The problem as considered for this paper is to compare and study the accomplishment, expansion, and enrichment in art education between the years 1948 and 1951 in four counties employing special art supervisors with the accomplishment in art education for the same period in four counties employing only general supervisors concerned with the total curriculum. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Julia Schwartz, Professor Directing Paper. / Includes bibliographical references (leaves 52-53).

Thesis (MEd)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Schools in the Northern Province are faced with a serious problem concerning the lack of a culture of teaching and learning. Such problems are caused by the lack of physical facilities, shortage of textbooks, underqualified educators etc. This makes it impossible for the government and teachers to create a conducive environment for the culture of teaching and learning. This investigation explored the factors behind the lack of a culture of teaching and learning. A literature study investigated learner and teacher's problems on the lack of teaching and learning culture as well as strategies to improve the situation. Moreover, historical, philosophical as well as political and psychological perspective on the culture of teaching and learning were discussed. A study on the culture of teaching and learning in secondary and primary schools in the rural areas of the Northern Province was conducted. Data was analysed, discussed and synthesised. Major findings that emerged were the following: Many schools are dysfunctional Learners are uninterested in learning and lacks motivation teachers are demotivated and unwilling to carry duties entrusted to them. Parents are also negative towards education of their children. Lack of physical facilities For this reason, teachers, parents and learners need to work hand in hand to restore the culture of teaching and learning. It is the government's responsibility to create a conducive learning and teaching climate. / AFRIKAANSE OPSOMMING: Skole in die Noordelike Provinsie het te kampe met 'n groot probleem weens die gebrek aan 'n leer-en onderrig kultuur. Hierdie gebrek is die gevolg van tekort aan fisiese fasiliteite, aan handboeke, ondergekwalifiseerd opvoeders, ens. Dit is dus moeilik vir die owerheid en onderwyser om 'n klimaat te skep wat bevordelik is vir 'n leer-en onderrigkultuur. Die doel van die ondersoek is om te probeer vasstel wat die taktore is wat hierdie gebrekkige kultuur veroorsaak. n Literatuurstudie is gedoen na die leerder sowel as die opvoeders se probleme rakende die gebrek aan 'n leerkultuur sowel as maniere hoe om die situasie te verbeter. Historiese, filosofiese, politiese asook psigologiese perspektlewe met betrekking tot die onderrig en leerkultuur is bespreek. 'n Ondersoek na die leer en onderwys kultuur in sekondere skole in die landelike gebiede van die Noordelike Provinsie is gedoen. Inligting IS geanaliseer, bespreek en gesintetiseer. Die belangrikste bevindinge wat na vore gekom het, is: Baie skole funksioneer nie soos dit veronderstel is nie. Leerders is nie geinteresecrd in opvoeding nie en toon 'n gebrek aan motivering Opvoeders is nie gemotiveerd nie en is in sommige gevalle onwillig 0111 take wat aan hule opgedra word uit te voer. Ouers is negatiefteenoor hulle kinders se opvoeding. Daar is 'n gebrek aan fisiese fasiliteite. As gevolg van bogenoemde redes moet opvoeders, ouers en leerders saamwerk 0111 sodoende die kultuur van onderrig en leer te herstel. Dit is die regering se verantwoordelikheid om 'n klimaat te skep wat bevordelik is vir onderrig en leer.

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The practice of training evaluation has not kept pace with prescription, and evaluations being being done are frequently negligent of appropriate controls needed to draw valid conclusions. A comparison was made of training outcomes contrasting results obtained using carefully controlled scientific approaches with those from a more popular less scientific approach. The research design involved the collection and analysis of data from a single organizations managerial training program. , Three different methods of training evaluation were studied: an "immediate reaction" rating sheet, a self-report participant survey, and a similar survey completed by t he participants' subordinates. Bo th surv ey r e sul t s showed no signif icant c hang es in on-the-job behavior six weeks after training. In contrast the "immediate reaction" ratings were positive, implying the training program was a "success." Conclusions w ere drawn concerning the validity of methods compared.

