No ensino centrado no aluno, o foco da instrução é transferido do professor para o estudante. O objetivo desta pesquisa foi verificar os efeitos do ambiente proporcionado em uma disciplina de Bioquímica para expectativas, motivação, estratégias de aprendizagem, avaliação da eficiência do ensino, participação, frequência e desempenho. Nesse cenário, são utilizadas duas principais dinâmicas: período de estudo (PE) e grupo de discussão (GD). A coleta dos dados envolveu a aplicação de questionários, testes de desempenho e entrevistas semiestruturadas. A análise dos dados reuniu as abordagens quantitativa e qualitativa. Os resultados obtidos para expectativas e atendimento das expectativas mostraram predomínio do nível mais alto da escala de Likert para todas as afirmações sobre aspectos gerais e método de ensino. A comparação entre estes instrumentos indicou que a maioria dos alunos teve suas expectativas atendidas ou superadas na disciplina de Bioquímica. Além disso, verificou-se que as expectativas para carga de trabalho foram maiores do que a carga de trabalho percebida e as expectativas de desempenho também foram maiores do que o desempenho efetivo na disciplina. Os resultados sobre motivação indicaram que a disciplina contribuiu para os alunos apresentarem valores altos para motivação intrínseca, autoeficácia, estratégias de aprendizagem ativa e valor da aprendizagem científica. Adicionalmente, verificou-se que os alunos estavam mais ou igualmente motivados na disciplina de Bioquímica quando em comparação a outras disciplinas do primeiro ano. Os padrões obtidos evidenciam o papel do PE e GD para estimular a participação ativa e autônoma dos alunos e contribuir para que eles se mantivessem motivados e engajados no processo de ensino-aprendizagem. Em relação às estratégias de aprendizagem, os resultados indicaram que as estratégias colaborativas foram efetivas para aprender Bioquímica: foram frequentes e tiveram avaliação positiva as estratégias de explicação para o grupo e discussão. As respostas sobre a eficiência do ensino mostraram que 80% dos estudantes acharam que o ensino foi eficiente. Nos resultados sobre a participação e frequência verificou-se que a maioria indicou altos valores para essas variáveis, porém mais de 25% assinalaram participação menor ou igual a 5 (escala 1-10) e 32% apresentaram número elevado de faltas. Este é um dado relevante porque a falta em uma disciplina com método ativo exclui a oportunidade de colaborar com os pares. A principal justificativa para a baixa assiduidade foi a sobrecarga de trabalho gerada por outras disciplinas. Em relação ao desempenho, 37% dos estudantes foram reprovados, porcentagem maior do que em anos anteriores. Para entender os motivos que resultaram no desempenho insatisfatório, comparou-se os grupos de aprovados e reprovados em função das variáveis investigadas nesta pesquisa. Os resultados revelaram que os estudantes que tiveram alta participação e/ou alta frequência apresentaram maior desempenho do que aqueles que tiveram baixa participação e/ou baixa frequência. Entrevistas realizadas para compreender com mais detalhes o baixo desempenho destes alunos permitiram confirmar os padrões da análise quantitativa: a sobrecarga de créditos comprometeu a participação e frequência dos alunos em Bioquímica. A apreciação conjunta dos resultados confirmou o efeito positivo dessa abordagem inovadora para as variáveis investigadas, apesar de influência significativa de fatores externos. / On student-centered teaching, the focus is shifted from the teacher to the student. The purpose of this survey was to verify the effects of the environment provided on a Biochemistry course for expectations, motivation, learning strategies, evaluation of the teaching efficiency, participation, attendance and performance. In this scenario, two core dynamics are applied: study periods (SP) and discussion groups (DG). The data gathering involved the use of questionnaires, performance tests and semi-structured interviews. The data analysis gathered both qualitative and quantitative approaches. The results obtained for expectations and meeting of expectations showed prominence of the highest level of the Likert scale for all statements on general aspects and teaching method. The comparison between these instruments indicated that most students had their expectations met or exceeded in the Biochemistry course. Not only that, it was verified that the expectations for workload were greater than the perceived workload and the expectations of performance were also greater than the effective performance in the course. The