M.Ed. / The general aim of this research project was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The group aim of this research project was to investigate the teacher's leadership and how this can enhance the management of teaching competence. It was the specific aim of this research paper to: determine the contribution of a professionally inviting classroom culture towards a teacher's leadership style; obtain teacher opinion as to the extent that teachers use a professionally inviting culture as an aspect of their leadership style; and devise a possible strategy whereby a professionally inviting classroom culture can support the teacher's leadership style and enhance teacher competence. South Africa is undergoing huge changes particularly in the educational sphere. One of the most urgent problems that needs to be addressed is that of teacher competency.

Submitted in fulfilment of the requirements of the Doctor of Philosophy: Clinical Technology, Durban University of Technology, 2017. / The key aim of this study was to investigate the efficacy of the student-centric Integrated Teaching and Learning Model Using Assessment (ITLMUA) to enhance the effectiveness, efficiency and quality of student learning and teaching in a Clinical Technology programme. The ITLMUA provides a pragmatic theoretical framework for developing and enhancing perceptions and conceptions of pedagogics and associated educational and psychological theories, particulary assessment information to review, reflect and improve educational constructs of teaching, learning, assessment and educational research. The efficacy of ITLMUA uses effectiveness, usability and participants’ satisfaction as the key criteria in evaluating the impact of ITLMUA on the quality of student learning. The ITLMUA’s efficacy is judged in terms of participants finding it academically beneficial, valuable, suitable, useful and meaningful to instructional strategies and practices in higher education (HE). The motivation for the study is premise on lecturers’ adherence to conventional instructional strategies and practices and lack of instructional model that guides and measures the effectiveness and the quality of student learning and teaching. Increased workloads and superfluity of academic gatherings are some of the factors that exacerbate adherence to conventional instructional practices, including lack of academic qualification to understand the princples of educational practice in HE. This study promote and encourage integrated, authentic, dynamic and innovative instructional practices that demonstrate theoretical interest and practical relevance, such as active learning (AL) that is underpinned by learning theories and pedagogical principles. Furthermore, the study analyzed and identified some of the implementation challenges in introducing the integrated instructional model in a conventional learning environment in order to justify how and why it is imperative to adopt an integrated performance-based instructional model in the face-to-face (F2F) learning environment. The study proposed to provide an instrument that can be utilized to enhance the quality of student learning and teaching. The integrated instructional model can assist lecturers to reflect on their pedagogical practices with the intention of enhancing their subsequent pedagogical practices and strategies. The theoretical and conceptual framework of ITLMUA offered the lecturers an opportunity to integrate conventional and contemporary instructional practices. These frameworks have previously been underpinned by learning theories and pedagogical principles to enhance the quality of learning and teaching. Design-based research (DBR) methodology was utilized as it offered a systematic, flexible methodology that is theory-driven, and involves contextually-sensitive design principles and theories of the learning environment. It also offers the opportunity to review and redesign the ITLMUA as the research process develops, and new theoretical and conceptual framework information emerges. In addition, the DBR integrates research, design and practice into a single useful process which results into a usable product that is supported by a theoretical framework. Active learning is one of the teaching strategies that is supported and promoted by this study to improve quality learning and teaching in order for students to comply with and satisfy the academic quality standards and learning outcomes expected of them. This is can be achieved through meaningful engagement and active involvement in academic activities that promote critical analytical skills and competencies through collaborative and cooperative learning, and within a structured, supportive and facilitated learning environment. The learning environment should be characterized by student-centered and lecturer-facilitated instructional practices such as active learning teaching strategies. To enhance the quality of learning and teaching, lecturers attempt to match and modify their teaching strategies to accommodate the wide range of students in their classes, all of whom have different needs and expectations. Qualitative and quantitative research methods were used to gather data. Data analysis techniques included content analysis, the constant comparative method, factor analysis (FA) to reduce data in order to correlate and relate variables to components. Cronbach’s alpha was used to determine reliability of items. The study has demonstrated the utility, usability and efficacy of the ITLMUA as indicated, in the main, by participants’ satisfaction with the instructional model. The study reports on some of the enablers and barriers in the implementation and evaluation of the integrated instructional model and articulated the lessons that have been learned in this academic journey. / D

