Thesis (M. Ed. (Education))--Rhodes University, 2006. / In partial fulfilment of the requirements for the degree of Masters in Education (Education Leadership and Management).

Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Linda Lyman, George Padavil, William Rau. Includes bibliographical references (leaves 118-121) and abstract. Also available in print.

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 85-90).

Thesis (D. Min.)--Trinity International University, 2005. / Abstract. Includes bibliographical references (leaves 141-144).

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 157-163).

Thesis (Ph.D.)--RAND Graduate School, 2007. / Includes bibliographical references.

No description available.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 221-235). Also available for download via the World Wide Web; free to University of Oregon users.

This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.

The combined potential of two crucial factors in 1993, which afforded the promotion of socially just and ecologically sustainable ways of living, led to the instigation of this research project. The first was the imminence og our first democratic election; the second was the possible introduction of environmental education into formal education. In the light of these momentous shifts, it became apparent to me that teachers would have to radically transform their practices in order to play their part in transforming society from the dark days of apartheid into one of equity and harmony. The implications of these factors precipitated the falling into place of the rationale for my research: teachers had to look for professional development experiences which could facilitate the creation of alternative ways of thinking and doing. As a result, I approached a group of biology and geography teachers on the Cape Flats and, after protracted discussions, we decided to examine the potential of the urban environment for the teaching of ecology from the perspective of socially just and environmentally sustainable living. Out of this decision was born this study, which aimed at examining whether this process could, as a means to professional development, be a 'moment' in our journey to becoming transformative intellectuals. From this aim, the central research question emerged: Can emancipatory action research play a role in empowering teachers to become transformative intellectuals? The study consisted of five stages: - exploring the problem by reviewing the literature on the research problem; - the semi-structured interviews; - five workshops; - the 'sensing the urban environment' fieldtrip; and, - the various evaluation sessions. What we achieved during this research project, firstly, was a better understanding of our practices, which led us to seeing our roles as teachers differently and altered our pedagogical approaches. Secondly, this process developed the belief within ourselves that we, as teachers, can and should make a difference to the educational world in which we live. Lastly, this process laid the foundation for continued collaborative action by the participants. This process taught us that educational transformation is difficult and painful, and that present educational structures are not conducive to change. Nonetheless, in the historical context of this research, emancipatory action research was successful in giving us a consciousness-raising experience and closed the rhetoric-reality gap as we engaged in praxis (the practitioners developing and implementing their own curriculum). If we, as transformative intellectuals, are to engage in intellectual labour in the future, we are not only going to need to change our way of thinking and doing but will have to create an enabling infrastructure to realise this as well. We will, in addition, have to change the structures of the institutions in which we work in order to practise as transformative intellectuals.