M. Tech. Education / Teacher absenteeism is a threat to the education system and contributes to falling education standard and academic under achievement. Educators contribute to the school's objectives when they are present at school, and teaching learners. The purpose of the study is to come up with strategies and practices that can be used to curb teacher absence.

This qualitative case study explored the response of four practicing non-Aboriginal teachers related to preservice training and effectiveness. Each of the participants involved in this research project was an experienced teacher with a minimum of five years of teaching experience. This case study is framed within the conceptual context of cultural responsivity. The research questions were: What do four non-Aboriginal teachers with over five years experience working with Aboriginal students describe as qualities of effective teaching in this context? What are some of the major social justice issues that teachers need to address in order to be both successful and effective when working with Aboriginal students? Methods for data collection included semi-structured interviews during which the participants shared their stories. These conversations were audio taped and the audio tape recordings were transcribed. The transcriptions were analyzed to determine insights from the stories. Those teachers who are interested in learning about being an effective teacher of Aboriginal students will find the stories insightful. While the researcher and participants were non-Aboriginal the stories may be helpful for all teachers, regardless of their ethnic or cultural background, as they work with both Aboriginal and non-Aboriginal students. The implications of this study are that further research is needed in the areas of Teacher Education, Culturally Responsive Pedagogy, and Teacher Effectiveness.

Child-based consultation is an innovative problem-solving consultative model. Essentially, child-based consultation is a process wherein the child is given the role of the consultee to induce a behavioral change in a significant adult (Bergan & Kratochwill, 1990; Kratochwill & Pittman, 2002; Kratochwill, Sladeczek, & Plunge, 1995). The present study was an exploratory investigation to evaluate the efficacy of child-based consultation as an alternative form of problem-solving consultation in the school setting. In the present study, child-based consultation was used to promote behavioral changes in teachers in the classroom environment. In addition, child consultees, manifesting behavioral difficulties, were engaged in this consultative process in order to learn new, individualized skills and strategies to alter their own problematic behaviors. The resulting behavioral changes in four child consultees, and their teachers, were investigated. Specifically, the study measured whether child involvement in child-based consultation increased the teacher's use of positive reinforcement and decreased the teacher's use of punishment with each child consultee. The study also sought to ascertain the impact of the child-based consultative process on the child consultee's problem behaviors targeted for change. Additionally, the teacher's sense of efficacy was measured to evaluate if the use of this form of consultation with children manifesting behavioral difficulties would lead to a heightened sense of teacher efficacy. Finally, the present study evaluated if being involved in child-based consultation would lead to a more adaptive self-concept in the child consultees. Time-series, small- n research designs (i.e., AB, multiple baseline, changing criterions designs) were used to analyze study outcomes. Results indicated that certain teacher behaviors were positively altered from baseline to post-intervention. Generally, positive changes in child consulte

Thesis (Ph. D.)--University of Texas at El Paso, 2007. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph.D.)--Baylor University, 2007. / Includes bibliographical references (p. 129-141).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 185-190).

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on April 11, 2008). Includes bibliographical references (p. 241-271).

Thesis (Ed. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 528-560).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1972. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Mentally Handicapped). Includes bibliographical references (p. 62-64).

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: James Raths, School of Education. Includes bibliographical references.