Thesis (Ph.D.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 160-173)

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 25, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 98-103) and abstract. Also available in print.

Thesis (Ed.D.)--Montana State University--Bozeman, 2006. / Typescript. Chairperson, Graduate Committee: Joanne Erickson. Includes bibliographical references (leaves 140-150).

Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 92-100). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11835

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Eight years ago the members of the British Columbia Schools Trustees' Association recommended to the teaching profession in British Columbia that they give serious consideration to the proposition of including merit as one of the factors in the determination of their salaries. The British Columbia Teachers' Federation, representing the teaching profession in the province, was vigorous in its opposition to merit pay schedules. The purpose of the present study is to assess the attitudes of the rank and file in the profession, as opposed to the institutional stand of the Teachers' Federation towards this issue. A study of the existing salary structures for teachers in the province showed that the teachers were paid primarily on the basis of their training and experience. An examination of the literature on merit rating pointed out that the training and experience of a teacher could not be equated with his teaching performance, as the research studies conducted indicated very low correlationships between them. The first part of the study, therefore, concluded that the teachers in British Columbia are not being paid on the basis of their teaching experience. The attitudes of the teachers towards this issue of pay based on teaching performance were then examined. Responses from 402 teachers from all levels of the teaching profession were fed into an IBM computer and the results analyzed. Slightly less than half of them (48.0%) opposed merit rating, and the rest were either in favor (39.0%) or were uncertain or did not answer (13.0%). The study, however, showed that the opposition to merit pay was greater if this meant that salaries were to be affected by double increments or super-maxima salaries superimposed on the existing salary structure. The opposition would be lesser if the merit of a teacher was being recognized by rewarding him/her with supervisory posts carrying extra allowances, granting study leave or sabbatical leave, and awarding travel grants for approved purposes. The recommendations in the concluding chapter were made on this basis. / Business, Sauder School of / Graduate

Professional development of early childhood teachers is a topic with tangible meaning for children birth through five and their families who are served through early care and education services. This study was conducted to assess the availability and accessibility of formal professional development programs that offer college credit and to identify strengths and weaknesses in faculty dynamics, the provision of curricula, and articulation of credit among institutions of higher education in Florida. The education of early childhood teachers has been identified in previous research as having positive effects on child outcomes, particularly for children who are from low-income families. Research on professional development was necessary to determine if quality educational opportunities are available and accessible for early childhood teachers seeking higher education. Research included examination of formal systems of early childhood education. Faculty representatives from 34 of 38 institutions of higher education in Florida that offer early childhood or child development degrees comprised the sample members for assessment. This was accomplished through replication of research, first conducted by Early and Winton (2001) with a national sample. The purpose of the current research was to provide accurate baseline data about the number of programs in Florida offering early childhood degrees, the characteristics of faculty in those programs and the kinds of coursework and practica experiences provided to students; and to describe the challenges faced by faculty members in meeting the professional development needs of the early childhood workforce. Findings included descriptive information on curricular content and coverage for early childhood or child development programs in Florida, comparisons of 2-year versus 4-year programs, and comparisons to findings in the national sample. Results are presented in terms of the early childhood student and implications for accessibility, availability, and comprehensibility of the early childhood or child development programs within Florida IHEs. / A Dissertation submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2004. / November 1, 2004. / Child Development, Early Childhood Education, Professional Development, Teacher Preparation / Includes bibliographical references. / Ann K. Mullis, Professor Directing Dissertation; Sande D. Milton, Outside Committee Member; Ronald L. Mullis, Committee Member; Christine A. Readdick, Committee Member.

The study was about the essence of staff development for enhancing teachers' efficacy in Moses Kotane East Area Project Office. The study sought to answer the following research questions: What is the significance of staff development in schools? Which major factors necessitate staff development in schools? What are the characteristics of an effective staff development initiative? The researcher opted for both qualitative and quantitative research methods. Both the questionnaires and interviews were administered for data collection. The study was conducted on a sample of respondents randomly selected from the population. Data were collected and analysed using different statistical techniques. ln order to conform to requirements in social sciences research analysis, SPSS version 14 was used for data analysis. Frequencies, percentages and tables were used to capture raw scores and to depict response rates, as well as to facilitate data analysis, interpretation, and recording. To assist the researcher to analyse qualitatively derived data, Textually Oriented Data Analysis (TODA) strategy was used . The findings revealed that staff development was essential, not only for institutional and curriculum development in the school, but also for personal staff growth and empowerment. Staff development is necessary for the acquisition of required skills for effective teaching. Schools should have a staff development teacher who focuses on helping teachers develop skilful teaching in a non-judgmental way. The findings further revealed that coaches for Maths and Literacy need to be introduced in schools to assist teachers with lesson plans and model lessons and that continuous training of teachers is necessary and should be done by experts and not by every person who claims to understand what effective teaching is all about. Finally, Networking with other schools and organizations should be encouraged to ensure inter-sectoral collaboration amongst specialists who have an interest in education. Mentoring programmes that orient new employees, foster executive development and improved job performance should be encouraged in schools. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2010

published_or_final_version / Education / Master / Master of Education

Although there is a current movement in regular education to develop skills in the teaching of art, art education has been largely ignored in special education. Discipline-based art education (DBAE) is a current model in art education that encourages continuous, sequential, content lessons in art. Art methologies, including a new emphasis on language skills, could be a powerful resource for special education teachers. A growing body of research on staff development suggests that procedures affecting teacher change include attending to teacher attitudes, using collaborative planning procedures, including follow-up coaching sessions, and delineating voluntary participation. In contrast, little research has been done to examine the change process during staff development concerning the relationships among practice, attitudes, and knowledge. The main focus of this study was to examine the process of change during staff development in art education with special education teachers. Seven teachers of special education were voluntary participants in a staff development program that addressed content and methodology in DBAE. The researcher served as the staff developer and in-classroom coach. Data concerning the teachers' practice, attitudes, and knowledge were collected by methods of video and audio tapes of classroom observations and coaching, prestudy and poststudy structured interviews, and attitude surveys. Data analyses were constructed addressing both individual teachers and the relationships between teachers in an effort to better understand the process of change during staff development. It was found that all of the participating teachers changed in a positive direction regarding the use of DBAE methods in their classrooms. These changes were evident on the attitude surveys, observation and coaching sessions, and when comparing prestudy and poststudy interviews. They involved the interaction of practice, attitudes, and knowledge. Those teachers who possessed a less sophisticated level of knowledge about art education prior to the study appeared to change at a greater rate than those with strong personal convictions. The findings suggest the importance of attending to attitudes, knowledge, and practice during staff development. The study provides a greater understanding of staff development in DBAE.