Thesis (Ph. D.)--University of Wisconsin--Madison, 1933. / Typescript. Includes bibliographical references (leaves 58-61).

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Thesis (MMus.) -- Stellenbosch University, 1990. / ENGLISH ABSTRACT: This study was undertaken after it was found that aural training is being neglected in general. The researcher wanted to explore a possible solution. Aural training integrated with piano training is regarded as a way of teaching that will grant aural training its rightful place in music education. A literature study was undertaken and personal interviews were held with eleven specialists in the field of music. It was found that a small amount of integration is taking place, but that a purposeful effort must be made to integrate aural training with piano training during the whole duration of a piano lesson. A theory, on·which integrated teaching is being based, was set up and guidelines for aural training integrated with piano training were given. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem omdat gehooropleiding in die algemeen afgeskeep word en die navorser ' n moontlike oplossing wou ondersoek. Geïntegreerde gehooropleiding by klavieronderrig word beskou as ' n onderwysmetode wat aan gehooropleiding sy regmatige plek in musiekonderrig sal verleen. 'n Literatuuroorsig is gedoen en persoonlike onderhoude is gevoer met elf gesaghebbendes op musiekgebied. Daar is vasgestel dat integrasie wel in ' n klein mate onbewustelik plaasvind, maar dat daar 'n doelbewuste poging aangewend moet word om gehooronderrig te alle tye tydens ' n klavierles te integreer. 'n Teorie waarop geïntegreerde onderwys gebaseer word, is opgestel en riglyne vir geïntegreerde gehooronderrig by klavieronderrig is ook gegee.

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Thesis (MMus) -- Stellenbosch University, 1987. / VOORWOORD: Gedurende my tydperk as musiekonderwyseres het ek toenemend bewus geword van die belangrikheid van gehooropleiding in die musiekopleidingsprogram enersyds, en die gebrek aan motivering en 'n voldoende metodiek andersyds. Hierdie lewendige belangstelling in gehooropleiding en die probleme wat die vakgebied omring, het aanleiding gegee tot 'n ondersoek na die geskiktheid van die gehoortoetse soos dit voorkom in gegradeerde musiekeksamens. Die hoë standaard van gehooropleiding wat Dr. P.E.O.F. Loeb van Zuilenburg aan die Universiteit van Stellenbosch daargestel het, en die groot hoeveelheid bronne oor die onderwerp wat in die Musiekbiblioteek beskikbaar was, was die hoofredes vir my keuse van hierdie Universiteit vir nagraadse studiedoeleindes.