results on motivation indicated that the course contributed to the students´ high levels of intrinsic motivation, self-efficiency, active learning strategies and the value of scientific learning. In addition, it was verified that the students were more or equally motivated on the Biochemistry course compared to other courses in the first year. The patterns obtained show the role of SP and DG in stimulating the active and autonomous participation of the students and contributing to their continued motivation and interest in the process of teaching and learning. Regarding the learning strategies, the results indicated that the collaborative strategies were effective in learning Biochemistry: the strategies of explanation for the group and discussion were frequent and well received. The responses on teaching efficiency showed that 80% of the students thought the teaching was efficient. The results for participation and attendance showed that the majority had high levels for those variables, however more than 25% indicated participation less than or equal to 5 (in a 1-10 scale) and 32% presented a high rate of absenteeism. This is a relevant data because absenteeism in a course with active methods excludes the opportunity to collaborate with peers. The main justification for the low participation is the work overload generated by other courses. Regarding performance, 37% of the students failed, a higher percentage than in previous years. In order to understand the reasons that resulted in the subpar performance, a comparison was made between the approved and unapproved group in regard to the variables investigated in this survey. The results revealed that the students with high participation and/or high attendance displayed higher performance than those with low participation and/or low attendance. Interviews held to understand in greater detail the poor performance of these students made possible to confirm the patterns of quantitative analysis: the classes overload compromised the participation and attendance of students in Biochemistry course. The joint assessment of the results confirmed the positive effect of this innovative approach to the investigated variables, despite the significant influence of external factors.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-10T10:21:01Z No. of bitstreams: 1 Juliana Assef Pierotti.pdf: 1121473 bytes, checksum: 5918f48272659b1f5c48958d89f9c899 (MD5) / Made available in DSpace on 2018-10-10T10:21:02Z (GMT). No. of bitstreams: 1 Juliana Assef Pierotti.pdf: 1121473 bytes, checksum: 5918f48272659b1f5c48958d89f9c899 (MD5) Previous issue date: 2018-08-10 / This research is the analysis of the performance of Law students from a High Educational Institution based on public data made available by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) on results obtained in the Students Performance National Exam (Enade) in 2006, 2009, 2012 and 2015.The qualitative and quantitative analysis is the comparison of Discrimination and Facilities Levels in Specific Component in more accurate and more wrong questions by Law students from this Institution compared to the total number of Law students who participated all over Brazil. It was also verified the curricular contentes with best and worst performance of these two groups. Covering documental analysis, results analysis and historical textualization of the emergence of intelligence tests and their influences for the creation of the Large Scale High Education Appraisal, this research aimed to indicate perspectives of the use of these informations for the planning and improvement process on the pedagogical proposal of a course, considering their respective students performance in the tests. We noticed that results are still being addressed in a regulatory manner and the creation of rankings is kept with a lack of aggregation in the formation proposal of new workers / A presente pesquisa buscou analisar o desempenho dos alunos do curso de Direito de uma Instituição de Educação Superior (IES) a partir dos dados públicos disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) referentes aos resultados obtidos nas provas do Exame Nacional de Desempenho dos Estudantes (Enade) dos anos de 2006, 2009, 2012 e 2015. A análise quali-quantitativa consistiu da comparação dos Índices de Discriminação e Índices de Facilidade das questões de Componente Específico mais acertadas e mais erradas pelos estudantes do curso de Direito dessa IES em relação ao total de estudantes de Direito (participantes do exame) do Brasil. Também foi feita a verificação dos conteúdos curriculares