Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field situations by geoscientists. VR environments in a variety of forms are used to prepare students for doing geologic fieldwork, as well as to provide proxies for such experience when venturing into the field is not possible. However, despite increased use of VR for these purposes, there is little research on how students learn using these environments, how using them impacts student field experience, or what constitutes effective design in light of emerging theories of geocognition. To address these questions, I investigated the design and use of a virtual reality environment in a professional development program for middle school Earth science teachers called Teachers on the Leading Edge (TOTLE). This environment, called a virtual field environment, or VFE, was based largely on the field sites visited by the participants during summer workshops. It was designed as a tool to prepare the participants for workshop field activities and as a vehicle for taking elements of that experience back to their students. I assessed how effectively the VFE accomplished these goals using a quasi-experimental, mixed method study that involved a series of teaching experiments, interviews, participant surveys, and focus groups. The principle conclusions reached in this study are as follows: 1. In a field trip orientation experiment involving 35 middle school teachers, 90.6% of the participants stated a preference for VFE enhanced orientation over an alternative orientation that used photographs and static maps to complete a practice field activity. When asked about how the VFE prepared them for their field experience, the participants ranked it as most helpful for visualize the location and geography of the field sites. They ranked it lower for helping them visualize structural and geomorphic patterns, and ranked it as least helpful in developing conceptual links between the geology at individual field sites and regional geologic structure and processes. 2. According to workshop follow-up surveys, 23% of the first year participants and 40% of the second year participants used the VFE with their own classes. While factors cited for not using the VFE provided some information relevant to the larger question of technology use in classroom, individual reports of how teachers used the VFE in their classes provided limited information about student interaction with the virtual environment. 3. Interviews with 85 community college students (novices), geologists (experts), and middle school Earth science instructors (teachers) revealed no significant difference in the features of interest selected from a virtual field site. Though experts tended to ask slightly more complicated and higher order questions than the other two groups, there was no statistically significant difference in the questions asked about these features in regards to topical characteristics, cognitive outcome, or cognitive type. In addition to some insights into cognitive differences between these groups, the interviews also provided information about visual selection, perception, and processing which are valuable to VFE scene design.

There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially appropriate skills. This study examined how a brief training in precorrection and praise paired with regular feedback impacted the behavior of four Title I elementary school teachers and students. As a result of the intervention, the four teachers increased use of precorrection and praise, while concomitantly reducing their use of reprimands. Limitations and suggestions for future research are provided.

With the recent adoption of the Next Generation Science Standards in Oregon, there is a great need for teachers to be trained to effectively implement the three dimensions of the Next Generation Science Standards (NGSS) in their teaching. Time and location are the largest constraining factors that affect teacher participation in professional development trainings. To address this constraint, Tryon Creek State Park offered a NGSS professional development training opportunity for teachers that was integrated within a field trip that they took their students on. Before the field trip, teachers were introduced to the NGSS through a set of NGSS pre-field trip materials which informed them about the NGSS and how aspects of it would be integrated into their students' field trip. Teachers accompanied their students on a two-hour long field trip at Tryon Creek State Park where teachers observed nature guides model NGSS-aligned activities for the students. My research aimed to answer the following question: How will an informal science education program at Tryon Creek State Park affect K-2 teachers' awareness of the Next Generation Science Standards? Outcomes were measured through a pre/post retrospective survey and follow-up interviews. On the survey teachers reported little awareness of the three dimensions of the NGSS and very few of the teachers increased their understanding after the treatment. On the other hand, most had a high level of awareness and confidence in teaching factual information supporting the NGSS prior to treatment, resulting in a ceiling effect. Interviews suggested that few teachers read the materials sent in advance of the field trip, but teachers who did read the materials indicated increases in understanding of the NGSS. During the field trip several of the nature guides were effective in modeling science and engineering practices. These findings suggest that this method of professional development is promising, but needs further refinement.

In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.

