published_or_final_version / Education / Master / Master of Education

The purpose of this study was to investigate adult educators' attitudes regarding the need for a code of ethics to guide their practice. Through the use of survey methodology, three major groups of adult education practitioners in Indiana responded to various questions about ethical dilemmas they had encountered, their personal experiences with codes of ethics, and their perceptions of the need for a code, as well as their ideas regarding the creation and implementation of a code of ethics for adult education.This study produced eight major findings regarding ethics and codes of ethics for adult educators:1). The majority of Indiana adult basic educators, American Society for Training and Development members within Indiana, and the Indiana Council for Continuing Education believe there should be a code of ethics for them as adult educators.2). The majority of practitioners do not cite situations encountered that have created ethical dilemmas for them.3). The two most frequently cited ethical dilemmas involve confidentiality concerns and ownership of instructional materials.4). The overwhelming majority of Indiana adult basic educators, American Society for Training and Development members in the state of Indiana and the Indiana Council on continuing Education members have had limited experience with codes of ethics.5). Even though there appears to be a lack of experience withcodes, the majority of practitioners feel positive about the functions of codes of ethics.6). Learner-centered issues are most frequently cited as issues a code for adult education should address.7). Across the total study population, the professional association is the favored organization to create and disseminate a code of ethics.8). It is not clear to adult educators whether a code of ethics should have a regulating function.Results of this study indicate that organizations associated with adult education should seriously consider codes of ethics. However, the results do not overwhelmingly indicate a code should be adopted. Many practitioners (28%) were not sure about the need for a code, largely because of problems associated with implementation and enforcement of a code. More emphasis on providing practitioners with training and education regarding ethics and more research conducted on ethics in adult education are suggested. / Department of Educational Leadership

The setting for this study was the far-flung Department of Defense Dependents Schools (DoDDS) system, comprising some 260 K-12 schools with 140,000 students and 9,000 teachers in 19 foreign countries. The underlying purposes and need for the study hinged on the fact that teacher unionism and teacher professionalism/professionalization of teaching have not been scrutinized to any significant degree in DoDDS. However, these two strands of research must interact ultimately because, if reform is to occur in DoDDS, it will be reform of a unionized system with its own history of collective bargaining that must impact the direction and consequences of reform efforts. The setting, therefore, presented a prime research opportunity. A review of the literature summarized discourse dealing with the dual issues of (1) teacher unionism, its origins, objectives, impact and trends, and (2) teacher professionalism/professionalization of teaching. Q methodology, based on the "science of subjectivity," was the method used to obtain teachers' views regarding the research questions. Q required respondents to sort a set of cards with statements that mirrored a subjected to computer statistical analysis, including correlation and factor analysis. The three factors that emerged were "prototypes" of the respondents' views and became the basis for interpretation of their views. One appeared open to many of the reforms in which unions play a key role; a second that seemed focused on the status quo as guaranteed by the grievance procedure, with possible support for selective changes; and a third that indicated satisfaction with its site-specific situation, while largely oblivious to the push for reform. The three factors generally supported change with teacher unions playing a major role in that change; strongly supported an overhaul of teacher evaluation systems, albeit without suggesting specific alternatives; and strongly disfavored merit pay proposals as part of differentiated staffing options. Several recommendations are suggested for management and unions to pursue within the DoDDS system if current reform objectives are to be implemented in the DoD school system. These include (1) pursuit of the unionism-reform nexus, based on the factors' general openness to union-led or supported reform; (2) movement toward school-site participatory initiatives, as first steps are made in this direction; and (3) seeking alternatives to supplant or supplement current evaluation practices. In summary, attitudes and conditions within the DoDDS appear conducive for implementation or adaptation of current reform proposals that seek to promote teacher professsionalism and professionalization of teaching. Further research might also fruitfully focus on ascertaining teacher receptivity toward more specific and concrete reform initiatives in the DoD school system.

M.Ed.

Thesis (MPA.) -- Univesity of Limpopo, 2010 / Refer to document

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 6, 2006. Dissertation Committee: Larry Kennedy, John McCarthy (co-chairs), William Tolone, George Padavil. Includes bibliographical references (leaves 243-254) and abstract. Also available in print.