de melhor e pior desempenho desses dois grupos. Englobando análise documental, análise de resultado de exames e contextualização histórica do surgimento dos testes de inteligência e suas influências para a criação da Avaliação de Larga Escala na Educação Superior, esta pesquisa buscou ainda indicar perspectivas de uso dessas informações para o processo de planejamento e aperfeiçoamento da proposta pedagógica de um curso, considerando o desempenho de seus respectivos alunos nas provas realizadas. Percebemos que os resultados ainda estão sendo tratados de forma regulamentadora e a criação de rankings se mantém, deixando de agregar na proposta de formação de novos cidadãos trabalhadores

教育是為學生而設的。不過，在課程設計上，學生往往並沒有發言權。首屆香港中學文憑試剛剛完成，教育界人士和研究員應把握機會，尋找改善校本評核部分規劃與實施的方法。傾聽學生的意見，重視他們的觀點將有助完善有關的課程設計。 / 透過訪問24位學生和兩名英國語文科教師，本研究關注學生的聲音，即他們如何表達、理解和詮釋他們自身和在英國語文科校本評核的學習歷程。本研究反映和肯定了學生的多元觀點，其研究重點為： / (1) 學生在校本評核中的學習經驗 / (2) 學生如何表達他們在校本評核中的角色 / (3) 學生如何參與改善教室裡的學習 / 在實際層面上，學生的觀點在微調課程和建議改革的方向和方法上，有其獨有的貢獻。在理論層面上，本研究探索學生在課程上的參與度，並嘗試完善Fielding (2001) 提出的學生參與度架構。當仔細研究該架構時，不難發現學生在第二層(學生作為積極的回應者)與第三層(學生作為共同研究員)之間存有缺縫。當中，學生應該還可擔當很多不同的角色。從研究結果所得，學生可以成為改革的積極原動力，更可以成為課程的實踐者。當學校文化和教師專業能給予適當的養份，學生的聲音便能呈現。否則，學生或選擇不發聲，或學生的聲音在課程實施上不能產生任何作用。 / Education is for students. Nonetheless, even the curriculum is designed for students, they have the least say in it. With reference to the relatively new initiative in Hong Kong: the Hong Kong Diploma of Education (HKDSE), it is time for researchers and educationalists to consider ways to improve the planning and implementation of the School-Based Assessment (SBA). Listening to students and valuing their perspectives can enable a more thorough planning of the curriculum. / Through interviewing twenty four students and two English teachers, this research aims at addressing the student voice, which means students expressing their views, interpretations and understanding with the expectation that someone will listen. During the process, students’ multiple perspectives on learning and their interpretations of the SBA in the English Language curriculum are reflected and would be acknowledged. The three foci of this research are: / (1)What do students experience in the SBA? / (2)How do students present their roles in the SBA? / (3)How are students involved in the improvement of what happens in classrooms? / At a practical level, students’ perspectives contribute to fine-tuning the curriculum, and suggest directions or ways to initiate changes more successfully. At a theoretical level, the study aims to further explore students’ involvement in the curriculum, and fill the gaps of the framework of four levels of student participation pioneered by Fielding (2001). If taking a closer look at his framework, there should be some other roles students can take, particularly in the gap between Level 2 (students as “active respondents“) and Level 3 (students as “co-researchers“). The data collected revealed that students can be active agents of change and practitioners in the SBA curriculum implementation, given that the school culture, teachers’ professional knowledge favour the emergence of student voice. Otherwise, the opinions of students would remain unvoiced or merely be heard, and no further action could be taken. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chiu, Suk Mei Eva. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 345-357). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix includes Chinese. / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- School-based Assessment as the context of the study --- p.1 / Chapter 1.3 --- The importance of listening to student voice --- p.3 / Chapter 1.4 --- Student voice in the SBA --- p.4 / Chapter 1.5 --- Research questions --- p.5 / Chapter 1.6 --- Significance of the research --- p.5 / Chapter CHAPTER TWO --- LITERATURE REVIEW: STUDENT VOICE --- p.8 / Chapter 2.1 --- Background of student voice --- p.8 / Chapter 2.2 --- What is student voice? --- p.11 / Chapter 2.3 --- Why should we listen to student voice? --- p.14 / Chapter 2.4 --- Are students eligible to have their voice? --- p.17 / Chapter 2.5 --- Levels of student involvement --- p.21 / Chapter 2.5.1 --- Level 1 Students as data source --- p.23 / Chapter 2.5.2 --- Level 2 Students as active respondents --- p.24 / Chapter 2.5.2.1 --- Consultation --- p.25 / Chapter 2.5.2.2 --- Recognition --- p.26 / Chapter 2.5.3 --- Level 3 Students as co-researchers --- p.28 / Chapter 2.5.4 --- Level 4 Students as researchers --- p.29 / Chapter 2.5.5 --- Summary --- p.30 / Chapter 2.6 --- Core values --- p.31 / Chapter 2.6.1 --- Core value 