In this decade, the drive to improve the quality of learning environments at all levels has gathered pace, and accountability of providers has become a byword, particularly in secondary and tertiary educational institutions. In this process of meeting societal needs, the teacher's role is crucial to the provision of optimal conditions for learning. Teachers' adaptation to the changing clientele and technologies of the 1990's, also demands their flexibility and preparedness to contemplate anew their role in the learning transaction. Gage (1963) posed three topical questions about teaching: how do teachers behave, why do they behave as they do and what are the effects of their behaviour? The information gained by examining three types of variables, is required to answer these questions, the most central to research on teaching, is teaching behaviour, or the process of teaching. Secondly, there are the causes or determinants of those behaviours or processes and finally, there are the effects or consequences of the teaching behaviours or processes (Dunkin,1986). This research into teaching behaviours, conducted in three institutes of Technical and Further Education in the A.C.T., seeks to determine the quality of teaching for adult learners and the nature of the learning environment in TAFE. The design of the study incorporates comprehensive multi-variate instruments and a triangulating approach to data collection. In particular, a factor analysis of student questionnaires evaluates the main factors operant in the classrooms of the selected tertiary environments. The nature of the teaching behaviours and the contingent learning climate, enabled further conclusions to be drawn about the implications of these behaviours for adult learners eg. teacher expectancies, not found hitherto evaluated in a tertiary context.

As knowledge workers in post-compulsory education, contemporary women Technical and Further Education (TAFE) teachers help train Australia's skilled workforce. Their work is instrumental in government strategies to enhance national competitiveness in global markets. Yet their contributions to Australian education have been neglected, their work/lives have remained unremarked, and their voices unheard. My research focus, therefore, was to examine how these teachers fared in recent, dramatic restructurings of the TAFE sector, part of the national Vocational Education and Training (VET) system, and to look particularly at how they responded to TAFE and other work/life changes. / Thesis (PhD)--University of South Australia, 2002.

As knowledge workers in post-compulsory education, contemporary women Technical and Further Education (TAFE) teachers help train Australia's skilled workforce. Their work is instrumental in government strategies to enhance national competitiveness in global markets. Yet their contributions to Australian education have been neglected, their work/lives have remained unremarked, and their voices unheard. My research focus, therefore, was to examine how these teachers fared in recent, dramatic restructurings of the TAFE sector, part of the national Vocational Education and Training (VET) system, and to look particularly at how they responded to TAFE and other work/life changes / thesis (PhD)--University of South Australia, 2002.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: Franceska Smith. Dissertation Committee: Elizabeth Kasl. Includes bibliographical references (leaves 221-234).

M.Ed. / South Africa needs to spread its available and required competence, skills and educational basis among its broad population (Valchanges, 1992:23). This is reflected in South Africa being rated 43rd out of 47 countries in the human development and skills level, or put differently, 14th out of 15 Group II countries in the World Competitiveness Report of 1992 (Gerber, Nel and Van Dyk, 1995:6). The South African educational system also ranked 14th of the 15 Group II countries in the same report (Gerber, et al, 1995:7). The situation is even worse if the World Competitiveness Report of 1995 is taken into consideration. South Africa ranked. 44th of 46 countries regarding its human resource development (Buffington and Associates, 1996; Rossouw, 1996:3; Pretoria News, 29 May 1996). If the above is taken into consideration it is clear that the start of the National Training Board (NTB) process that began in 1993 was necessary. The initial debates in the process were located within the vocational training context (HSRC, 1995:34). Four stakeholders entered the initial NTB process; namely: The government of the day with official representation by the departments of Education and Labour (called the Department of Manpower at the time); Representatives of different employers organisations; Representatives of organised labour; and Providers of learning. Different concerns from each of the above stakeholders caused a shift in the debate from a concern about vocational training to a broader concept of vocational education and training. This lead to the argument of an integrated approach. Thus: The field of education, training and development should adopt an integrated approach to all activities and systems currently classified as education and training and, unlike the past concentrate on vocational training only (HSRC, 1995:35). As part of such an integrated approach, education, training and development should not be seen as separate entities, but as one unit within the larger field of human resource development, i.e. the development of all those involved in Education, Training and Development (ETD), must be ranked as one of the biggest priorities in South Africa (National Training Board, 1995a:5). In November 1993, Working Committee 3 of the NTB submitted a report on "Trainer Development", under the title of "Education, Training and Development Practitioner" (NTB Annexure A, 1995c:2) thus starting a process of integrating the ETD field. Those involved in ETD were referred to as Education, Training and Development Practitioners (ETDP). The original task given to Working Committee 3 reads as follows: "Develop a South African competency-based model for trainers. Identify requirements for registration, certification, accreditation and recognition of existing qualifications and experience or competency in a national integrated certification/qualification structure." The ETDP competency model must be based on outcomes/outputs as a central focus, that will link the ETDP competency model with the National Qualifications Framework (NQF), thus ensuring registration, certification, accreditation and recognition of existing qualifications and experience (NTB, 1995c:21. To ensure that the ETDP Model complies to the requirements of the NQF (NTB, 1995a:5) it must be described in terms of: Roles; Outputs/Outcomes; Quality Standards; Competencies linked to outputs/outcomes; Range variables; and Levels of complexity.