The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.

中国大陆近年来的高校管理变革，如高校教师聘任制改革、大学的扩招及分类、本科教学评估、产学研结合政策等，都对大学教师学术工作产生了深刻的影响。这些变革体现出新公共管理的部分特点，如“仿市场竞争、“量化指标的表现性评估、“多元化经费来源等，并且型构了当前大学教师学术工作的内涵、执行和感知。本研究采用质化研究取向，选取两所案例大学，在综合考虑了学校层级、学科、职称等因素基础上，对32名大学教师进行深度访谈，试图深入了解他们如何阐释和理解学术工作内涵、执行和感知。 / 研究发现，相对于大学教师个体的能动性，大学行政力量推动的管理要求对学术工作有更强的作用力。其一，受访者所理解的学术工作内涵中，发现的学术地位最高，应用的学术次之，教学的学术只产生了萌芽，整合的学术很少被提及。其二，大部分受访教师衍生出“符应和“巧妙利用的应对策略，少部分教师“抵制和超然于制度要求。其三，大学教师在教学、人事和科研三个方面的参与权依次减弱。无法有效的参与学术管理，使得大部分受访者调整工作优先次序，服务工作获得最大优先权，科研投入增加，教学时间被压缩。按照管理要求调整工作优先性的教师，获得更多回报和晋升机会。团队合作、交流与访学、深造都是大学教师寻求专业发展的重要途径，但受到聘任制及学校资源的限制。 / 本研究在文献综述的基础上，围绕学术工作内涵、执行和感知形成概念框架，在实证研究中，受访者的阐释和理解丰富了概念框架，为学术观、学术工作感知、学者应对策略等提供了本土理解。学术工作管理和实践偏重发现的学术，与西方大学教师采用“双账本和“多重语言体系等策略不同，大部分受访教师附应和巧妙利用于管理要求，甚至衍生出不利于学术工作发展的行为。学术工作中，服务优先，科研时间增加，教学被挤压。工作收入低、差距大。晋升机会在学校、学科和职称之间存在差异。旧制度的遗留和传统文化对青年大学教师的晋升造成障碍。教师发展需要合作，但这与聘任要求中的竞争理念矛盾。普通高校的教师专业发展需要更多支持。政府对大学从直接控制逐渐转为通过表现性指标评估、竞争性经费分配进行远程调控。市场通过提供部分经费，对大学的影响力逐渐增强。大学教师有意愿通过参与学术管理，在学术工作理想与执行之间达致有效的沟通。 / Some major reforms of Mainland China’s higher education management have affected university teachers’ work significantly, such as competitive contract-centered employment of staff, integration of industrial sectors, universities, and research institutes, and the evaluation of teaching quality at the undergraduate level. These reforms highlight some features of new public management, including quasi-market competition, quantitative index-based performance evaluation, and diversified fund-investment. Meanwhile, the reforms have shaped the meaning, action, and perception of current university teachers’ work. By using a qualitative research method, this study selected two universities as the cases, which are on different levels within China’s higher education system. 32 in-depth interviews with the academic staffs based at different disciplines and academic rankings have been done in order to gain insights into their interpretations and understandings on the meaning, action and perception in terms of academic work. / The research findings show that the administrative-force-driven management requirements are more powerful than individuals’ agency in regard of academic work. First, within the interviewees’ understandings of academic work, scholarship of discovery is on the top following by scholarship of application and scholarship of teaching. However, scholarship of integration is seldom mentioned. Second, most of the participants value the coping strategies of “conforming to and “manipulating with the management, while only a few hold a view of resistance or ecstasy over the system. Third, university teachers’ participation decline in sequence of teaching, staffing, and research.As seldom could gain the opportunity to participate in academic management, most of the participants have rescheduled the priorities of academic work by putting service on the top priority followed by research and teaching. Staff members who make the priorities well-rescheduled would achieve more returns and opportunities of promotion. Though team work, overseas visiting, and further study are critical for teachers’ career development, they are limited by the new employment reform and the university’s resources. / Basing on the literature review, this study has framed the conceptual framework in terms of the meaning, action, and perception of academic work. The empirical data has enriched the framework by providing local understandings and perceptions of academic work and their coping strategies. The