In Experiment I, I tested whether training teacher trainers to conduct TPRA observations to a calibrated standard by teaching them to 1) measure the accuracy of other individuals presenting learn unit instruction, then 2) measure their own accuracy in presenting learn unit instruction, would influence the accuracy of the teacher trainer’s own subsequent learn unit instruction, the accuracy of the teacher trainees’ learn unit instruction (after being trained via TPRA observations), or the numbers of objectives achieved by students, given instruction from their respective teacher trainees. The dependent variables included the accuracy of both the teacher trainers and the teacher trainees in presenting learn unit instruction, along with numbers of instructional objectives achieved by students. The independent variables included two successive treatment phases, in which the teacher trainers conducted TPRA’s on others presenting learn units, followed by TPRA’s on their own learn unit instruction. Following each intervention, the teacher trainers conducted in-situ TPRA’s with feedback on each of their respective teacher trainees. Following the in-situ TPRA’s with feedback conducted by the teacher trainers, I measured the dependent variables by conducting TPRA observations without feedback. The results indicated that both teacher trainers and teacher trainees demonstrated increased accuracy in Learn Unit presentations as a function of the treatment package. The rates of student learning also increased following the interventions. In Experiment II, I tested the effects of time, practice, and experience on the accuracy of teacher learn unit instruction. I measured teacher learn unit accuracy prior to and following a period of time that did not include any formal intervention. Additionally, I measured the numbers of in-situ TPRA’s required by each teacher to achieve mastery criteria for presenting learn units. The results showed that while each teacher demonstrated slight improvements in their learn unit delivery following practice alone, their accuracy was far from mastery criteria level. Additionally, all teachers required in-situ TPRA’s with feedback in order to achieve mastery criteria for delivering learn unit instruction. In Experiment III, I tested the effects of learning by observing others on teacher learn unit accuracy. Specifically, I measured teacher learn unit accuracy prior to and following a classroom training where the teachers were required to measure the accuracy of other individual’s learn unit instruction, by conducting TPRA observations on a set of standardized training videos. Additionally, I measured the numbers of post-intervention in-situ TPRA’s with feedback required by each teacher to achieve mastery criteria for presenting learn units. The results showed that two of the three teachers demonstrated improvements in their learn unit delivery following the training videos, however, their accuracy was far from mastery criteria level. Therefore, all teachers required in-situ TPRA’s with feedback in order to achieve mastery criteria for delivering learn units. In Experiment IV, I tested the effects of learning by observing videos of oneself on teacher learn unit accuracy. Specifically, I measured teacher learn unit accuracy prior to and following a classroom training where the teachers were required to measure the accuracy of their own learn unit instruction, by conducting TPRA observations on a set of pre-recorded videos of themselves delivering learn units. Additionally, I measured the numbers of post-intervention in-situ TPRA’s with feedback required by each teacher to achieve mastery criteria for presenting learn units. The results showed that all three teachers demonstrated mastery criteria for delivering learn units following the self-observation intervention. Therefore, none of the teachers required in-situ TPRA’s with feedback, as the skill was already in repertoire.

This study of laboratory based instruction at higher secondary school level was an attempt to gain some insight into the effectiveness of three laboratory instruction methods: cooperative group instruction method, individualised instruction method and lecture demonstration method on biology achievement and retention. A Randomised subjects, Pre-test Post-test Comparative Methods Design was applied. Three groups of students from a year 11 class in Pakistan conducted experiments using the different laboratory instruction methods. Pre-tests, achievement tests after the experiments and retention tests one month later were administered. Results showed no significant difference between the groups on total achievement and retention, nor was there any significant difference on knowledge and comprehension test scores or skills performance. Future research investigating a similar problem is suggested / Master of Education (Hons)

This study of laboratory based instruction at higher secondary school level was an attempt to gain some insight into the effectiveness of three laboratory instruction methods: cooperative group instruction method, individualised instruction method and lecture demonstration method on biology achievement and retention. A Randomised subjects, Pre-test Post-test Comparative Methods Design was applied. Three groups of students from a year 11 class in Pakistan conducted experiments using the different laboratory instruction methods. Pre-tests, achievement tests after the experiments and retention tests one month later were administered. Results showed no significant difference between the groups on total achievement and retention, nor was there any significant difference on knowledge and comprehension test scores or skills performance. Future research investigating a similar problem is suggested / Master of Education (Hons)

