Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 122-126).

Thesis (M. Ed.)--University of Hong Kong, 1982.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1983.

Thesis--M. Phil., University of Hong Kong, 1978. / Copy 2 shelved in Educ. Library.

The purpose of this study was to analyze the differences in mean scores of two groups of preservice teachers on an achievement test covering the content of three reading methods modules when the mastery level for passing individual modules was different for each group. The three modules included in the study were Word Recognition, Comprehension, and Study Skills. The mastery level required for passing individual modules was 80 percent for one group and 90 percent for the other group.Two instructors taught four classes of a beginning reading methods course at Ball State University (69 subjects). During one quarter, one instructor taught a class where the criterion for passing individual modules was set at 80 percent correct; for the other instructor the criterion was 90 percent. During a second quarter this was reversed.An achievement test covering knowledge of the content of the modules and the Nelson-Denny Reading Test were the pretests. Following completion of the three modules each student.was posttested with the achievement test. Success in the course included passing the three modules and also demonstrating skill teaching, planning and teaching a directed reading lesson, and a final examination. Student grades earned in the course were examined along with mastery level grouping and with pre and post test scores. Number of attempts and scores for each attempt were reported for module tests.Multivariate analysis of covariance tested the hypothesis of no differences between mean scores of each mastery level group on each subtest (50 items for each of the three modules). The differences were not found to be statistically significant. Students who had been required to achieve 90 percent correct on individual module tests did not perform better on an achievement test covering the content of these modules than did students who had been required to achieve 80 percent. This finding might suggest that the lower mastery score (80 percent) for passing individual modules may be sufficient. More attempts to pass modules were needed by the 90 percent group. Time then became a function of required mastery level. The lower mastery level permitted students to move through the first three modules more rapidly without significantly reducing the knowledge of the content.A greater percentage of students in the 80 percent mastery group passed individual modules on the first attempt than in the 90 percent group. More students who earned "A"in the course were found from the mid to upper range on the reading test, pretest, and posttest. However, some "A" students were found in the lower half, and some "B" students were found at almost every point.This study assessed a small sample of preservice teachers at a single midwestern university. Assessment was made in terms of knowledge of the content of three reading modules. No conclusions should be drawn regarding transfer of such knowledge to a real teaching situation. Further study should be done with a larger sample before drawing conclusions regarding the optimum mastery level for knowledge of the content of reading modules. An attempt should be made to test the relationship of knowledge of content to planning and implementing reading instruction for children. A way should be sought to allow all students the time to ensure a high level performance at every point of instruction in a reading methods course.5

This thesis has explored the relationship between expressed teacher attitude and actual teacher behavior in the classroom. The Teacher Attitude Inventory was devised to measure teacher attitudes while the Teacher Behavior Inventory was constructed to indicate their behavior.Upon reviewing the data obtained from both inventories several reasons for the discrepancy between teacher attitudes and teacher behavior were formulated. They were: the statement of attitude was not reflected accurately by the statement of behavior on the Teacher Behavior Inventory, the marking system on the Teacher Attitude Inventory may not accurately help to reflect the exact opinions of teachers on particular statements; a misinterpretation of the attitude statements can lead to a discrepancy with the corresponding behavior statement; and the teachers actually believe what they said and yet they are unable to demonstrate such behavior in the class because of past experiences or because the school environment does not allow such behavior.

The purpose of the study was to examine the perceptions of superintendents, RIFfed teachers, and teacher union officials concerning the criteria used in reducing force in school corporations having reduction-in-force contract language. The population consisted of forty-six superintendents, ninety-one RIFfed teachers, and thirty-two union officials. The school corporations were randomly selected from 144 corporations listed in the document entitled 1984-85 Indiana State Teachers Association Bargaining Priorities.The three groups were asked to complete a questionnaire either by mail, on-site, or by telephone. The questionnaire was designed to determine the perceptions of each group regarding criteria used in reducing staff. Major problems were found in a number of current reduction-in-force policies due to incorporating the sole criterion of seniority. Seniority was found to be regressive,and many young competent teachers were often unfairly and arbitrarily laid off or terminated.Solutions to the problems included the adoption of broader reduction-in-force policies to include such criteria as evaluation, past performance, and extracurricular participation. Other recommendations were to lobby for a state law to set forth uniform guidelines for reducing force, and for superintendents, school boards, and union officials to realize that school corporations cannot follow a typical industrial model for reducing force. Comprehensive, progressive school corporations must rely on competent, dedicated teachers who are willing to meet the total needs of students. Regressive, restrictive policies are not conducive to quality education.

The expectations of schools are changing and significant problems are being experienced in attracting and retaining teachers in the profession. Teachers are expected to provide programs to enable a wider range of students to complete their schooling in preparation for work and further study, as well as supporting the social and emotional development of these young people. Accountability requirements for improved student learning outcomes in terms of literacy and numeracy are also increasing. While resourcing and class size are issues, teacher quality has been determined as the most significant aspect in student learning, with support for beginning teachers and ongoing professional development being essential to upgrade teacher skills and knowledge throughout their careers. Decentralisation of education through local school management means that profession development opportunities are being provided at the local level and are linked to school improvement. / Given the importance of career-long professional development in ensuring teacher quality and accountability for limited educational expenditure, it is essential that professional development models support teacher learning and educational change. The effectiveness of traditional professional development approaches consisting of one-off workshops based on behaviourist learning notions of expert input or individual cognition models has been challenged regarding their impact on changing teaching practices. The transfer of knowledge from external courses to school sites has been questioned. Teachers have indicated little confidence in establishing new ideas at the local level unless there is time and support for follow up and connection to classroom practice. / This research which was conducted locally, interstate and overseas supports previous studies regarding the importance of ongoing professional development being connected to school and individual needs and reflecting a situated theory of learning or situativity theory. Situativity theory is concerned with the situated nature of people and artefacts, focusing on the potential for deep learning occurring with a particular group of people who have shared beliefs and practices and who collaborate using relevant practical artefacts over an extended timeframe. This research indicates that in professional development, more intensive and practical activities among like groups of teachers are involved. Follow-up support from members for trialling of new ideas can occur, thereby resulting in transformational educational practices and benefits to student learning. Rethinking schedules, staffing patterns and grouping arrangements to create blocks of time for teachers to work and learn together occurs. / This research is significant in linking professional development to a career continuum, with specific professional development approaches being highlighted as effective at particular stages. A systematic induction process including mentoring and portfolios for beginning teachers, with schools restructuring to support ongoing collegial learning within learning communities is emphasised. Leadership succession planning, coaching, study groups and online programs are also important, with these models all highlighting the relevance of situativity theory. / Thesis (PhDEducation)--University of South Australia, 2005.

Thesis (MEd)--University of South Australia, 1997

Thesis (M.Ed.)--University of Melbourne, Dept. of Education, 2004. / Typescript (photocopy). Includes bibliographical references (leaves 167-170).