1: Communication as dialogue --- p.31 / Chapter 2.6.2 --- Core value 2: Requirement for participation and democratic inclusivity --- p.32 / Chapter 2.6.3 --- Core value 3:Recognition that power relations are unequal and problematic --- p.32 / Chapter 2.6.4 --- Core value 4: Possibility for change and transformation --- p.33 / Chapter 2.7 --- Empirical studies of student voice --- p.34 / Chapter 2.8 --- Orientations of student voice --- p.50 / Chapter 2.9 --- Frameworks of student participation --- p.51 / Chapter 2.10 --- Summary --- p.52 / Chapter CHAPTER THREE --- LITERATURE REVIEW: SCHOOL-BASED ASSESSMENT IN ENGLISH LANGUAGE CURRICULUM --- p.54 / Chapter 3.1 --- School-based assessment as formative assessment --- p.54 / Chapter 3.2 --- School-based assessment as summative assessment --- p.60 / Chapter 3.3 --- School-based Assessment in the HKDSE --- p.62 / Chapter 3.4 --- Rationale of introducing SBA in English Language curriculum --- p.65 / Chapter 3.5 --- Hong Kong Context --- p.68 / Chapter 3.6 --- Students and teachers’ roles in the SBA --- p.73 / Chapter 3.7 --- Student voice in the SBA --- p.84 / Chapter 3.8 --- Summary --- p.86 / Chapter CHAPTER FOUR --- RESEARCH DESIGN --- p.88 / Chapter 4.1 --- Conceptual Framework --- p.90 / Chapter 4.2 --- Operational Definition of Key Terms --- p.92 / Chapter 4.3 --- Approach --- p.92 / Chapter 4.4 --- Research Methods --- p.95 / Chapter 4.4.1 --- Qualitative research --- p.95 / Chapter 4.4.2 --- Case study --- p.96 / Chapter 4.4.3 --- Pilot study --- p.97 / Chapter 4.4.4 --- Selection of cases --- p.98 / Chapter 4.4.5 --- Data collection method --- p.98 / Chapter 4.4.5.1 --- Interviews --- p.99 / Chapter 4.4.5.2 --- Documents analysis --- p.102 / Chapter 4.4.6 --- Sampling --- p.103 / Chapter 4.4.7 --- Summary --- p.108 / Chapter 4.5 --- Credibility --- p.108 / Chapter 4.6 --- Research steps --- p.109 / Chapter 4.7 --- Limitation of the study --- p.111 / Chapter CHAPTER FIVE --- FINDINGS --- p.113 / Chapter 5.1 --- Learning experience inside classroom --- p.113 / Chapter 5.1.1 --- School A --- p.113 / Chapter 5.1.2 --- School B --- p.121 / Chapter 5.1.3 --- Summary --- p.129 / Chapter 5.2 --- Learning experience outside classroom --- p.130 / Chapter 5.2.1 --- School A --- p.130 / Chapter 5.2.1.1 --- Self-learning --- p.131 / Chapter 5.2.1.2 --- Family support --- p.134 / Chapter 5.2.1.3 --- Peer learning --- p.135 / Chapter 5.2.2 --- School B --- p.136 / Chapter 5.2.2.1 --- Self-learning --- p.136 / Chapter 5.2.2.2 --- Peer learning --- p.140 / Chapter 5.2.2.3 --- Teacher support --- p.145 / Chapter 5.2.3 --- Summary --- p.147 / Chapter 5.3 --- Students’ changes during the SBA --- p.149 / Chapter 5.3.1 --- School A --- p.149 / Chapter 5.3.2 --- School B --- p.154 / Chapter 5.3.3 --- Summary --- p.164 / Chapter 5.4 --- Students’ interpretation of the SBA --- p.165 / Chapter 5.4.1 --- School A --- p.166 / Chapter 5.4.2 --- School B --- p.173 / Chapter 5.4.3 --- Summary --- p.180 / Chapter 5.5 --- Students and teachers’ roles in the SBA --- p.180 / Chapter 5.5.1 --- School A --- p.181 / Chapter 5.5.1.1 --- Participants and guests --- p.182 / Chapter 5.5.1.2 --- Performers --- p.182 / Chapter 5.5.1.3 --- Game players --- p.184 / Chapter 5.5.1.4 --- Competitors --- p.185 / Chapter 5.5.1.5 --- Followers --- p.186 / Chapter 5.5.1.6 --- Team members --- p.187 / Chapter 5.5.1.7 --- Soldiers --- p.188 / Chapter 5.5.1.8 --- Detectives --- p.188 / Chapter 5.5.2 --- School B --- p.191 / Chapter 5.5.2.1 --- Nobody --- p.191 / Chapter 5.5.2.2 --- Actors, screenplay writers and directors --- p.192 / Chapter 5.5.2.3 --- Carnivores and herbivores --- p.193 / Chapter 5.5.2.4 --- Game Players --- p.194 / Chapter 5.5.2.5 --- Team members --- p.196 / Chapter 5.5.2.6 --- Mountain climbers --- p.199 / Chapter 5.5.2.7 --- Summary --- p.200 / Chapter 5.6 --- Student voice towards the improvement of the SBA at the school level --- p.203 / Chapter 5.6.1 --- School A --- p.203 / Chapter 5.6.1.1 --- Curriculum --- p.210 / Chapter 5.6.1.2 --- Implementation --- p.210 / Chapter 5.6.1.3 --- Technical issues in conducting the SBA --- p.210 / Chapter 5.6.2 --- School B --- p.209 / Chapter 5.6.2.1 --- Curriculum --- p.210 / Chapter 5.6.2.2 --- Duration --- p.213 / Chapter 5.6.2.3 --- Implementation --- p.214 / Chapter 5.6.2.4 --- Additional support --- p.216 / Chapter 5.6.2.5 --- Self-learning skills --- p.217 / Chapter 5.6.3 --- Summary --- p.219 / Chapter 5.7 --- Student voice towards the improvement of the SBA at the systemic level --- p.221 / Chapter 5.7.1 --- School A --- p.222 / Chapter 5.7.2 --- School B --- p.225 / Chapter 