Although the literature is replete with techniques to assist the researcher with the evaluation task, very few techniques regarding an effective process for evaluating developmental education programs have emerged. Those techniques that have emerged have been criticized for not producing useful results. The central purpose of this research was to develop a process for evaluating the instructional component of developmental education programs. The Educational Opportunities Program at Oregon State University was used as a case study. The review of literature established a theoretical basis for the model that was developed. A detailed description of the program is provided, as well as interviews with instructional staff. An instrument for eliciting program participants' views and opinions is included. The entire evaluation process was then evaluated for effectiveness. The evaluation process proved to be effective as a means for evaluating the instructional component of developmental education programs considering the original purpose of the evaluation. Although the focus was originally on the product, the process proved to be the most powerful catalyst for change. Future evaluators are cautioned to consider carefully the purpose, audience and intended outcome before proceeding further in the evaluation of the instructional components of developmental education programs. / Graduation date: 1992

The assessment of learning in school science is important to the students, educators, policy makers, and the general public. Changes in curriculum and instruction in science have led to greater emphasis upon alternative modes of assessment. Most significant of these newer approaches is “performance assessment”, where students manipulate materials in experimental situations. Only recently has the development of performance assessment procedures, and the appropriate strategies for interpreting their results, received substantial research attention. In this study, educational measurement and science education perspectives are synthesized into an integrated analysis of the validity of procedures, inferences and consequences arising from the use of performance assessment. The Student Performance Component of the 1991 B.C. Science Assessment is offered as an example. A framework for the design, implementation, and interpretation of hands-on assessment in school science is presented, with validity and feasibility considered at every stage. Particular attention is given to a discussion of the influence of construct labels upon assessment design. A model for the description of performance assessment tasks is proposed. This model has the advantage of including both the science content and the science skill demands for each task. The model is then expanded to show how simultaneous representation of multiple tasks enhances the ability to ensure adequate sampling from appropriate content domains. The main conclusion of this validation inquiry is that every aspect of performance assessment in science is influenced by the perspective towards learning in science that permeates the assessment, and that this influence must be considered at all times. Recommendations are made for those carrying out practical assessments, as well as suggestions of areas that invite further research.

Treatment integrity is an important component of behavioural interventions, however few studies have examined methods to teach supervisors to evaluate the treatment integrity of such interventions applied by front-line staff. The purpose of the current study was to evaluate the effectiveness of a self-instructional package to teach individuals to evaluate the treatment integrity of discrete-trials teaching (DTT) sessions using the Discrete-Trials Teaching Evaluation Form (DTTEF). Participants consisted of six staff from the St.Amant Autism Programs. In a modified multiple-baseline design across a pair of participants, and replicated across two more pairs, at Baseline, a participant observed a confederate who role-played an instructor teaching three tasks to a confederate who role-played a child with autism spectrum disorder (ASD). Each participant was required to evaluate sessions taught with (a) low integrity, (b) moderate integrity, or (c) high integrity. During training, participants studied a self-instructional package. At Post-training, participants were assessed on the same tasks as during Baseline. During Generalization, participants were assessed evaluating the treatment integrity of three videos of an Autism Tutor administering DTT to a child with ASD. Finally, during a seven-month Follow-up, four participants were available and were assessed evaluating the treatment integrity of a confederate instructor teach a confederate child with low, moderate, and high integrity. Results demonstrated that after an average of 1 hour and 16 minutes of training, there was an immediate increase in accuracy across all participants. Specifically, mean accuracy increased from 47.6% in Baseline to 84.7% at the Post-training assessment (a 37.1% increase). All participants showed excellent generalization results, and three of the four participants who were available at the Follow-up assessment performed at a high level. These results suggest that the training package has potential to be used as an effective method to train staff who work with children with ASD to evaluate the treatment integrity of DTT sessions. / February 2016