management and practice of academic work value the scholarship of discovery. Different from the strategies of “double-booking and adopting “bilingualism used by western scholars, most of the participants in this study conform or ingenously manipulate with the management requirements though some actions are harmful for the development of academic work.Within the academic work, services occupy the top priority while academics prefer research to teaching. Academic’s salary is relatively low and income disparity have widened. The opportunities of promotion highly dependon the university, discipline and academic ranking. For the young university teachers, theirpromotions are largely blocked bythe inherited old system and traditional cultures. The new employment reform requires teachers compete with each other though collaboration is the most needed for faculty development. More support is needed in lower-level universities to improve faculty development. The government has transformed its management style from direct control to remote monitor by using performance evaluation and competitive funding distribution. While, the influence of market has increased by providing universities research funds. The university teachers are willing to participate in the academic management, which is crucial to the effectively communication between the academic ideal and its everyday practice. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 李琳琳. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 237-261). / Abstract in Chinese and English. / Li Linlin. / Chapter 第一章 --- 导论 --- p.1 / Chapter 第一节 --- 研究背景 --- p.1 / Chapter 一、 --- 政策背景 --- p.1 / Chapter 二、 --- 理论背景 --- p.5 / Chapter 第二节 --- 研究目的与问题提出 --- p.8 / Chapter 一、 --- 研究目的 --- p.8 / Chapter 二、 --- 研究问题 --- p.9 / Chapter 第三节 --- 研究意义 --- p.9 / Chapter 一、 --- 理论意义 --- p.9 / Chapter 二、 --- 实践意义 --- p.10 / Chapter 第二章 --- 文献综述 --- p.11 / Chapter 第一节 --- 大学管理变革的背景 --- p.11 / Chapter 一、 --- 传统管理方式下的学术工作 --- p.11 / Chapter 二、 --- 影响大学管理变革的因素 --- p.12 / Chapter 三、 --- 新公共管理下的学术工作 --- p.15 / Chapter 四、 --- 国家、市场、大学之间的关系 --- p.19 / Chapter 第二节 --- 学术工作的内涵 --- p.21 / Chapter 一、 --- 学术工作内涵的讨论与发展 --- p.22 / Chapter 二、 --- 学术工作内涵的多元度向 --- p.24 / Chapter 三、 --- 学术工作内涵的实证研究 --- p.26 / Chapter 第三节 --- 学术工作的执行 --- p.27 / Chapter 一、 --- 学术责任观的发展 --- p.28 / Chapter 二、 --- 实证研究中的学术工作执行 --- p.29 / Chapter 三、 --- 大学教师的应对策略 --- p.33 / Chapter 第四节 --- 学术工作的感知 --- p.34 / Chapter 一、 --- 对学术工作优先次序的感知 --- p.34 / Chapter 二、 --- 对工作发展机会的感知 --- p.37 / Chapter 三、 --- 对学术管理的感知 --- p.39 / Chapter 第五节 --- 中国的学术工作 --- p.44 / Chapter 一、 --- 建国以来高等教育变革对大学教师和学术工作的影响 --- p.45 / Chapter 二、 --- 学术工作的内涵 --- p.56 / Chapter 三、 --- 学术工作的执行 --- p.58 / Chapter 四、 --- 学术工作的感知 --- p.60 / Chapter 第六节 --- 概念框架 --- p.65 / Chapter 第三章 --- 研究方法及研究设计 --- p.69 / Chapter 第一节 --- 研究问题 --- p.69 / Chapter 第二节 --- 研究方法 --- p.70 / Chapter 一、 --- 质化研究取向 --- p.70 / Chapter 二、 --- 个案研究方法 --- p.71 / Chapter 第三节 --- 研究设计 --- p.72 / Chapter 一、 --- 个案与访谈对象的选择 --- p.72 / Chapter 二、 --- 资料收集 --- p.75 / Chapter 三、 --- 资料分析 --- p.76 / Chapter 第四节 --- 研究可靠性与研究伦理 --- p.76 / Chapter 第四章 --- 学术工作的内涵和执行：理想与现实之间 --- p.78 / Chapter 第一节 --- 大学教师理想的学术工作 --- p.78 / Chapter 一、 --- 从事学术工作的初衷 --- p.78 / Chapter 二、 --- 学术工作满意感 --- p.82 / Chapter 三、 --- 学术工作之间的理想关系 --- p.89 / Chapter 第二节 --- 学术工作的管理要求 --- p.91 / Chapter 一、 --- 大学实践中的聘任制改革 --- p.91 / Chapter 二、 --- 学术工作的考评与晋升 --- p.96 / Chapter 第三节 --- 应对策略：在理想和现实之间 --- p.111 / Chapter 一、 --- 附应 --- p.112 / Chapter 二、 --- 寻找制度空间，巧妙利用 --- p.114 / Chapter 三、 --- 抵制 --- p.116 / Chapter 四、 --- 超然 --- p.117 / Chapter 第四节 --- 本章结语 --- p.120 / Chapter 第五章 --- 学术工作的感知：优先次序与发展机会 --- p.124 / Chapter 第一节 --- 学术工作优先次序 --- p.124 / Chapter 一、 --- 保证最低的课堂教学时间 --- p.124 / Chapter 二、 --- 备课、指导学生、编写教材的时间可以挤压 --- p.128 / Chapter 三、 --- 服务工作的随机性和优先性 --- p.130 / Chapter 四、 --- 科研的重要性和机动性，挤占生活时间 --- p.133 / Chapter 第二节 --- 工作发展机会 --- p.136 / Chapter 一、 --- 工作收入 --- p.136 / Chapter 二、 --- 职称晋升 --- p.141 / Chapter 三、 --- 专业发展 --- p.146 / Chapter 第三节 --- 学术工作感知的调节作用：三个典型案例的分析 --- p.155 / Chapter 一、 --- 从沮丧到满意：附应管理要求的“海归女 --- p.155 / Chapter 二、 --- 痛并快乐着：追求理想的“非主流名师 --- p.159 / Chapter 三、 --- 逃避和无奈：被边缘化的“老讲师 --- p.163 / Chapter 第四节 --- 本章结语 --- p.165 / Chapter 第六章 --- 学术工作管理的感知 --- p.169 / Chapter 第一节 --- 参与和发声 --- p.169 / Chapter 一、 --- 教学管理 --- p.170 / Chapter 二、 --- 科研管理 --- p.175 / Chapter 三、 --- 人事管理 --- p.182 / Chapter 第二节 --- 大学教师感知到的学术管理 --- p.186 / Chapter 一、 --- 学术管理人员 --- p.187 / Chapter 二、 --- 无管理职务的“杰出学者 --- p.192 / Chapter 三、 --- 普通大学教师 --- p.196 / Chapter 第三节 --- 大学、市场和政府 --- p.202 / Chapter 一、 --- 大学内部：权力下放还是权力集中？ --- p.202 / Chapter 二、 --- 政府和市场对大学的影响力：从横向课题和纵向课题分析 --- p.204 / Chapter 三、 --- 大学的独立性 --- p.207 / Chapter 第四节 --- 本章结语 --- p.210 / Chapter 第七章 --- 结论 --- p.213 / Chapter 第一节 --- 研究发现 --- p.213 / Chapter 一、 --- 大学教师理解的学术工作内涵和管理要求 --- p.214 / Chapter 二、 --- 大学教师对学术工作的感知 --- p.216 / Chapter 三、 --- 主要研究结论 --- p.220 / Chapter 第二节 --- 理论贡献 --- p.223 / Chapter 一、 --- 对学术观的回应 --- p.223 / Chapter 二、 --- 新公共管理对大学教师工作的影响 --- p.225 / Chapter 三、 --- 对学术工作感知的回应 --- p.227 / Chapter 四、 --- 学者的应对策略 --- p.230 / Chapter 第三节 --- 政策建议 --- p.231 / Chapter 一、 --- 聘任制改革 --- p.231 / Chapter 二、 --- 大学教师考评政策 --- p.232 / Chapter 三、 --- 教授会制度 --- p.233 / Chapter 第四节 --- 研究局限 --- p.234 / Chapter 第五节 --- 后续研究展望 --- p.235 / 参考文献： --- p.237 / 附录访谈提纲 --- p.262

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The last decade has seen an increase in the institutionalised professionalisation of the White teachers in the Republic of South Africa. In 1981 the de Lange Commission called for the professionalisation of teacher educators and this was accepted by the Government in the White Paper of 1983. Subsequently teacher educators have been compelled by the National Education Policy Amendment Act (House of Assembly), 1986 (Act 103 of 1986) to register with the Teachers' Federal Council and financial pressure was brought to bear under the Act for teacher educators to associate with recognised teacher organisations. The outcome of this requirement appears to be greater control of the profession by the Government. It is timely to investigate precisely what is understood by professionalisation vis-a-vis teacher educators, as the professionalisation of teacher educators cannot be accomplished by statutory fiat alone. Nor have teacher educators held a particularly professional position within education. The colleges of education have been hemmed in by the provincial authorities on the one hand and by the powerful university lobby on the other. Colleges of education have historically been associated with secondary education and still are, in that they are controlled by the provincial authorities and have not been accorded full tertiary status and standing within the educational organisational structures. The colleges of education per se have no representation and no direct input into policy making and planning for education in South Africa. It is relevant and urgent to ask questions such as "What is meant by the