Thesis (M. Div.)--Grace Theological Seminary, 1985. / Abstract. Includes bibliographical references (leaves 41-43).

[No abstract available] / Arts, Faculty of / Philosophy, Department of / Graduate

The purpose of the study was to report on an adaptation of the Critical Incident Technique to university teaching with specific reference to its usefulness for: 1. Determining the "critical requirements" of university teaching as evolved from the descriptions of lecturer behavior by university students; 2. Studying the relationship between information on teaching obtained by "critical incidents," and supplementary information given as 'opinions' derived from general experience; 3. Educing a set of practical recommendations that may be of value to lecturers in the improvement of their university teaching practices. Volunteer fourth year Arts students were employed as the source of criterion data. The data were recorded in the form of "critical incidents" and supplementary information in the form of 'opinions.' Three classifications were applied to these data. Two classifications were made of the critical incidents, one being based exclusively on descriptions of lecturer behaviors; the other on the reported result of the lecturer behaviors. The third was applied to the opinion information. All these data were systematized according to a progression of more inclusive categories. From the first two classifications, two lists of "critical requirements" were evolved. In addition, the 'practical recommendations' were based on these data. A summary of implications and conclusions was included, as well as suggestions for future research possibilities. / Arts, Faculty of / Psychology, Department of / Graduate

Problem: Does the inductive method offer advantages over the deductive for heterogeneous classes in Senior High School mathematics? A proposal is made that all students in such classes start together with practical applications and that each proceed as far into theory as he is able. There is some question, however, as to whether the inductive order and style of presentation would result in loss of learning, especially in the theoretical aspects, as compared with the deductive method. To help answer this question a controlled experiment was conducted in which two classes, equated by mean and standard deviation on the bases of I.Q. and previous mathematics marks, worked during eight 40 minute periods on elementary trigonometry and during seven similar periods on chords in a circle. This subject matter, the same for both classes, formed part of their regular course in Grade XI mathematics. The inductive group began with practical applications and proceeded to theory while the deductive group followed the reverse order; both classes were held to the same length of time for each type of work, however. Mimeographed sheets were provided to pupils for each lesson. The groups were reversed as to method for the second unit. Teacher-made tests were employed for measuring learning gain. The first unit of the experiment was later carried on with sample classes in two other schools. Results showed no statistically significant differences in general learning gain between the two methods. Results in the first unit by the original sample indicated no loss in the theoretical aspects under the inductive method. Information concerning this feature was not available from the other groups or from the second unit. In general, the evidence favoured the null hypothesis. / Education, Faculty of / Graduate

This study served two purposes. First, it provided a synthesis of the literature relating teacher collaboration to teaching-learning outcomes. Second, it investigated empirically the existence of links posited in the literature reviewed. From the literature a conceptual framework was synthesized regarding the postulated relationships, with respect to teacher collaboration, between and among: (1) teacher trust for the teaching partner, (2) the teaching partner's supervisory beliefs, (3) teacher efficacy, (4) teacher reflection, (5) teacher classroom behaviour, (6) pupil achievement, (7) pupil attitudes, and (8) pupil behaviour. The general question under investigation was: "What is the relationship between teacher participation in a teacher collaboration programme and teaching-learning outcomes? To test the aptness of the model, data for each of the eight variables listed above were collected at the beginning and at the end of the 1991/92 school year from four collaboration groups and one non-collaboration group. The five groups represented the following teacher collaboration strategies: (1) collaborative consultation, (2) collaborative consultation in a team teaching environment, (3) collaborative consultation without direct classroom observation by the teaching partner, (4) collegial consultation without direct classroom observation by the teaching partner, and (5) teachers who did not work with a teaching partner. The groups self-selected from two School Districts in the Lower Mainland of British Columbia. A total of 30 teachers and 476 pupils formed the sample for the study. The data were analyzed using two multivariate techniques, namely: (1) Multivariate Analysis of Variance (MANOVA), and (2) Canonical Analysis (CA). Analysis of the evidence collected using MANOVA suggests that teacher participation in various collaboration programs is associated with differing teaching-learning outcomes. Analysis of the ungrouped data using CA suggests the existence of positive relationships between general teacher efficacy, teacher behaviours, and pupil attitudes and behaviours. It was concluded that the results are potentially useful in two ways. First, the results may further the development of theory in the area of collaborative consultation in particular and teacher collaboration in general. Second, if used cautiously, the results are practically useful for teachers and administrators who may want to put a programme of collaborative consultation into place. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Includes bibliographical references (leaves 101-108). / In this dissertation I set out to research my Design teaching practice from the perspective of enactivism, a term coined by two Chilean theoretical biologists, Humberto Maturana and the late Francisco Varela. Enactivism as a discourse, has its origins in philosophical hermeneutics and means that through our living in the world we are in fact creating our world, where inner and outer specify one another through embodied action.