M.Ed. (Tertiary and Adult Education) / Tertiary institutions experience a big influx of adult learners which increases the demand for capable adult educators. A need was identified to train or refresh adult educators in teaching techniques suitable for adult learners. Group methods have been identified as an effective teaching method to use in adult education as it provides the adult learner with the opportunity to use his/her experience and to be selfdirective in his/her studies. Selfstudy modules has been selected as an appropriate training method for adult educators as it is regarded as a cost-effective method to develop adult educators by means of distance education. A study of literature and descriptive research were conducted to determine the structure and requirements of a selfstudy unit as well as the essentials of group work. The information obtained was used to construct a selfstudy module dealing with the facilitating of adult learning by means of group methods. The following issues were addressed in the selfstudy module: 1) The use of group methods in the teaching-learning situation. 2) The essence of group methods and cooperative learning. 3) The characteristics of adult learners and their learning orientation towards learning. 4) Planning of group work by the adult educator. 5) The roll of the educator during group work. 6) Evaluating the group process, group efforts and individual achievements. Each of these topics was succeeded by an assignment to assist the adult educator to work through the module systematically and to evaluate his/her progress at regular intervals. On completion of the module he/she should be more equipped to fulfill his/her role as facilitator of group discussion.

In the latter part of the 1980's, contracting by the Correctional Service of Canada with private and public institutions accelerated. This contracting included provision of educational programs. Therefore, as a result of a new emphasis upon Canadian literacy education during the same period, there arose a need to select numbers of contract personnel who would be effective in prison adult basic education teaching. Subsequently, eighteen teachers in the Ontario and Pacific Regions of the Correctional Service of Canada were subjects of a study that sought information about effectiveness criteria to assist in the selection of teachers for prison adult basic education teaching. The Evaluation of Teacher Behaviors rating instrument established an upper quartile that identified five prison adult basic education teachers perceived as most effective, and a lower quartile of five prison adult basic education teachers perceived as least effective. Teachers completed the Demographic Data Questionnaire, providing information about academic education, teaching experience, additional training and education, and certification. They then participated in a structured, oral interview, the Correctional Teacher Interview Survey, responding to questions about their teaching strategies and their personal beliefs regarding the effects of prison education. Three experienced correctional educators rated these responses according to criteria that suggested possession of qualities such as sense of mission, structure, and empathy. Three teachers from the high group also responded to the Supplementary Questionnaire, which asked for their perceptions of their own schooling, relevant life experiences, and attitudes to their students as individuals. Analysis of the results of the Evaluation of Teacher Behaviors indicated statistically significant differentiation between the two groups on each of eleven criteria, with greatest differentiation for the criteria original, overall effective, adaptable, and stimulating. Analysis of responses to the Demographic Data Questionnaire showed that in the high group there was a greater percentage of teachers who had recently been involved in supplementary training and continuing education experiences. The low group of teachers possessed more years of experience in public/parochial school teaching than did teachers in the high group. The three correctional educators who rated the subject teachers' responses to the Correctional Teachers Interview Survey found that the teachers in the high group scored better on the characteristics clarity, desire to help students grow, structure, and empathy than did teachers in the low group. Analysis revealed that both the students who rated the eighteen teachers on the Evaluation of Teacher Behaviors instrument and the three correctional educators who rated the responses of the same teachers to the Correctional Teacher Interview Survey had, according to these ratings, similarly placed eight of the ten subject teachers in their respective high and low groups. The Supplementary Questionnaire revealed that three teachers from the high group possessed similar experiences in their personal and professional backgrounds and currently employed similar teaching strategies. Findings from this study have suggested that teachers who are perceived effective may possess behavioral characteristics, life and work experiences, and similar teaching strategies that distinguish them from those who are perceived to be low in effectiveness. Appropriate application and interview techniques could be designed to elicit information about these distinguishing elements. / Education, Faculty of / Graduate