Following Independence in 1991 Namibia embarked on a major reform of the entire education system. The reform was perceived as a way of redressing the apartheid legacy and bringing about a democratic learner centred education for all. At the same time the reform was also seen as a prime vehicle to bring about sustainable development through incorporating relevant environmental education into various carrier subjects. One such carrier has been the subject Life Science, which is compulsory from Grade 8 to Grade 10. The Life Science Project was a joint venture between the Ministry of Education and Ibis, a Danish Development NGO, established to develop and support the implementation of Life Science in junior secondary schools. This half-thesis is an evaluation of the Life Science Project through an analysis of the central assumptions on which the Life Science curriculum is based and by investigating different stakeholders’ perceptions and understanding of the learner centred approach adopted by the curriculum. Three questions have guided this research: 1. Are there curriculum models that are more conducive for reform and change than others? 2. Do stakeholders and curriculum developers in Namibia understand the theory of social constructivism, and the systemic implications such an approach has for the education system? 3. Which approach to environmental education complements a transformative curriculum and the changes outlined in policy? From the research carried out in this half-thesis, it would appear that the Namibian education system and the Life Science curriculum suffers from what could be termed “ideological confusion”. Confusion in the sense that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. This confusion is further exacerbated by various stakeholders’ different interpretations of both policy and the systemic implications the reform policy has on education. In this half-thesis I argue that embarking on an objectives driven model of curriculum cannot bring about change and transformation of the Namibian education system. I further argue that, by not having considered and implemented the necessary systemic changes to the education system, Namibia has, in fact, developed a child centred education system which is fundamentally different from a learner centred education system. Finally, I argue that environmental education, through the subject Life Science, set within an objectives driven, Child Centred Education system is inappropriate for and unable to address the need for developing an environmentally literate citizenry who are able to take informed decisions in order to address the environmental crisis and bring forth a more sustainable future.

Using the principles of systems analysis as a guide, this study compared two class schedule formats used by Behavior Management and Parenting Services (BMAPS) in order to address the following research questions: 1) What effects do 2 different class formats have on student attrition and appointment keeping? 2) What effects do 2 different class formats have on student outcomes on a pre and posttest assessment? 3) What effects do 2 different class formats have on staff procedures? BMAPS provides parent education to individuals referred by Child Protective Services. The current research included approximately 200 referred clients with an appointment or class scheduled with BMAPS between January 1, 2006 and September 22, 2007. Data was collected by reviewing client files for class attendance and performance records. Results of this study allow BMAPS to enlist the class format that is correlated with better attrition rates and client outcomes.

Child maltreatment affects 900 thousand children in the U.S. every year and impacts all areas of daily functioning. Behavioral parent training (BPT) programs have effectively taught parenting and demonstrated externally valid outcomes (i.e., lower recidivism rates). Skill maintenance assessments for BPTs have mixed results. The Behavior Management and Parenting Services (BMAPS) program has shown effective skill training for court-mandated families. This study assessed skill maintenance and performance factors that may have impaired parents using an ABAB single-case research design in Phase 1 & external validity with a survey in Phase 2. Results for Phase 1 found that most BMAPS parents acquired all parenting tools to criteria, dropped below criteria at the 3 month probe, then fully demonstrated their regained skills after a brief review. Psychological and classroom factors do not appear to have systematically influenced performance at any time, although homework completion was associated with better scores at the end of class. Phase 2 results found a 91% reunification rate and a 0% recidivism rate over 1-3 years. All limitations aside, it appears that the BMAPS program is able to effectively train skills to criteria and these skills can be sustained with a booster session. The vast majority of parents we contacted were reunified with their children and none were involved with additional charges of child maltreatment.

Recruitment and retention of professional nurses are crucial issues for hospital departments of nursing. Recognizing the necessity to bridge the gap that persists between nursing education and nursing services, hospitals have designed programs to assist new nurses make the transition to current nursing practice. By helping individuals make the transition to current nursing practice it is hoped that staff nurses will be retained.

This study will evaluate the effectiveness of a teacher performance assessment model. Teacher performance is a timely subject and very much of interest to educators, policy makers and the general public. The Stallings Observation Instrument (SOI) will be utilized to assess the performance of teachers. It has not been studied to date in that context. The design of this study will be experimental research. A total of sixteen (16) vocational teachers will be observed by certified coders using the Stallings method. Eight (8) vocational teachers will serve as the control group. After the initial observation, eight (8) vocational teachers will receive a developmental treatment and a second observation will be conducted. An analysis of covariance will be utilized to provide an analysis of the data and a comparison of the performance of the groups. The results of the study will provide data and data interpretation on the effect of the Stallings Observation Instrument (SOI) on the teacher performance assessed. / Ed. D.