Includes bibliographical references (p. 84-87) / This research draws on the work of Basil Bernstein as a theoretical structure with which to investigate the entry selection process that assesses prospective fashion design students' portfolios. It will be revealed how the three interrelated rules of the pedagogic device, namely distributive, recontextualising and evaluative rules regulate pedagogic communication and how their selective transmission and acquisition determine the pedagogic subject of fashion design. Recognition and realisation rules then orientate the panel and the prospective student to what is expected and what is legitimate within that context, and this is made explicit in various forms. During this process the selection panel manifests their expertise which acts as an indicator of what knowledge and skills are considered necessary for the discourse, which in turn determines what is applicable and who is eligible for the course. Because admission standards playa crucial role in establishing the quality of the learning program the evaluation process should be effective at predicting student potential and should be based on a set of reliable and valid criteria. My aim was to unpack a tacit practice which does not refer to explicit criteria or guideline procedures, yet defines and establishes authority and power relations as well as expertise, which serve to legitimate the discourse. This investigation is an attempt to generate academic enquiry into the field of fashion design, and attempts to demonstrate how the pedagogic subject of fashion design, produced during the selection process, defines how fashion design functions as a form of knowledge and a form of being that either summarily accepts or rejects students into the discourse. This establishes the profile of the ideal student and determines what forms of knowledge are privileged by the criteria for assessing portfolios. My aim is to identify what the criteria are for assessing portfolios; how consensus is established; how the process acts as a process of induction; and what ideological messages are contained and whose interests are served. This research has been interpreted on two levels: first, on a literal level and second, on a symbolic level to gain insight into what ideological messages are contained, which provides signification and reflect how tacit knowledge functions as an ideology or a veil of power. This supports Basil Bernstein's concept of the pedagogic device, which relays what counts as valid knowledge and serves as a symbolic ruler of consciousness, and provides the intrinsic grammar of the discourse.

Includes bibliographical references. / This study focuses on Reception Year teachers' classrooms. It investigates the state of Numeracy teaching, specifically Shape and Space, teaching at the earliest level of the formal school programme. The study focuses on six Reception Year teachers from a range of school sin the Cape Peninsula. Through the medium of in-depth interviews, questionnaires and classroom observations these teachers' perceptions of the new curriculum and Outcomes-Based Education was probed. Teachers were observed to ascertain how learning was mediated so that children could make meaning of Shape and Space concepts. The findings show a reasonable consistency in the teaching appraoches of these educators. The majoritn of teachers admitted insecurity in the field of mathematics teaching, specifically Geometry. In general, they showed little conceptual knowledge, which often resulted in practical, integrated teaching methods which did not extend their learners' conceptual knowledge.

Includes bibliographical references (leaves 70-74). / Many learners and teachers of mathematics experience a lack of mathematics confidence. Research has posited that beliefs teachers have regarding mathematics, including their level of mathematical confidence, impact greatly on their practice of teaching, and hence on the confidence of their students. This dissertation reports on a study undertaken at the University of Cape Town with a group of nine pre-service primary school teachers who all experienced a lack of mathematics confidence. The study explored how the participants understand the notion of mathematics confidence and the reasons why they lack confidence. Results of the study indicate that the participants' understanding of mathematics confidence is having the ability to do the mathematics, as well as understanding the processes involved. In order to understand why they lack confidence, their previous experiences in the mathematics classroom were also explored. The participants' prior experiences as students in the mathematics classroom have led to a lack in the understanding of mathematics, resulting in the individuals having little or no mathematics confidence. Additionally, mathematics anxiety was an important aspect of their prior experiences. The theory of Enactivism has been used to explain their understanding of mathematics confidence as well as their prior experiences. Furthermore, various coping strategies used during their teaching practicum will also be discussed.

Bibliography: leaves 90-94. / This dissertation is about teaching and learning from a subjective perspective. The learning is self-reflective as I study my actions, and interpretations of them, with the aim of improving my practice by learning a new skill to use in my teaching. The skill, teaching using drama, and my approach are based in the theory of enactivism. The Discipline of Noticing and Action Research are used in combination to systematically reflect and analyse my experiences during a Drama in Education course. I compare the experience to surfing, another endeavour that is learnt by having the courage to go out and do it and learn from mistakes.