Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to determine the relationships which existed between the degree of success in a student teaching practicum and certain mental, emotional and social factors; to determine whether these factors, singly or in combination, can be used to predict success om a student teaching practicum; to discover likely causes for, or factors contributing to, variance in success; and to determine whether present evaluation techniques are reliable measures of the degree of success in a student teaching practicum. / 2031-01-01

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Graduate students in the College of Education at the University of North Texas, Denton rated 57 teacher attributes on their relative importance in effective teaching. The data was analyzed across six demographic variables of department, sex, degree, nationality, teaching experience, and previous graduate school, using mean scores, one-way ANOVA, and t-tests for two independent samples.

published_or_final_version / Language Studies / Master / Master of Arts

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Higher education depends heavily on government funding, yet the tendency in both industrial and developing countries is one towards a decrease in budget allocation for the maintenance or improvement of higher education. At the same time institutions of higher learning are increasingly required to give account of that performance. Higher Education institutions will have to explore avenues of raising revenue other than government funding. Decisions with regard to promotion and salary increases, which form a substantial part of the expenditure on the institutional budget, must therefore be based on justifiable grounds if these institutions are to remain viable. It is for this reason that performance appraisal of academic staff assumes increasing significance. This study addresses the aspect of introducing an individualised performance appraisal system for academic staff. The research is in the format of a literature review of performance appraisal in higher education followed by a questionnaire survey and interviews among academic staff at an institution of higher learning. The questionnaire survey and interviews prove that performance appraisal for academic staff is necessary. According to the interviews there is, however, not substantive support for an individualised performance appraisal system for academic staff. In view of the support for performance appraisal elicited by the questionnaire survey, however, the research recommends that an individualised performance appraisal system be introduced for academic staff on an experimental basis, and that the research goal be subjected to further research in a more extensive manner by taking a bigger sample and employing different research methods. / AFRIKAANSE OPSOMMING: Die hedendaagse tendens in hoër onderwys dui op 'n vermindering van finansiële ondersteuning deur die owerheid aan instellings vir hoër onderwys, ten spyte daarvan dat sodanige instellings hoofsaaklik aangewese is op die owerheid vir befondsing vir die handhawing, of selfs verbetering, van hoër onderwys. Terselfdertyd word daar groter verantwoording van instellings vir hoër onderwys vereis. Instellings van hoër onderwys sal ernstige oorweging daaraan moet skenk om ander inkomstebronne as staatsbefondsing te bekom, ten einde die befondsing deur die owerheid aan te vul. Bevordering en salarisverhogings vorm 'n groot deel van die uitgawes op die begroting van die instelling. Besluite in hierdie verband behoort derhalwe geneem te word op gesonde grondslae. Dit is om hierdie rede dat prestasieboordeling van doserende personeel toenemende belangrikheid aanneem. Hierdie navorsmg fokus _ op die instelling van 'n geïndividualiseerde prestasiebeoordelingstelsel vir doserende personeel. Die navorsing is in die formaat van 'n literatuurstudie van prestasiebeoordeling in hoër onderwys, gevolg deur 'n vraelysondersoek en onderhoude met doserende personeel by 'n instelling vir hoër onderwys. Die vraelysondersoek en onderhoude bewys dat prestasiebeoordeling van doserende personeel wel nodig is. Daar is egter, volgens die onderhoude, onvoldoende steun vir 'n geïndividualiseerde stelsel van prestasiebeoordeling vir doserende personeel. In die lig van die ondersteuning vir prestasiebeoordeling soos blyk uit die vraelysondersoek, beveel die navorsing aan die instelling van 'n geïndividualiseerde prestasiebeoordelingstelsel vir doserende personeel op 'n proefbasis, en dat meer intensiewe navorsing ten opsigte van die navorsingsdoelwit gedoen word deur 'n groter steekproef te neem en verskillende navorsingsmetodes te gebruik.