The major focus of this study was the identification of factors that motivate teachers to participate in professional growth and development activities. Although teachers may be motivated to participate in staff development for different reasons, it was hypothesized that common factors forming an identifiable incentive profile could be found. Within the focus of the study, three primary questions were asked: (a) What are the needs, incentives or motivators that influence teachers to further their professional development? (b) What are the relative strengths of the various needs, incentives or motivators? and (c) How do the incentive structures of teachers differ based on a set of demographic variables and attributes? Answers to Question (1) were formulated in the process of conducting a literature review of staff development, general motivation theory and teacher motivation theory, and while developing the research instruments used in the study. Questions (2) and (3) were answered by analyzing the results of the research instruments after they were administered in survey format to study respondents. The study instruments (Work Motivation Profile and Staff Development Motivation Profile) utilized the technique of paired comparisons. Respondents were asked to weight two statements that corresponded to levels of Maslow's (1954) and Herzberg's (1959) five-tiered motivation constructs. The analysis unit examined in the research study consisted of all teachers, kindergarten through twelfth grade, in the state of Washington during the time period 1986-1987. A systematic sample of 2000 was drawn from the approximately 39,500 teachers in the state. Of the 2,000 surveys mailed to teachers, 770 were usable for the study. There were four major findings from the study: (a) The strongest need that prompted teachers in this sample to participate in professional growth and development activities was the intrinsic motivation of Self-Actualization. The second greatest source of motivation was Social needs; (b) Basic, Status, or Security needs were secondary motivators; (c) Years of experience, major work assignment, size of school district and proportion of household income attributable to school district salary had significant, though weak, effects on the need structures of teachers; (d) Despite subtle differences, the basic teacher profile remained constant: the five needs motivating teachers to participate in professional growth and development, in descending order of strength, were Self-Actualization Needs, Social Needs, Basic Needs, Status Needs, and Security Needs.

The study explores the role of school principals in teacher professional development in Ekurhuleni South District and whether they perform their leadership functions as expected. Literature reviewed gave an in-depth understanding of the discourse of teacher professional development from the South African and international perspectives. A qualitative approach was adopted to explore the role of school principals in teacher professional development. Ten primary schools were selected from Ekurhuleni South District using purposive sampling. In each school, the principal, deputy principal, head of department and a post level teacher were interviewed to gather data. The findings of the study revealed that there is little or no support from principals to assist teachers in order to enhance teaching and learning. A lack of resources and development opportunities for principals by their superiors hampers teacher professional development. The main recommendation from this study is that principals should be supported by their cluster leaders, and the school governing bodies should supplement the school funds so that teachers can attend workshops. / Educational Management and Leadership / M. Ed. (Education Management)

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published_or_final_version / Education / Master / Master of Philosophy

This evaluation research study is concerned with the quality of support and in-service development for Malawian primary teachers through the medium of radio. The study aims to evaluate the influence that the current United States Agency for International Development (USAID)-funded interactive radio instruction (IRI) programme has on teachers’ behaviours, with the aim of proposing some guidelines for the development of a model of continuing professional development (CPD), appropriate to the Malawian context, using IRI. It identifies the teacher as a critical entity in raising levels of learners’ achievement within the primary school and posits that through improved teacher support and development, higher levels of learner achievement can be attained. The study identifies the potential that communication technology in the form of interactive radio instruction (IRI) offers in improving CPD of teachers at a cost that could be affordable to disadvantaged school communities in the country. The study takes place in a context where the Malawi government has been challenged to provide quality universal primary education after introducing free primary education (FPE) in 1994, which resulted in a massive expansion of primary schools, resulting in acute shortages of teachers. The study has drawn on aspects of practice theory and in particular the work of Giddens (1984), Bourdieu (1977, 1978), Shatzki et al (2001) and Reckwitz (2002a) in an attempt to emphasise the role of artefacts, such as interactive radio, as part of social practice. A practice theoretic perspective has been used to highlight the contentious role played by learning-objects in teacher practice and the need for flexibility and innovation in employing learning-objects like interactive radio as part of teaching practice. To carry out a critical exploration of the issues of teacher learning and practice, a longitudinal qualitative research approach was proposed for the evaluation of the existing IRI programme in Malawi. As the researcher was also actively involved in the planning of the Malawi IRI programme from onset, he therefore maintained a dual role of researcher and co-founder throughout the research process. The empirical evidence employed within this research was elicited through three main processes: interview survey, participant observation and focus groups in order to achieve validity through methodical triangulation. The analysis of this evidence shows the considerable difficulties faced by classroom teachers in attempting to adopt interactive radio and therefore be able to use interactive/active learner-centred instruction as part of their ongoing teaching practice. The analysis, however, also highlights the possibility of exploiting interactive radio for provision of an integrated, sustainable CPD of teachers in educationally deprived school communities. Overall, the research study puts emphasis on the need for paying attention to the social practices (contextually specific) within which the use of educational technologies (such as interactive radio), are enmeshed. There is need to explicate the details of such practices (instead of adopting a narrow, technical, focus on attributes of interactive radio itself) in order to improve the efficacy of using interactive radio.