5.7.2.1 --- Positive towards the SBA --- p.225 / Chapter 5.7.2.2 --- Having more opportunities to do the SBA --- p.226 / Chapter 5.7.2.3 --- Reducing the frequency --- p.226 / Chapter 5.7.2.4 --- Reducing the weighting --- p.227 / Chapter 5.7.2.5 --- Cancelling the SBA --- p.227 / Chapter 5.7.2.6 --- Valuing individual creativity --- p.228 / Chapter 5.7.2.7 --- Flexibility in choosing the tasks --- p.228 / Chapter 5.7.3 --- Summary --- p.229 / Chapter CHAPTER SIX --- DISCUSSION --- p.231 / Chapter 6.1 --- Students’ learning experience inside and outside classroom --- p.231 / Chapter 6.1.1 --- To conform or to confront --- p.232 / Chapter 6.1.2 --- To instruct or to construct --- p.234 / Chapter 6.1.3 --- Functional or personal orientations of schools --- p.238 / Chapter 6.1.3.1 --- Student voice in learning goals --- p.239 / Chapter 6.1.3.2 --- Student voice in learning materials and resources --- p.240 / Chapter 6.1.3.3 --- Student voice in learning activities --- p.241 / Chapter 6.1.3.4 --- To provoke or to unprovoke --- p.242 / Chapter 6.1.4 --- Learning beyond classroom --- p.243 / Chapter 6.1.5 --- Interweaving curricular commonplaces --- p.249 / Chapter 6.2 --- Students’ presentation of their roles --- p.254 / Chapter 6.2.1 --- Teachers’ presentation of their roles --- p.260 / Chapter 6.2.2 --- Relationship between the SBA and roles of students and teachers --- p.264 / Chapter 6.2.2.1 --- Case 1: The SBA is meaningful and pleasant --- p.264 / Chapter 6.2.2.2 --- Case 2: The SBA is meaningless and unpleasant --- p.266 / Chapter 6.2.2.3 --- Case 3: The SBA is meaningful but unpleasant --- p.268 / Chapter 6.2.2.4 --- Case 4: The SBA is significant but unpleasant --- p.271 / Chapter 6.2.2.5 --- Case 5: The SBA is fair and foul --- p.272 / Chapter 6.2.2.6 --- Case 6: Fair is foul, foul is fair --- p.273 / Chapter 6.2.3 --- Degree of student involvement --- p.276 / Chapter 6.3 --- Student voice in the improvement of the SBA --- p.283 / Chapter 6.3.1 --- Unvoiced --- p.284 / Chapter 6.3.2 --- Being heard --- p.287 / Chapter 6.3.3 --- Being listened to --- p.291 / Chapter 6.3.4 --- Collaboration among students and teachers --- p.299 / Chapter 6.3.5 --- Secretary for Education, can you hear me? --- p.307 / Chapter 6.3.6 --- Summary --- p.312 / Chapter CHAPTER SEVEN --- CONCLUSION --- p.316 / Chapter 7.1 --- A refined conceptual framework --- p.318 / Chapter 7.2 --- A refined framework of student participation --- p.324 / Chapter 7.3 --- Issues arisen from the study --- p.326 / Chapter 7.4 --- Final remarks --- p.329

Doctor of Philosophy / The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)

This thesis explores and discusses the current practice of English as a Second Language (ESL) evaluation primarily in terms of validity, authenticity, and experiential groundedness. The researcher endeavours to apply theories of ESL evaluation to actual practice, analyzing the differences or harmonization between with regard to validity, authenticity, experiential groundedness and some other factors identified as being important in evaluation in language acquisition situations, particularly CRTs, NRTs, foramtive and summative evaluations. Ethnographic inquiry is used for obtaining data. A program case study, a technique of qualitative research, is used for this study. The purpose is to gather some genuine data from the interviewees which are real and revealing, thus enabling the researcher to gain particular insights relative to the aims of his study. The analysis aspires to give voice to interviewee's on ESL evaluation in terms of validity, authenticity, and experiential groundedness, along with other factors noted above. This report sets out to determine how or if validity, authenticity, and experiential groundedness, along with some other factors identified above, are integrated elements of an efficient and effective ESL evaluation. Such was found to ve the case and it was also found that these can be reinforced by guaranteeing that an evaluation targets its population closely, adopting real-life approaches and, establishing linkages between evaluation and prior knowledge and skills. / xi, 156 leaves ; 28 cm.

