The general purpose for conducting this study was to develop a student teaching program for the training of prospective teachers. The intent was to discover potential approaches to strengthening student teaching programs currently in use in Afghanistan, and thereby create a new and potentially stronger teacher training program in the teacher training institutions in Afghanistan.The following major areas were emphasized in the review of the related literature.1. The value of student teaching experience in teacher training programs.2. The student teacher attitude changes which have resulted from the student teaching experience.3. The role of the college student teaching supervisor.4. The role of the classroom supervising teacher.5. Evaluation of student teaching.A questionnaire based upon the review of the related literature was developed and mailed to a selected sample of eighty-three teacher training colleges and universities located in twenty-six countries and encompassing five continents. The questionnaire was designed to gather information concerning current student teaching programs.Completed questionnaires were returned by forty-two representatives of teacher training colleges located in twelve countries. The data derived from the questionnaire were classified according to (1) the location of the country in which the teacher college was located, that is, whether the country was located in the same geographical region as Afghanistan, or (2) whether the country was located outside the immediate Afghanistan.Responses to the questionnaire were tabulated and analyzed. Analysis of the questionnaire data and the review of related literature and research led to the following findings which established guidelines for the development of a proposed student teaching program for Afghanistan.1. Joint planning of student teaching experiences by student teacher and college supervisor is of great importance in the training of student teachers.2. Classroom teaching by student teachers under the supervision of a college supervisor is valuable in student teaching activities.3. Student teacher involvement in extra classroom activities is valuable in the training experiences of student teachers.4. Joint planning of student teaching experiences by the student teacher and classroom supervising teacher is significant in the training of student teachers.5. The judgement of the classroom supervising teacher has a significant role in evaluating of student teachers.6. Student teachers should be required to have student teaching experiences in more than one classroom situation.Based upon the findings as guidelines, the purposes and objectives of the proposed student teaching program for Afghanistan were identified and the proposed student teaching program was developed. In the proposed program the emphasis was on four basic components of student teaching activities: the role and responsibilities of student teachers; the role and responsibilities of classroom supervising teachers; the role and responsibilities of the college supervisor; and the evaluation of student teachers. Recommendations were given for further research.

The purpose of this study was to develop, initiate, and evaluate a pre-service paraprofessional teaching program for prospective biology and earth science teachers. The program was designed to place the paraprofessional in a secondary school for either full or half days for one quarter of the academic year.The population included all Ball State University sophomores and juniors planning to become science teachers (in biology or earth science) who had not started their education sequence. The Experimental Group was limited to those of the population who volunteered to participate in the program. The scope of the Experimental Group was further limited by the fact that all credit hours granted were elective hours.The measuring instruments used in this study were the Minnesota Teacher Attitude Inventory (MTAI), Tennessee Self Concept Scale (TSCS), and Semantic Differential Test (SDT). Questionnaires were also sent to principals of participating schools, to clinical teachers, and to the paraprofessionals. The three tests (MTAI, TSCS, and SDT) were given before and after the experimental period to the Experimental Group and Control Group P (prospective teachers enrolled in the Human Growth and Development course at Ball State University). National Science Foundation Institute participants at Ball State University (Control Group I) were also given the MTAI and SDT. The norms established by Control Group I were used to determine if the post test means of the Experimental Group and Control Group P were in the direction of Control Group I.The program extended through the academic school year of 1969-1970, and the fall and winter quarter of 1970-1971. The Experimental Group was composed of thirty-four students.To determine relationships existing among the groups of this study, three statistical techniques were utilized. Student's t-test was used to determine if a significant change occurred between the means of two groups. To give a visual effect, the resultant changes in mean scores between groups were shown graphically. Finally, analysis of the questionnaires answered by principals, clinical teachers, and the Experimental Group were tabulated utilizing percentages, and chi square was calculated assuming a 50-50 distribution of yes and no responses of those who answered the questions.The .05 level of significance was used to test the significance of difference between the means and that of chi square values.3Scores of the Minnesota Teachers Attitude Inventory, Tennessee Self Concept Scale, and Semantic Differential Test did not yield conclusive results, but the questionnaires were very revealing. The principals of participating schools, the clinical teachers, and the Experimental Group were all enthusiastically in favor of the program. The principals unanimously agreed that the program was of value to the school and to the paraprofessionals, that the program was not an administrative problem, and that the program should be continued. The clinical teachers agreed overwhelmingly that the program was of value to them, to their students, and to the paraprofessionals. They also agreed that the program should be continued, that planning was not a problem, and that the paraprofessionals were cooperative, helpful and did not create problems with their students. The paraprofessionals unanimously agreed that the program should be continued and that it was of value to them.