Workplace literacy is a movement that has gained popularity in our society in the last decade. Despite the prolific amount of literature on the subject, very little research has been done to determine how teachers are functioning in this new setting. The problem addressed by this study involved how teachers move into a new workplace literacy setting and the issues they face as they establish their classes in this new setting. The purpose of the study was to determine the kinds of issues which teachers might encounter as they move into this setting. Questions about how teachers experience moving into a workplace literacy setting located at the job site was examined through qualitative research. A case study narrative providing rich description was conducted. about one national workplace literacy project from the beginning of the project throughout the eighteen-month grant period. Classroom observations, participant observations, and interviews were completed. The method of constant comparison was used to analyze the data for patterns of similarity and dissimilarity. Six principal categories emerged from the data. The findings are presented in six broad categories: (a) a definition of workplace literacy; (b) awareness of company culture; (c) company involvement; (d) the workplace literacy student; (e) the workplace literacy classroom; and (f) the role of the teacher. From these findings, conclusions were drawn about teacher training materials for individuals in workplace literacy settings. It was determined that a need does exist for a usable teacher's manual containing information regarding workplace literacy programs. Additional research is necessary; one suggestion included replicating this study in another workplace literacy project to determine whether similar issues would emerge. / Ed. D.

This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training programme. A qualitative investigation method was conducted, and a semi-structured interview was employed to collect data. The data from open-ended questions was analysed using a thematic approach. Findings suggest that the condition of services for adult education teachers was not acceptable and the levels of job satisfaction among teachers in adult education was low. Some recommendations that arise from the study are that the dilapidated buildings belonging to adult education be revamped and teaching and learning resources be provided. It is also recommended that the employment conditions of adult education teachers be in line with those of mainstream education teachers. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

The aim of this study was to develop a high-quality, experience-based, accredited training course that would bring black literacy workers into the ABET materials writing field. The report begins by setting the context of ABET in South Africa, then describing the literature on a wide variety of materials development projects in South Africa and other developing countries, some of which can be used as models for the proposed course. Training courses in fields outside ABET also inform the study. Through a combination of questionnaires and interviews, the study explores the needs of institutions concerned with ABET materials as well as the needs and skills of potential trainees. Ten specialists were interviewed: Seven were ABET practitioners representing a tertiary institution, NGOs and government and three were involved in educational publishing.They identified the need for relevant practical materials in all South African languages and learning areas, and said a training course should stress thinking skills, writing skills, visual literacy and a firm grasp of the process and economics of book production. Thirty eight potential trainees were contacted through questionnaires and focus groups. They were positive about the proposed course and alerted the researcher to logistical issues regarding finances and timing. All respondents said the course must be accredited in line with NQF requirements. The main tension that arose in the interviews was around priorities. While all the experts said training in the production of materials was important, it had to viewed as a luxury in light of extremely limited resources and urgent demands for delivery. Finally a proposed course is described, consisting of a 12-module, part-time course lasting approximately one year.