The assessment procedures utilized in the Department of Biomedical Technology at Mangosuthu Technikon were critically reviewed. This revealed a rather narrow approach with an emphasis on traditional assessment methods such as tests and examinations that provide limited feedback that does not necessarily determine whether learning has taken place. This study was prompted by the realization that the existing traditional methods of assessment promote or encourage a surface approach to learning which makes it difficult for the students to transfer the theoretical knowledge that they have attained into the practical performance that is required in the workplace. The study was conducted over a period of four years using an action research approach, which revolved mainly around the use of the existing assessment methods and an evaluation of the participants’ perceptions regarding the introduction of portfolio assessment in the Department of Biomedical Technology at Mangosuthu Technikon. During the study a group of students in the Department of Chemical Pathology was exposed to an in-course portfolio assessment as well as an experiential training portfolio assessment. A number of variables in the in-course portfolio assessment was tested. These variables were related to the concerns raised in the workplace. The introduction of the in-course portfolio showed some improvement in the way students performed their basic duties in 2005. The 2006 group of students was not exposed to the in-course portfolio assessment therefore this provided a better comparison of students by the employers. The study also involved the lecturers in the department who had different opinions regarding portfolio assessment. It was found that some of them supported the idea whereas others felt that the time allocated for lecturers’ duties did not permit them to introduce such a time-consuming assessment format. Employers involved in the study clearly indicated which areas or skills students needed to develop before they could come to the workplace for experiential training. However, the researcher concluded that some of those skills could be accumulated with further years of work experience. The study revealed that a significant portion of the students realized that, by integrating assessment in the learning process, they are able to be more critical of their own work, thereby putting more effort into understanding what they learn through the use of formative assessment. This in turn should pave the way for students to understand that learning is no longer teacher-centred, but learner-centred. This approach means that they are expected to work in more reflective and independent ways in the future. The study highlighted a number of issues that need to be addressed in assessment strategies. The lecturers were accustomed to assessment system that was time-efficient and yielded the scores required by the system. However, the way this assessment system related to learning was not so clear to either lecturers or students. Particularly, students felt that a mark did not necessarily reflect what they knew about the subject matter. They argued that if the same subject content had been assessed in other ways, a different performance outcome might have been achieved. This means that the actual awarding of marks is an intimidating process for some students and that ways should be found to render assessment less intimidating or threatening. A critical finding of the study is that assessment requires not only a high level of critical reflection, but also active engagement and discipline-specific knowledge by the lecturers to make the necessary changes for an assessment method where students’ learning is the centre of focus. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

Doctor of Philosophy / The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)

Trust is an important concept in nursing. Nursing is frequently described as a profession which is built on trusting relationships; hence, to produce competent professional nurses the building of trust and trusting relationships in nursing education is of utmost importance. The purpose of the study was to understand trust and trusting relationships between and among educators and students in the teaching and learning environment. A qualitative approach with a grounded theory design was used to discover the value of trust and trusting relationships and to develop a model for trust in the nursing education environment. All the nursing education institutions offering the R425 nursing programme in the selected province were included. Two nursing education institutions offered the R425 nursing programme in this province, a university and one public multi-campus nursing education institution with three campuses. The target population consisted of educators and students complying with the sampling criteria. Sampling of educators and students was purposive and convenient. The sample size consisted of fourteen students was purposive and convenient. The sample size consisted of