by Shiu Wing Yi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 64-77). / Text in English; abstracts and appendices in English and Chinese. / by Shiu Wing Yi. / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.ix / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE FOR FOCUSING ON TEACHING BEHAVIOR --- p.1 / Chapter 1.2 --- STUDY OF MULTIPLE VARIABLES --- p.2 / Chapter 1.2.1 --- PLANNING --- p.2 / Chapter 1.2.2 --- INSTRUCTIONALBEHAVIOR --- p.3 / Chapter 1.3 --- LIMITATIONS OF PREVIOUS STUDIES --- p.3 / Chapter 1.3.1 --- LABORATORY SETTING --- p.3 / Chapter 1.3.2 --- FOCUS ON PRESERVICE TEACHERS --- p.4 / Chapter 1.3.3 --- STUDY OF STUDENT LEARNING --- p.6 / Chapter 1.4 --- PURPOSE OF STUDY --- p.7 / Chapter 1.5 --- DEFINITION OF TERMS --- p.7 / Chapter 1.6 --- SIGNIFICANCE OF THE STUDY --- p.8 / Chapter CHAPTER TWO --- REVIEW OF LITERATURES --- p.9 / Chapter 2.1 --- ELEMENTS OF EFFECTIVE TEACHING --- p.9 / Chapter 2.1.1 --- GENERAL GHARACTERISTICS OF EFFETIVE TEACHING --- p.9 / Chapter 2.1.2 --- TEACHERS' VIEWS OF EFFECTIVE TEACHING --- p.10 / Chapter 2.1.3 --- EFFECTIVE TEACHERS IN PHYSICAL EDUCATION --- p.11 / Chapter 2.2 --- PLANNING --- p.12 / Chapter 2.2.1 --- TEACHER THOUGHT PROCESS --- p.12 / Chapter 2.2.2 --- MODEL OF TEACHER PLANNING --- p.13 / Chapter 2.2.3 --- TEACHERS' INSTRUCTIONAL PLANNING IN PHYSICAL EDUCATION --- p.14 / Chapter 2.2.4 --- EFFECT OF PLANNING ON INSTRUCTIONAL BEHAVIOR --- p.16 / Chapter 2.3 --- INSTRUCTIONAL BEHAVIOR OF PHYSICAL EDUCATION TEACHERS --- p.18 / Chapter 2.3.1 --- TEACHER FUNCTIONS IN TEACHING-LEARNING PROCESS --- p.18 / Chapter 2.3.2 --- SYSTEMATIC OBSERVATION OF INSTRUCTIONAL BEHAVIORS --- p.19 / Chapter 2.3.3 --- INSTRUCTIONAL BEHAVIORS --- p.20 / Chapter 2.3.4 --- QUALITATIVE INSTRUCTIONAL BEHAVIORS --- p.21 / Chapter 2.4 --- STUDENT LEARNING IN PHYSICAL EDUCATION --- p.23 / Chapter 2.4.1 --- STUDENT LEARNING IS THE GOAL OF PHYSICAL EDUCATION --- p.23 / Chapter 2.4.2 --- LEARNING PROCESS IN PHYSICAL EDUCATION --- p.25 / Chapter 2.4.3 --- MEASURE OF STUDENT LEARNING IN PHYSICAL EDUCATION --- p.26 / Chapter 2.5 --- EXPERIENCED VS NOVICE PHYSICAL EDUCATION TEACHERS --- p.27 / Chapter 2.5.1 --- COMPARING EXPERIENCED AND NOVICE TEACHERS --- p.27 / Chapter 2.5.2 --- TEACHING STRATEGIES --- p.28 / Chapter CHAPTER THREE --- METHODOLOGY --- p.30 / Chapter 3.1 --- PARTICIPANTS --- p.30 / Chapter 3.2 --- EQUIPMENT --- p.30 / Chapter 3.3 --- RESEARCH DESIGN --- p.30 / Chapter 3.3.1 --- BASKETBALL SKILLS TEST --- p.31 / Chapter 3.3.1.1 --- OBSTACLE DRIBBLING TEST --- p.31 / Chapter 3.3.1.2 --- SPOT SHOOTING TEST --- p.32 / Chapter 3.3.2 --- COLLECTION OF PLANNING DECISION AND INSTRUCTIONAL BEHAVIOR --- p.32 / Chapter 3.3.2.1 --- PRIOR TO PLANNING --- p.32 / Chapter 3.3.2.2 --- PLANNING DECISIONS --- p.33 / Chapter 3.3.2.3 --- TEACHERS' QUALITATIVE INSTRUCTIONAL BEHAVIORS --- p.34 / Chapter 3.3 --- INSTRUMENTATION AND DATA COLLECTION --- p.35 / Chapter 3.3.1 --- TEACHER PLANNING DECISION CODING SYSTEM --- p.35 / Chapter 3.3.2 --- QUALITATIVE MEASURES OF TEACHING PERFORMANCE AND STUDENT ACHIEVEMENT --- p.36 / Chapter 3.3.3 --- PRETEST AND POSTTEST ON BASKETBALL SKILLS --- p.37 / Chapter 3.4 --- STATISTICAL ANALYSIS --- p.37 / Chapter CHAPTER FOUR --- RESULTS --- p.38 / Chapter 4.1 --- PLANNING --- p.38 / Chapter 4.1.1 --- TASK/ACTIVITY DECISIONS --- p.38 / Chapter 4.1.2 --- INSTRUCTIONAL STRATEGY DECISIONS --- p.38 / Chapter 4.2 --- QUALITATIVE MEASURES OF TEACHING PERFORMANCE SCALE --- p.39 / Chapter 4.3 --- ACHIEVEMENT DATA --- p.40 / Chapter CHAPTER FIVE --- DISCUSSION --- p.42 / Chapter CHAPTER SIX --- CONCLUSION AND RECOMMENDATION --- p.53 / TABLES --- p.58 / REFERENCES --- p.64 / APPENDICES --- p.78

