This study investigated the acquisition and retention of information presented in the Secondary Instructional/Special Education Project conducted in Chesterfield County, Virginia, Public Schools. A two-group pretest posttest posttest design was used. Retention of information was measured after teachers completed the Inservice Project and returned to the classroom. In addition to the acquisition and retention of information, the relationship of practicability and needs satisfaction to the acquisition and retention of information was investigated. Theoretical practices associated with inservice education were reviewed and presented. Analysis of variance using treatments-by-subjects design was employed to compare the scores on the pretest, posttest I and posttest II for each group. When the F was found to be significant in the analysis of variance, the Duncan's Multiple Range Test was used for making multiple comparisons. The Pearson Product-Moment Correlation was used to determine if there was a significant statistical relationship between information acquired, practicability and needs satisfaction. The Pearson Product-Moment Correlation was also used to examine the statistical relationship between retention and the factors of practicability and needs satisfaction. On-going class assessments and teacher interview data were collected and used in the assessment of practicability and needs satisfaction. The analysis of the data revealed a significant increase in the participants' information about special education as measured by the difference between the scores on the pretest and on posttest I immediately following the completion of the course. Information was retained over time by participants in the follow-up study. For participants, ten months after their training, the data revealed that most of the information was retained as represented by the significant difference between the mean pretest score of 21.60 and the mean posttest II score of 43.07. For participants six months following training there was no significant decrease in information as measured by the difference in scores on posttest I and posttest II. Although no significant statistical relationship was demonstrated between acquisition or retention of information to practicability and needs satisfaction through an analysis of data using the Pearson Product-Moment Correlation, participants interviewed indicated that they had used the information presented in their teaching. They also indicated that the training had affected their teaching and made a difference in their understanding of and work with handicapped children. The interview results were consistent with findings collected throughout the Inservice Project indicating a high level of practicability and usefulness of information. / Ed. D.

The purpose of this study was to develop a systematic method to determine the in-service needs of agricultural education teachers and cooperative extension agricultural agents. The sample of this study consisted of 152 randomly selected program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers from throughout the state. An 85.4 percent usable response was realized from the randomly selected group. The data collection instrument included a two part questionnaire developed by the researcher; one part to obtain biographic information and one part (a Likert type scale) to determine the projections of in-service needs. The data collection procedure consisted of mailing the questionnaires to program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers using a three round Delphi technique. Included with the questionnaire was a cover letter explaining the purpose of the study and a stamped envelope, addressed to the investigator. Analysis of data was accomplished by using frequency counts, percentages, and measures of central tendency to calculate the biographic data from the group. The t-test was used to test the research questions for statistical significance. All three research questions tested at the .05 alpha level were statistically significant. The three research questions were: Was there a difference in the perceived needs for in-service education between agricultural education teachers and cooperative extension agricultural agents in Virginia; Was there a difference in the level of participation in in-service activities between agricultural education teachers and cooperative extension agricultural agents in Virginia, and; Was there a difference in the professional opinions of agricultural education teachers and cooperative extension agricultural agents toward in-service education in Virginia. Major recommendations generated from the findings of the study were: (1) that the Joint Agricultural Education Staff in Virginia coordinate in-service education opportunities off-campus; (2) that the Virginia Cooperative Extension Service provide in-service opportunities for cooperative extension agricultural agents in the area of agricultural production and horticulture; (3) that the Joint Agricultural Education Staff in Virginia coordinate in-service opportunities for agricultural teachers in the area of agricultural production and agricultural mechanics; (4) that in-service educational programs for agricultural education teachers should include provisions for release time for the in-service activities, visits to employers of prospective students, and credit for attendance at workshops; (5) that in-service educational programs for cooperative extension agricultural agents should be scheduled during the work day, should receive support from administration, and should give participants an opportunity to select the kind of educational activities; (6) that the Virginia Cooperative Extension Service work closely with beginning cooperative extension agricultural agents to aid them in developing a more favorable attitude toward in-service activities; and, (7) that a joint venture between the Virginia Cooperative Extension Service and the Agricultural Education Staff be explored for providing in-service opportunities. / Ed. D.

Data evolving from the research project: (1) established that engaging instructional design teams in staff development fabricates an energetic, resourceful, support network that facilitates diffusion of an innovation; (2) identified characteristics of instructional design teams likely to forge a viable diffusion network; (3) indicated that engaging instructional design teams in staff development creates a microcosm of the classroom that accelerates change; (4) demonstrated that instructional design teams, as organized in this study, foster modifications in instructional practices, learning processes and outcomes of students, and teacher beliefs; and (5) supported the premise that merging the expertise of two generations (i.e., teachers and students) expedites integration of technology into teaching and learning processes. Four implications flow from the findings of this study. Effective staff development requires (1) nurturing of relationships with potential adopters, (2) customizing the staff development for potential adopters, (3) associating curricular supervisors with families of schools (i.e., elementary, middle, high), and (4) considering a network of instructional design teams as the vehicle for diffusing other innovations. / Ed. D.