professionalisation of teacher educators?", "What process is involved in professionalisation?" and "How can the increased professionalisation of teacher educators be realistically accomplished in the Republic of South Africa?" To this end, a full exposition of the concept of professionalisation is derived from the literature. The phenomenon and process of professionalisation are thoroughly considered, mainly from a theoretical sociological perspective. A relatively recent history of important events in Education within the Republic of South Africa is considered in the light of the possibilities for furthering the process of the professionalisation of teacher educators in this country,. In particular, the implications of the recommendations of the De Lange Commission (1981) and the Government's reaction to this Commision, as contained in the White Paper (1983), are considered. The South African Teachers' Council for Whites and its impact is assessed, and the implications of the 1983 Constitution are considered, as they affect teacher education in the Republic of South Africa. All the facets and factors implicit in the process of the professionalisation of teacher educators are critically reviewed via the attributive and process paradigms of professionalisation as explicated by Ozyga and Lawn. Recommendations are generated based on the insights obtained. In particular two facets of paramount importance emerged : (i) The need for an organised professional teacher educator association, to promote professional concerns and to represent professional interests in educational provisioning, is essential; and (ii) The need for the Government to reorganise its educational structures, so as to afford teacher educators a channel of professional representation, is evident. These facets would be of mutual value to the profession and the Government alike. Current education structures are sketched and futuristic idealistic models of organisational structures are proposed. On the basis of these studies a number of recommendations are proposed, including, inter alia, the following primary facets : Teacher education should be occupationally delineated, its members should be incorporated in a distinct and discrete professional registration category and statutory recognition should be given to this profession and its members; Teacher educators should form a fully developed national professional association to promote individual and corporate interests and to negotiate on matters of interest and concern; The teacher education profession should be rationalised and coordinated nationally, be accorded a greater degree of professional autonomy and be formally involved in national policy making in a unitary general affairs body; Teacher education should be upgraded to a fully degreed profession, with specialised post graduate degrees being made available with a specific bearing on teacher education, including the opportunity for research; and The courses offered by colleges of education should be upgraded via establishing the option of degree courses at colleges, concentrating all teacher training at colleges of education, providing enhanced facilities for serving teachers to upgrade their qualifications at colleges, promoting a wider acceptance and implementation of integrated teacher training degree courses and promoting the esteem of teaching degree and diploma courses as professional and academic qualifications of repute. / Thesis (M.P.A.)-University of Durban-Westville, 1987.