This study supported Schon's notions of reflective practice as being applicable to teachers involved in teaching physical activities in the context of unforgiving learning environments and specifically to teachers in the sport diving community. According to Schon, one's ability to recognize patterns and act effectively and efficiently in situations of uniqueness and uncertainty depends upon one's capacity to frame problems. In doing so, one draws upon a repertoire of past experience arid ways of capturing that experience which enables the development of the ability to reframe problems in light of information gathered from the direct experience. Reframing occurs through the processes of reflection-in-action and reflection-onaction and is a response to an internal dialogue related to the action setting, in which something has not happened as expected, thus producing a curious or intrigued response. A number of issues specific to teacher reflection in unforgiving learning environments emanated from the analysis of one sport diving teacher engaged in teaching an entry-level sport diving course which involved three different teaching environments (the classroom setting, the confined water [pool] and open water [ocean] environments). Three research questions guided the analysis. In answer to the first research question: What factors do sport diving practitioners reflect upon in each of the three environments? six reflective themes were identified in this case study with five being common across the three teaching environments and the remainder being specific to the classroom environment. The common themes were: a trusting relationship, the necessity of teacher control, to see the 'unforgivingness' of the environment, learning from one's practice, challenges to one's practice and understanding one's practice. In answer to the second research question: What influences the reflective process? the analysis revealed thirteen underlying or influencing factors or dispositions across the three teaching environments with eight of them being common to either two, or all three, of the environments. In answer to the third research question: What is the nature of sport diving practitioners' reflective practice? five categories have been used to address the analysis: 1) across environment related, 2) classroom and confined water (pool) related, 3) confined water (pool) and open water (ocean) related 4) classroom and open water (ocean) related and 5) specific to one environment. The reflection process documented in this study suggested that Schon's notion of reflective practice is very applicable to the professional development of sport diving as his conception of reflection applies to the three areas of teaching which exist in unforgiving learning environments: the problem solving disposition of teacher reflection, the learning from one's practice, and the probing of internal dialogue.

Continuing education requirements in all fields and professions are intended to promote continued competence, to develop current knowledge and skills, and to enhance professional skills and judgment beyond the levels required for entry-level practice. The idea of enhancing one’s knowledge and the ability to stay current with the newest updates in one’s profession is vital to the success of an individual and his/her profession. The profession of athletic training is no different. Being a part of the allied health field, the profession of athletic training continues to evolve. All professionals continue their education through experiences, formal schooling or continuing education systems. How can continuing professional education be most effective in enhancing the certified athletic trainer (ATC) in the ever evolving allied health field? The purpose of the study was to examine and then determine the most preferred method of continuing professional education (CPE) for certified athletic trainers (ATC). The research study evaluates the most effective instructional method to disseminate the content, context and the process of the athletic training profession to its members through continuing education activities. Continuing education requirements are intended to promote continued competence, development of current knowledge and skills, and enhancement of professional skills and judgment beyond the levels required for entry-level practice. The governing body of the National Athletic Trainers’ Association (NATA) requires its members to participate in continuing education activities for these reasons. The study involved 287 certified athletic trainers (ATC) and their responses through a survey instrument. The survey instrument was sent to every certified athletic trainer in Indiana through the Internet and their responses were collected by Ball State University’s Research Design and Analysis Services. The ATCs responded to a multitude of questions concerning their view of continuing education, impediments to continuing education and their demographics. After reviewing the data, certified athletic trainers responses resulted in showing a strong preference to hands-on and interactive opportunities as being the best perceived delivery system to provide the profession and its members with continuing education experiences. / Department of Educational Leadership