Employing a survey method, this study examined the perceptions held by teachers and administrators on inservice strategies in selected schools within the Washington, District of Columbia public schools system. In order to ferret out these perceptions, the following major questions were raised: (a) what are the demographic characteristics of the teachers? (b) what are teachers' reasons for pursuing inservice training? (c) which factors and formats were perceived to be convenient and preferred by teachers? (d) how often did teachers participate in inservice training? (e) what are the similarities and differences of the perceptions of teachers and administrators on the importance of inservice training for teachers? The substantive findings after a survey questionnaire was administered are: (a) The average age of the teachers was 45 years and the percentage for the females was twice greater than that for the males. Over three-quarters of the teachers had a masters' degree and above. Almost 45% of the teachers had taught between ll to 20 years, and about 85% of them were teaching in their area of preparation. (b) The most important reason for teachers' pursuit of inservice training was training toward certification, and their least important reason was training for inservice credit. (c) About 73% of the teachers were willing to travel only shorter distances to take their inservice training courses. A great number of them preferred Spring for their training and about one-third of them preferred afternoon training sessions. Over two-thirds of the teachers preferred group activities as forms of instruction and about 34% of them preferred an intensified format. More than half (52%) of the teachers chose industry training as a method of delivery. (d) Teachers did not participate frequently (on average 1 program per year) in inservice training programs. (e) A significant relationship indicated some differences between teachers and administrators' perceptions on inservice training. However, in general, all were seen as important by over half of the respondents. Discovering needs of students and instructional and student records management were similar between the two groups. Discovering needs of students was clearly the most important, with 88% of the teachers and 100% of the administrators rating this topic as the most important. Although even the least important in the list, fiscal policies of the total institution, was rated as important by 51% of the teachers and 65% of the administrators. / Ed. D.

The aim of this study is to determine a sound method of conducting a workable program of in-service training for teachers. This problem will apply to the medium size high schools of Texas, with an enrollment ranging from three hundred to five hundred pupils in high school.

The purpose of this study is to make a survey of the Child Study Program as it has been carried on in Corpus Christi since 1944, and to determine if the work has been a definite help to the teachers participating in the program.

王建军. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 227-247). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wang Jianjun. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 227-247).

The body of literature clearly articulates the unique needs of newly qualified teachers and the challenges they experience during their early career years. In addition, literature advocates for implementation of induction programmes to enable a smooth transition of the beginners into the profession. This empirical phenomenological study explored the induction experiences of newly qualified primary school teachers in Zimbabwe in an attempt to gain insights into the everyday issues they contend with. Purposive sampling was employed to select twenty participants who comprised of ten newly qualified teachers, five beginners whose experience in the field ranged from one to three years and five mentors. Data were collected mainly through three semi-structured interviews with newly qualified teachers and mentors, reflective essays written by beginners who were not so new in the profession and a focus group discussion with selected beginners. The protocol used for data explication was a simplified version of Hycner’s (1985) framework for phenomenological analysis suggested by Groenewald (2004). The findings yielded six themes and revealed that: new teachers experienced adaptation challenges relating to forging of new relationships, location of schools and nature of host communities; induction was largely informal and incidental, and the induction supports experienced by the new teachers were limited; the beginners had various teaching and social concerns that needed to be addressed; and, while the new teachers had derived some lessons from their first year of teaching, these were outweighed by their concerns and might not have made a significant impact on their classroom practices. The data also revealed that the partnership between teacher education institutions and schools in providing for teacher professional development was weak. The study concluded that the absence of a policy on induction in the country has resulted in lack of appreciation of the centrality of induction on the teacher development continuum and the haphazard manner in which issues of induction are being handled. The main recommendations from the study were that a policy on induction should be put in place, that schools are empowered to provide induction and induction supports that are amenable to the country’s context be fully exploited. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Despite the DoE having made progress in providing training to teachers in the necessary skills, the inclusive education teachers were experiencing challenges to implementing inclusive practises in their schools and that some schools had not even commenced with implementation. They were raising a concern over their professional development, particularly its effectiveness. This study investigates the nature of professional development support offered to teachers in implementing inclusive education, in order to suggest effective strategies. The qualitative approach and multiple case study design were employed .The data collecting instruments used were: individual interviews, observation and documentation. The current professional development model used for inclusive education was not effective therefore strategies are needed to improve the current professional development. / Inclusive Education / M. Ed. (Inclusive Education)

Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professional development and support (Rolley, 2001). The main aim of this study was to investigate beginner educators’ experiences of the induction process for professional development in the Bochum East Circuit of Limpopo Province. The assumption was that if schools are held accountable for learner performance, then support measures in terms of induction should be provided to newly appointed educators. Poor performance or educator turnover can sometimes be ascribed to inadequate interventions or the design of educator induction programmes. Although educators may have received the best training at university or training college, they still need to adjust to the realities of classrooms. To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. The study is ensconced in the Educator Development Theory which acknowledges that educator preparation is rarely sufficient to provide all the knowledge and skills necessary for successful teaching. A great deal of knowledge and many skills are, mostly, acquired while on the job and principals should, therefore, adequately induct newly appointed educators. Four beginner educators and two principals from average performing primary schools were purposively sampled in the Bochum East Circuit of the Limpopo Province. A thematic analysis was carried out to generate themes that addressed the problem of the study. The findings from participant responses revealed differences in an understanding of the induction process. Support from the principal, HoDs and fellow colleagues were considered to be part of induction. Recommendations include that educators should be given continuous professional development through standardised induction programmes which could be adjusted to the needs of the school. / Educational Leadership and Management / M. Ed. (Education Management)