fourteen educators and sixty students. In-depth face-to-face interviews were conducted with educators and fourteen focus group interviews were conducted with students. The three stages of Charmaz (2014) were used for the analysis of data, namely initial, focused and theoretical coding until data saturation was evident. Data collection and analysis and the literature review were done concurrently. Three role players were identified to be important in trust in nursing education. The role players are the educator, student and professional nurse. In the study two sets of data, namely the educators’ views and students’ views on trust in nursing education were synthesised. Four themes emerged, namely: namely professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning environment and, finally, outcomes of trust or lack of trust. Ensuing from the findings of the current study, a model for trust in nursing education was developed – an important contribution to the body of knowledge of nursing education. The study throws light on self-trust, trusting relationships among role players, and trust in the teaching and learning environment. Awareness of trust and trusting relationships among the role players results in positive learning experiences, increased self-trust, self-confidence, motivation and better performance in nursing education. Recommendations made have a bearing on developing self-trust and trusting relationships among role players, the implementation of the model for trust in nursing education, and future studies in trust in nursing education / Health Studies / D. Litt. et Phil. (Health Studies)

The research study was conducted to investigate the effectiveness of the instructional methods, particularly the lecture-discussion instructional method as a teaching and learning method at grade 7 level, in Shurugwi district, Zimbabwe. The subject taught being English language. The experimental method (quasi-experimental) used at the twenty chosen schools was the pre-test and post test group method. It was found that the lecture-discussion instructional method produced better results in more cases than the discussion method alone. It was also found that work produced by the lecture-discussion instructional method was more refined than work produced by the discussion method alone. Guided learners were more work focused than learners discussing alone without a teacher. Average and below average learners did not enjoy learning without the presence of the teacher talk. The learners, during teacher absence, seemed hesitant and confused at times. The lecture-discussion method seems to cater for all the learners and their learning styles. The importance of the teacher in the class was clearly demonstrated by the work and results produced by the learners at the twenty selected primary schools in Shurugwi district, Midlands province, Zimbabwe. All the learners that received treatment from the experiment produced better results than their control groups that did not receive the treatment. However, conclusions and generalisations can not be made because the samples used and the areas covered were too small in size. The learners studied were too few to make meaningful generalisations and conclusions for the country. Further researches should be carried out in future. / Curriculum and Instructional Studies / M. Ed. (Didactics)

M.Cur. / The overall purpose of this study is to describe empowerment strategies for the nurse unit manager to create a climate conducive to clinical learning at the nursing college in the North-West Province. In view of the South African Nursing Council report (1990), it clearly indicates that the nurse unit managers do not apply their theoretical knowledge to clinical practice, and that the student learning in the clinical nursing units are not up to the expected standard, hence the quality of clinical nursing education is questionable. The current education system in South Africa focuses on the provision of quality assurance in order to be in line with international standards. In accordance with the South African Qualifications Authority, the Constitution, South African Nursing Council, Batho-Pele principles, National Plan for Higher Education and outcomes-based education, there is a need to create a climate that is conducive to learning in the nursing units in order to develop the students' abilities regarding analytical, critical, evaluative and creative thinking. The nurse unit manager is experiencing problems with regard to clinical nursing education and the nursing students are also complaining that the clinical learning areas