South Africa stands on the threshold of a new era in education. The separate and fragmented model for the provision of education, which signified a policy of apartheid, is to be replaced by a single unified system. With the adoption of a new interim Constitution (1993), we have, for the first time, formal recognition of human rights, the application of which, will underlie all legislation and administration decisions (Dean in Neon, May 1994:9-10). On 31 March 1994, the 'own affairs' administrations were abolished. In accordance with the interim Constitution (1993), these structures have, however, been retained and will continue until the transition to a new dispensation takes place (Neon, May 1994:20). Progress towards achieving the goal of a unified education system includes, inter alia, the creation of a Department of Education and Training at a national level, as well as the creation of provincial administrations in 9 provinces, each of which will have its own education department (Neon, June 1994:1). The new government stands committed to early childhood development. The care and development of infants and young children is seen to be the foundation of social relations and the starting point of a national human resource development strategy. Policy proposals outlined by the Department of Education in the Draft White Paper recommend that: “The care and development of infants and young children must be the foundation of social relations and the starting point of a national human resource development strategy ..... The new national department is planned to have a directorate for Early Childhood Development and Lower Primary Education, in the light of continuity in developmental approaches to the young child and the need for a reshaping of curricula and teaching methodology for the early years of school …… The year 1995 should be used mainly for planning the development of the reception year……” (Republic of South Africa, 1994:20). As far back as 1981, the De Lange Commission stated that without a corps of well-trained and talented teachers, any attempts aimed at realizing the potential of a country's inhabitants, improving the quality of life of its citizens, promoting economic growth and providing an equal system of education, cannot be successful. No other single factor determines to such an extent the quality of education in a country, as the quality of the corps of its teachers (HSRC, 1981:59 & 180). It is anticipated that the demand for teachers is likely to increase as a result of the phasing-in of compulsory education commencing with the class one child, the introduction of a reception class year, reduction of class sizes to 40 pupils and the enrolment of out-of-school children. Trained manpower will prove to be a major problem and an accelerated programme of teacher education to meet quantitative needs, without compromising quality, will be essential, in order to successfully implement a reception class year, ensure a better distribution of qualified teachers and cater for ever-increasing numbers of school-going children. Major structural changes will, therefore, be needed in the preparation and development of teachers. It is within the context of this background information, that this study has been conducted, namely to develop appropriate teacher-training structures for the foundation phase of education, with particular reference to the reception class year. The specific purposes of the study were:- * to review pre-primary provision; * to review current teacher-training structures and assess priorities and needs for developing appropriate methods of professional training; * to compare pre-primary provision and teacher-training policy with that of developing and developed countries; * to develop strategies to train and accredit teachers through a shortened PRESET structure; * to upgrade existing teacher qualifications through an approved INSET structure; * to analyse the feasibility of the proposed strategies for the KwaZulu-Natal region. The study involved an analysis of the NEPI sectoral reports on Early Childhood Educare and Teacher Education, the ERS and the KwaZulu-Natal Interdepartmental Working Groups' Discussion Documents. In addition, other relevant reports and working papers have also been consulted. Viable options for the training of teachers for the foundation phase of education which emerged from the study were: * the establishment of links between non-formal and formal training programmes; * the development of a modular career path for the coordinated training of teachers through INSET; * the development of a 5-year plan for the phasing in of qualified teachers through PRESET and INSET; * the development of an appropriate course structure; * an outline of governance and control. The main recommendations made in the study include the following:- * the obtaining of a Reception Class Diploma which will allow experienced educare workers to obtain a formally-recognised diploma in reception class education, part-time, whilst currently employed as a teacher; * the recognition of such a diploma should the student not wish to study further; * the upgrading and revitalising of lower primary school teachers currently in service; * the obtaining of a 3-year diploma through an inverted '2+2' teacher-training model which will, inter alia, allow the student to obtain 'on the job' training whilst studying on a part-time basis; * a simplified qualifications structure; * the implementation of a 5-year plan for the phasing-in of qualified teachers; * a collaborative strategy with accredited NGOs who will assist with the training of teachers * a modularised curriculum * the establishment of a Resource and Training Centre for teachers. / Thesis (M.Ed.)-University of Natal, 1995.