Evaluation of employees in any organization is an important task that must be carried out. The public school setting is no exception. The purpose of this study was to describe the teacher evaluation processes carried out by the public school divisions of the Commonwealth of Virginia during the 1986-87 school year. This study -- 1. Described and analyzed the local divisions' policies and processes of teacher evaluation in Virginia as they compared to the "state-of-the-art." 2. Classified the evaluation models according to those established by McGreal (1983). 3. Developed a set of guidelines for use in the development of a “state-of-the-art" teacher evaluation policy and process. A questionnaire was sent to each local school division's chief personnel officer. The local divisions' written policies and processes were collected as well. On the basis of the review and analysis of the questionnaire, policies, procedures, and documents, and the comparison of this analysis with the criteria from the literature, the following conclusions may be stated regarding public school teacher evaluation programs in the Commonwealth of Virginia: 1. The overall quality of personnel procedures in Virginia's public school divisions is good. Their content is consistent with what teacher evaluation experts say should be included. 2. At the present time, no need exists for the overhaul of the majority of teacher evaluation programs in Virginia. 3. For the most part, Virginia's public school divisions are conservative in their teacher evaluation programs. This is evidenced by their overwhelming reliance on the Common Law, Common Law/Goal-Setting, and Goal-Setting models of teacher evaluation. 4. There is no need for the Virginia Department of Education to develop a prototype evaluation process at this time. There is a sufficient number of outstanding processes that are already in place within the Commonwealth from which a division could select. 5. There is little interest for a statewide teacher evaluation process in the Commonwealth of Virginia. Suggested guidelines for teacher evaluation programs conclude the study. / Ed. D. / incomplete_metadata

The Alcohol Safety Action Program was introduced in the early 1970s as a comprehensive systems approach for reducing alcohol-related automobile crashes. This dissertation gathers evidence and insights helpful to planners, evaluators, policy-makers, and program implementors. Specifically, A.S.A.P. “Level II” effectiveness in reducing the recidivism rate among program participants was examined. A combination of quantitative and qualitative assessments of the program was performed to gain in-depth insight and to determine which program elements seem associated with its success or failure. Quantitative analysis emphasized A.S.A.P. and non-A.S.A.P. participant two-year recidivism rates. Participants from two Virginia localities in 1977-80 were examined. Independent variables commonly held by both types of participants are age, sex, court delay, and prior offense records. Variables unique to each program were also examined. Qualitative insights were gathered through interviews with current A.S.A.P. participants prior to and following program completion, past program participants, and course instructors. An approximate three-to-one difference in recidivism rate was found between A.S.A.P. and non-A.S.A.P. participants. Variables significantly related to recidivism were prior D.W.I. offenses, court delay, prior reckless driving offenses, and age. Differences based on location were also found. The interviews demonstrate basic satisfaction with the course. Participants cited the overall arrest experience as having the largest impact, with the course providing supportive information. The factor emerging to deter future behavior was the negative experience--the “hassle”--associated with the D.W.I. offense. Overall, it appears that the blend of the educational and punitive approaches makes the A.S.A.P. program more effective than the alternative approaches being used. Specific recommendations emerging from the research are of four general types: administrative mechanisms, laws and policies, the A.S.A.P. course, and evaluation. / Ph. D.

Yick Doi Pei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 63-66). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Raw score approach --- p.4 / Chapter 1.2 --- Residual approach --- p.4 / Chapter 1.3 --- Indicator approach --- p.5 / Chapter 1.4 --- Overview --- p.5 / Chapter 2 --- Application --- p.7 / Chapter 2.1 --- Data --- p.7 / Chapter 3 --- Modeling --- p.10 / Chapter 3.1 --- Linear Regression at Individual Level --- p.13 / Chapter 3.2 --- Linear Regression at Group Level --- p.21 / Chapter 3.3 --- Polytomous Logistic Model --- p.28 / Chapter 3.4 --- Mixed Effect Model --- p.35 / Chapter 3.5 --- Discrete Response Multilevel Model --- p.41 / Chapter 4 --- Conclusion --- p.51 / Appendix --- p.55 / Reference --- p.63