are not conducive to their learning. Therefore, the products that are produced by such an environment lack knowledge, skills, values and attitudes inherent in the nursing profession. Hence this study strives to describe empowerment strategies for the nurse unit manager to create a climate conducive to learning, based on their expert knowledge and experiences. The research questions arising from this problem are: What are the expectations and perceptions of the nursing students about the role of the nurse unit manager in creating a climate conducive to learning at the nursing college in the North-West Province? How can the nurse unit manager be empowered to create a climate conducive to clinical learning? The objectives are: Phase One: Stage one: To explore and describe the expectations of the nursing students regarding the role of the nurse unit manager in creating a climate conducive to learning. Stage two: To explore and describe the expectations and perceptions of the nurse unit manager regarding their role in creating a climate conducive to learning. Phase Two: To describe a conceptual framework. Phase Three: To describe empowerment strategies for the nurse unit manager to create a climate conducive to learning. The research design in this study was qualitative, descriptive, explorative and contextual in nature. In stage one of phase one, descriptive naïve sketches were used as a method of data gathering (Giorgi in Ornery, 1983:52) whereby 22 nursing students from the nursing college were selected for the research study. The following open-ended questions were written on the chalkboard, namely: "What are your expectations about the role of the nurse unit manager in creating the clinical nursing units as a climate conducive to learning?" The data was analysed according to Tesch's descriptive method (in Creswell, 1994:155). An independent coder who was purposively selected was used in the categorisation of data. The researcher held meetings with the independent coder for consensus discussions reached independently. Trustworthiness was ensured as described by Lincoln and Guba's (1985:290-326) model of trustworthiness. In order to ensure the credibility of the study, five nursing students who participated in the study were selected to participate in individual interviews to validate the categories and subcategories. In stage two of phase one, focus group interviews were conducted as a method of data gathering whereby 13 nurse unit managers from the clinical learning areas where the nursing students are placed for their clinical learning experiences were selected by the quota sampling technique. The interview was conducted by a nurse educator with a Master's degree, who is also a psychiatric nurse with expertise and experience in interviewing skills. A tape recorder was utilised with the nurse unit manager's permission to collect data. A follow-up interview with five nurse unit managers was conducted to validate the data gathered during the focus group interview. The following open-ended questions was used to obtain data from the nurse unit manager: "What are your perceptions regarding your role in creating an environment conducive to clinical learning?" "How can you be empowered as part of your role, to create clinical nursing units as climates conducive for clinical teaching and learning for nursing students?" Data was analysed according to Tesch's descriptive method (in Creswell, 1994:155). An independent coder was purposively selected in the categorisation ( iv ) of data. Categories were defined and arranged in table form for both participants in order to arrive at final categories. Trustworthiness was ensured as described by Lincoln and Guba's (1985:290-326) model of trustworthiness. Findings were conceptualised and conclusive statements made through logical deductive, inductive reasoning and inferences. A conceptual framework was developed within Muller's (1998) management process and the legal and professional frameworks. The integrated empowering process was adapted from Muller's management process, Vogt & Murrel's (1990) & Hokanson-Hawks' (1999) empowerment methods. This process comprises planning, organising (providing and structuring), directing (education, leading, mentoring and supporting), and control (actualising). Empowerment strategies for the nurse unit manager were described to create a climate conducive to learning, based on the results of phase one and phase two. Evaluation of the study was done, limitations, recommendations and conclusions were described with regard to nursing education, practice and nursing research.