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The aim of this study was to evaluate a distance education programme and materials called 'Into Science', designed by the Open University in the United Kingdom. The perceptions of selected KwaZulu-Natal college students taking the course were used for this evaluation. The trialling took place in three KwaZulu-Natal colleges of education from February to June 1997. 120 students were involved, mostly year 3 primary teacher diploma students. Students' and lecturers' views were obtained through the use of oPen-ended questionnaires, 5 point Likert type questionnaires, focus group interviews, individual interviews with lecturers/tutors and participant observation during the tutorial sessions. The results show that 'Into Science' materials can be used for South African students, but with some recommended modifications. The language used in 'Into Science' was not a problem for most of the students who took part in the trialling; students' reactions to the materials and course were very positive; their confidence in handling the subject matter increased markedly; most students did not read everything contained in the study materials in the time specified; students did not say that their learning styles changed as a result ofusing these materials; students placed a low value on the practicals; the earth sciences is not recognised as one of the fields in science; lecturers had low expectations of their students; and finally, students and tutors or course providers will need extensive support in a variety of ways in order for the course to run successfully and to achieve desired outcomes in South Africa. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1998.

The purpose of this study was to examine the effects of the Skillstreaming the Adolescent social skills training program on sixth grade students' social skills as reported by themselves, their teachers, and their parents. The study was conducted in two phases. Participants in Phase I were 24 sixth grade boys and 25 sixth grade girls selected from a Midwestern, small suburban elementary school. Experimental Group 1 consisted of 24 students and Control Group I consisted of 25 students. The mean age of the students was 11.7 years. Participants in Phase II were 28 sixth grade boys and 21 sixth grade girls. Experimental Group 2 (n=16) and Experimental Group 3 (n=16) were combined for the training intervention. Control Group 2 consisted of 17 students. The mean age of these students was 11.6 years. Pretest and posttest assessments of students' social skills were measured using the Social Skills Rating System-Parent, Teacher, and Student forms (Gresham & Elliot, 1990). Data were analyzed for both phases using repeated Measures of Multivariate Analysis of Variance. In Phase I no significant interaction between time of testing, raters, and group were found. However, differences were found between the experimental and control groups regardless of time, and between time (pre and post tests) regardless of group, primarily due to teacher ratings. In Phase II there was a significant interaction between time of testing, raters, and group. The control group scored higher than the experimental group on students' social skills ratings. Based on univariate tests, the control group's significantly higher ratings were the result of teacher ratings. This study did not find support for the overall efficacy of the Skillstreamins, the Adolescent training program on improving students' social skills as measured by the SSRS-parent, teacher, and student forms. Results and implications of these findings are discussed as they relate to previous research and future directions for study. It is suggested a follow-up measure when students transition to junior high school may provide evidence of long-term effects of social skills programs. An investigation of teachers' expectations may also provide a greater understanding of the impact of training programs. / Department of Educational Psychology

M.Ed. (Didactic Education, Biology) / The aim of this study is to throw light on the importance of the affective domain in the teaching of Biology. In our present science-technology-society-era the emphasis will first fallon the affective domain to an ever-increasing degree, and second on the cognitive domain. The formative value of Biology as subject will be highlighted, and some of the teaching strategies which can lead to the realisation of the affective, will be investigated. In summary one can state that the insufficient interest and negative inclinations of pupils regarding the subject is the result of an incorrect teaching strategy like the conventional textbook approach to the subject. This contributes par-excellence to the lecture-demonstration instruction method. The child is not addressed by the learning content; he is not intrinsically motivated and will not easily cultivate a love for the subject. Being a teacher means that you must sell your subject, you must strip the child of his 20th century bluntness. The Biology teacher must constantly lead his pupils to a sense of wonder. Green (1971:201) justly states: "To cease to wonder is to cease to be man." A heuristic, problem centred, holistic and environmental approach to the subject, out of necessity causes the affective to be an important component of the teaching and learning situation.

M.Ed. / Please refer to full text to view abstract