The purpose of the study was to develop a pilot simulation package for use by secondary school administrators. Included in the package were video tapes of critical incidents about beginning secondary teachers, background information about the setting for the incidents, problem solving forms, and the reaction of a panel of experts to the critical incidents. The procedures used in the study included the following: conducting a survey in search of critical incidents, selecting nine critical incidents to be video taped, writing scripts, video taping the nine critical incidents, selecting a panel of experts to provide model responses to. each of the critical incidents, testing the simulation package of materials in a secondary school administration class at Ball State Unim versity, evaluating the use of the simulation package, presenting and analyzing the data collected, presenting the findings and conclusions, and presenting the supplementary simulation materials used in the study. The data collected in the study were analyzed in the following categories: the reality of the role of the principal, the perception of the problem of new teacher orientation, the effect of the simulation on the participants' preparation to help new teachers, the transfer of learning to the real environment, the motivational value of the complete simulation experience, the general impression regarding this simulation experience, the degree of help provided by various experiences during simulation, the motivational value of the video tapes, the priority of new teacher orientation, the interest and value of the video taped incidents, the value of simulation as a teaching technique, time for consideration of the incidents, the degree of adequacy of the background information, the degree of adequacy of the introductory information, suggestions for improvement, and additional suggestions for the use of the simulation package. The conclusions of the study were as follows: 1. Participant perception of the overall problem of new teacher orientation was enhanced through participation in the simulation experience. 2. The group interaction experiences were considered the most valuable experiences during simulation. 3. Concern for new teacher orientation and supervision may be increased through the use of simulation. 4. New teacher orientation was considered a high priority item in the preparation of educational administrators. 5. The video taped incidents that ranked the highest in interest to the participants presented relatively difficult problems to solve, and the incidents that ranked the lowest in interest to the participants presented problems that were elementary. 6. The educational administrators supported the use of simulation as an instructional method, and they requested more information about the role of the principal and the teachers involved. 7. Video tapes, which were inexpensively developed and tested, were considered a worthwhile part of the simulation by the participants. The recommendations for further study were as follows: 1. This simulation package should be used with other administrators in workshops or in other learning situations in order to validate or reject the findings of this study. 2. This study should be followed up to determine whether or not there has been any transfer in learning to actual administrative performance on-the-job. 3. The possibility of adapting the simulation materials or approach of this study for use with college students prior to and during their student teaching experience should be considered.

The focus of this dissertation is the teacher education program of Nunavut, until 1999 the eastern part of the Northwest Territories. Through interviews and personal experience as a participant observer within the program, this longitudinal qualitative case study, influenced by social constructivist theory, of the Nunavut Teacher Education Program attempts to provide an account of the program's growth and development, its strengths and its weaknesses and possibilities for the future. However, in order to locate the program in its time and place, it is necessary to examine the nested contexts of traditional, colonial and post-colonial worlds from which and in which it has developed. / Consequently, I begin by tracing the political and social development of Nunavut to its present day realities, realities that are far from the often overly romantic view of the Canadian arctic. I then outline the impact of colonialism upon the Inuit and their pre-contact traditional lifestyle before reviewing the growth and development of education. I commence with precontact traditional education and what it may have been like before embarking upon a description of the education experienced by Inuit, first from the missionaries, and then by the Federal government followed by the Territorial Government of the Northwest Territories and finally by the government of Nunavut. Data for the study was collected, in part, from fifty interviews conducted predominately in Iqaluit, the location of the institutional program. / The Nunavut Teacher Education Program (NTEP) is a key element in the development of education in the territory. There are therefore great expectations put on the program, expectations that may exceed its ability to fulfil them. In my account of the program and its effect, seen through the lens of critical pedagogy, upon students' academic, linguistic and cultural knowledge, I examine the pressures and the tensions caused by these expectations upon on the program and its students.

This research study has investigated the beliefs that prospective primary school teachers hold about the epistemology of mathematics, and the teaching and learning of mathematics. In particular, it considered the following questions: * What beliefs and attitudes about mathematics and mathematics education do first year primary school student teachers bring into their tertiary education? * Are any of the students' beliefs about mathematics and mathematics education similar to the beliefs of the teacher educators in mathematics education and how do students interact with first year mathematics education subjects in the teacher education course? * How do students' attitudes and beliefs influence their success in learning new mathematics at this stage of their lives? * How do students' beliefs and attitudes affect their ideas on good practice in the teaching of mathematics in the primary school? The research design was qualitative, using a case study investigation of 50 students in their first year of a teacher education course. The students' passage through the first year mathematics education subjects provided valuable insights into their beliefs, principally by means of interviews and open-ended questionnaires. The study was designed to have pedagogical outcomes for the students, by embedding the collection and interpretation of data in the teaching and learning of their course. My personal perspective throughout this research has been that mathematics is a socio¬cultural phenomenon, and that the learning of mathematics is achieved through the mediation of language, social interaction and culture. This perspective of mathematics and the learning of mathematics has influenced the choice of methodology and the research questions asked. Results indicated that students often held two or more philosophies of mathematics and moved between these philosophies, depending on context. Further, students generally considered that the characteristics of a good teacher included being supportive and enthusiastic. Good pedagogy was believed to incorporate practical activities demonstrating relevance, and providing 'fun' for pupils. However, an alarming result was that having higher order knowledge about mathematics was often seen by the students as being a disadvantage for a teacher, principally because students believed such teachers would be less empathetic to struggling pupils. These beliefs affected students' interactions with the first year university mathematics education subjects, as their beliefs about the importance of subject matter knowledge were at variance with the beliefs of the teacher educators. This dissonance led to devaluing of the mathematics education subjects by some of the students. The study has led to the conclusion that a number of the students' beliefs about mathematics, and the teaching and learning of mathematics, should not be left unchallenged. Those beliefs dealing with ideas on good pedagogy should be strengthened, while beliefs about the nature of mathematics and the value of subject matter knowledge should be made more transparent and addressed. On the other side of the coin, teacher educators need to acknowledge the differences in the beliefs that student teachers and teacher educators might hold, and to consider ways of making mathematics education courses more relevant and meaningful for students.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Ming Fang He. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 96-102) and appendices.

Thesis (M.A.T.) -- School for International Training, 2007. / Advisor -- Susan Barduhn Includes bibliographical references (leaves 62-63 ).

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 156-162).

Thesis (Ph. D.)--Columbia University, 1942. / Reproduced from type-written copy. Vita. Bibliography: p. 257.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. Description based on print version record. Includes bibliographical references.