pre-service teachers to implement a Trial-Based Functional Analysis (TBFA). Additionally, the current study sought to assess if following training, participants could generalize the assessment skills learned to a novel problem behavior. Three undergraduate education majors in their junior year of coursework participated in the study, and were exposed to 360 degree virtual reality training videos for each of the TBFA conditions (attention, demand, and tangible) in various orders in a multiple-probe design. Results from the study indicated that the videos were effective in teaching participants to conduct a TBFA, and none of the participants required performance feedback to reach mastery criteria. Additionally, all participants were able to successfully generalize the skills learned to a novel problem behavior. When asked about their perceptions of the virtual reality training methods through a social validity questionnaire, participants gave high ratings indicating that these training methods overall were useful, effective, and acceptable. Limitations and directions for future research are discussed.

No description available.

The Sunday School General Presidency of the Church of Jesus Christ of Latter-day Saints launched a new effort in 2010 to improve gospel learning and teaching by producing a series of short video vignettes illustrating teaching principles. This formative evaluation was conducted during the development process to determine how teachers and leaders in the Church might use these videos and the degree to which they feel the videos might be useful in improving their own teaching. Results show that in general the vignettes were well received. The majority of participants rated the videos as relevant to their needs—noting specific successes in terms of story and style that helped them learn and feel motivated to take action in their own teaching. However, one key difference emerged in the effectiveness of one video as compared to the other two in that participants felt it lacked authenticity. Data analysis also led to conclusions about improving future videos and offered ideas for other resources. Major recommendations include eliminating distracting elements in the presentation of future videos and addressing accessibility barriers that will lead to broader implementation.

To create a much-needed program for training novice and volunteer English teachers, Dr. Lynn Henrichsen put together a team of interested TESOL graduate students who developed materials and resources for this purpose. Under his supervision and mentorship, each student helped with the development of units for a website and book titled, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL). Recognizing the target audience as novice teachers with little or no training in teaching English as a second language, each graduate student approached the development of each unit for this BTRTESOL program with this in mind. These untrained teachers are filling the gap that exists in areas of the world that are in need of well trained, certified TESOL teachers but lack resources because of poverty and the large quantity of students wanting to learn English. Owing to the great demand for English skills and the lack of trained teachers, there is a great need for the resources that this program and project provide. My part in this program included the design and development of two units, "Teaching Styles and Cultural Differences" and "Understanding Students' Learning Styles." These two units seek to help novice teachers understand teaching styles, learning styles, the role of culture, and the cultural mismatches that may exist between a teacher's style of teaching and a student's style of learning. These training units help novice teachers learn how to identify, teach, and expand students' learning styles in order to help them improve students' learning. Additionally, the units include information directing users to other resources for more information on these topics.

The purpose of this study was to investigate the development of higher music education in Iran and music teacher training from 1868 to 1978, prior to the establishment of the Islamic Republic.

No description available.