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The purpose of the study was to develop a formative model for the evaluation of teacher in-service programs relative to instructional behavior of teachers in the classroom. A second purpose of the study was to test the proposed model in an in-service program established to treat in-classroom instructional behavior.The operational elements of the developed model were tested by utilizing the model in an evaluation study of a specific teacher in-service education program. Participants of the in-service program included sixty-eight classroom teachers serving in kindergarten through grade five from ten elementary schools of a single suburban public school district located in the State of Indiana.The component aspects of the proposed model are:Objective: To describe and evaluate the effects of a teacher in-service education program relative to the instructional behavior of teachers revealed by the perceptions and judgements of the individuals involved in the program.Method: By defining the objectives for the in-service training program in terms of behavior that characterize the objective and measuring as criteria, the behavior associated with the objectives and processing the information in the forms of descriptions, implications, and recommendations.Relation The analysis of results based on actual to behavior provide feedback to the stated to Decision- objectives to determine the value of the in-service program for purposes of Making: modification or revision of the program objectives.Collection To obtain the information, multiple data gathering devices should be used withof data: teacher participants of the in-service program. Interviews, questionnaires, and classroom observations as a system of data gathering is recommended.Reporting Reporting statements should be of three types: descriptive, implications, and the data: recommendations for decision-making. Descriptive data would include summaries of the information collected and state implications which grow from the information. The summaries would be limited to the collected information and should be free of any conclusions.The recommendations would be made in view of the stated desired objectives. Judgements made in the recommendations should be cycled back to modify or revise the objectives identified for the in-service program.The findings from the testing of the proposed model are:1. Objectives for teacher in-service education programs relative to in-classroom instruction, can be developed to define behaviors as outcomes.2. Behaviors which characterize objectives can be identified for measuring.3. Identified measurable behaviors can serve as criteria for determining the success or failure of specific objectives of teacher in-service programs.4. Data collection instruments can be developed to measure behaviors which characterize objectives of teacher in-service education programs.5. The use of multiple data collection instruments, i.e., questionnaires, interviews, and classroom observations, contribute information in breadth, depth, and applied behaviors respectively.6. Information obtained from data collection instruments can be processed into statements of descriptions, implications, and recommendations.7. Statements of recommendation can be developed to provide evaluative data which teacher in-service program officials may use in making judgements relative to achievement of objectives of teacher in-service education programs. Conclusions of the study include the following:1. A model for the evaluation of teacher in-service education programs relative to the instructional behavior of teachers has been needed to provide a bases for intermediate evaluation and improvement of teacher in-service programming.2. A model for evaluation of teacher in-service programs utilizing a systematic procedure for securing information which incorporates reported and observed behavior can provide direct implications for planning and conducting phases of the teacher in-service program during the intermediate stages of implementation.3. A formative model for evaluation of teacher in-service education programs relative to the instructional behavior of teachers can be utilized to advance improved teacher in-service programming by collecting and treating data reported and observed from teacher participants of a teacher in-service program.4. A formative model for the evaluation of teacher in-service education programs can be utilized to collect and report data relative to the objectives of teacher in-service education programs for purposes of revising or modifying objectives of planned teacher in-service programs.

In this work, I defend the view that torture is an inexcusable practice for a democracy. Philosophical defenses of torture rely on hypothetical, abstract scenarios in which we are asked to imagine that a ticking bomb has been planted in the center of a metropolitan area and will kill thousands of innocents unless the terrorist, who has been captured by state agents but refuses to divulge the bomb’s location, is tortured. This model gives insufficient attention to the problematic relationship between pain and truth and reduces the recognition of torture as a practice of social and political domination. By taking a closer look at how democracies have practiced torture and how they have tried to reconcile its practice with democratic norms such as accountability and the rule of law, we are better equipped to understand what is at stake in justifying torture. The justifications that service and promote this violent practice fail to satisfy epistemic conditions of truth and evidence, and neglect moral restraints regarding our treatment of others as well as the profound consequences for allowing torture to persist in a democratic society. / Graduate / 0422 / jerryst.peter@gmail.com

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Although auditor-client interaction is considered an important determinant of financial reporting outcomes, concerns often arise that close working relationships between auditors and client managers can impair auditor independence. Several high-profile accounting scandals have intensified these concerns, impaired investors’ confidence in the financial reporting process and motivated regulators to respond with reforms to enhance auditors’ responsibility for maintaining financial reporting quality. Subsequent reports from the financial press indicate that these reforms had a chilling effect on the auditor-client relationship, but academic research has not examined the influence of regulatory scrutiny on the resolution of material accounting issues between auditors and managers. This study contributes to the literature by investigating the impact of regulatory scrutiny on auditors’ approach to resolving material accounting issues with managers and examining whether this impact is moderated by managers’ commitment to their preferred accounting. Auditors’ interaction approach involves developing arguments and recommendations in response to managers’ accounting preferences in an attempt to persuade managers to adopt more appropriate accounting. The results of an experiment with experienced auditors indicate that regulatory scrutiny and managers’ commitment to their preferred accounting interact to influence auditors’ interaction approach. Specifically, when regulatory scrutiny is low, reciprocity norms determine auditors’ interaction approach but, as regulatory scrutiny increases, accountability demands dominate auditors’ reciprocity motivations and modify auditors’ responses to managers’ accounting preferences. These results provide evidence that regulatory scrutiny introduces tension into the auditor-client relationship, but the effects of this tension on the resolution of material accounting issues is contingent on the interpersonal context. / Accounting

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 29, 2008) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ed.D.)--University of Tulsa, 1975. / Bibliography: l. 149-158.

Thesis (Ed.D.)--Georgia Southern University, 2005. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 181-192) and appendices.

Thesis (Ph.D.)--University of Delaware, 2005 . / Principal faculty advisor: Dennis L. Loftus, School of Education. Includes bibliographical references.