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The purpose of the present study was to investigate the extent to which physical education teachers perceive that they use competency-based instruction and to assess some of the factors that influence them to use competency-based instructional strategies. It was also the intent of this study to design the Perceived CBI questionnaire specifically for this study. / The results indicated that physical educators did not utilize many of the CBI strategies frequently or all the time. Most evident was the lack of involvement of parents and volunteers in the instructional planning of individualized programs. Also evident was the limited use of the initial assessment information gathered from students to plan instructional programs that would meet the individual student's needs. A significant relationship between the perceived use of CBI by teachers and the years teachers have taught students with disabilities was noted. No significant relationship was noted between teachers perceived use of CBI and (1) the number of years they have taught physical education, (2) the number of courses taken in adapted physical education and (3) the number of courses in special education. Significant differences were noted between the perceived use of CBI by teachers and the level of education, and the type of school setting.

Context: A relatively recent focus on evidence based management has been influenced strongly by evidence based medicine. Healthcare administrators are encouraged to utilize similar principles to optimize their decision making. There are no known studies that address whether or not and how evidence is used by healthcare administrators in decision making practice and process. Objectives: This study explores how evidence is conceptualized by public hospital executives and whether or not, and how, evidence is brought to bear on strategic decision making. Design: The study undertook a qualitative design, using a grounded theory approach. The focus was to uncover how evidence is conceptualized by decision makers, whether or not and how evidence as defined is brought to bear, and under what conditions and why evidence is brought to bear. The study included four public hospitals in the Greater Toronto Area, two academic health sciences centres and two community teaching hospitals. Hospital CEOs were asked to identify three strategic decisions (one clinical expansion, one partnership, and one decision on prioritizing quality improvement). Interviews were conducted with 19 healthcare leaders and decision makers, and content analysis was undertaken for 64 supporting documents. Results: Strategic decision makers in this study bring an amalgam of evidence to bear on strategic decisions. Evidence comes from sources internal and external to the organization, and includes a series of types of evidence ranging from published research to local business evidence. The reasons for bringing evidence to bear are highly intertwined. Evidence was sought, developed, and brought to bear on decisions in a formalized manner, and was used in concert with conditions internal and externalto the organization, and informed by the decision maker characteristics. Conclusion: Evidence plays a prominent role in strategic decision making. Strategic decisions were supported by processes requiring evidence to be brought to bear.

Context: A relatively recent focus on evidence based management has been influenced strongly by evidence based medicine. Healthcare administrators are encouraged to utilize similar principles to optimize their decision making. There are no known studies that address whether or not and how evidence is used by healthcare administrators in decision making practice and process. Objectives: This study explores how evidence is conceptualized by public hospital executives and whether or not, and how, evidence is brought to bear on strategic decision making. Design: The study undertook a qualitative design, using a grounded theory approach. The focus was to uncover how evidence is conceptualized by decision makers, whether or not and how evidence as defined is brought to bear, and under what conditions and why evidence is brought to bear. The study included four public hospitals in the Greater Toronto Area, two academic health sciences centres and two community teaching hospitals. Hospital CEOs were asked to identify three strategic decisions (one clinical expansion, one partnership, and one decision on prioritizing quality improvement). Interviews were conducted with 19 healthcare leaders and decision makers, and content analysis was undertaken for 64 supporting documents. Results: Strategic decision makers in this study bring an amalgam of evidence to bear on strategic decisions. Evidence comes from sources internal and external to the organization, and includes a series of types of evidence ranging from published research to local business evidence. The reasons for bringing evidence to bear are highly intertwined. Evidence was sought, developed, and brought to bear on decisions in a formalized manner, and was used in concert with conditions internal and externalto the organization, and informed by the decision maker characteristics. Conclusion: Evidence plays a prominent role in strategic decision making. Strategic decisions were supported by processes requiring evidence to be brought to bear.

The purpose of this study is to investigate the use of resources in Outcomes Based Education mainly at three Folweni Primary School at Folweni township. After extensive reading and hardworking, I have discovered more information about the use of resources in Outcomes Based Education. As a result of this study, which focuses on the use of resources in OBE, my experience based on knowledge and skills has been developed. Such experience has been developed in terms of concepts such as OBE, outcomes in OBE, concept resource, learner-centered approach, types of resources, importance of using and problems resources solves in Outcomes Based Education. All these area are covered in this report. Other areas which are also covered are presented as follows: Chapter one covers the statement of the purpose, critical questions, rationale of the study and motivation of the study. Chapter two covers the definition of concepts, types of resources, importance of using resources in OBE and problems resources solve in OBE. Chapter three covers the research methods. Chapter four covers research findings. Chapter five covers data analysis. Chapter six covers conclusions on findings and recommendations. / Thesis (M.Ed.)-University of Durban-Westville, 2002.

Our present day South African education system lies in great turmoil for a variety of reasons. The main reason being that there exists a great shortage of skilled educators required to implement Curriculum 2005 and Outcomes Based Education effectively and efficiently. Thus, it is alternate forms of re-skilling via the use of appropriate resources, namely, distance education, the internet, educational television, newspapers and cluster workshops that could bring adequate "re-skilling" to the thousands of teachers who can positively implement a new, revised and streamlined curriculum by June 2001. This study aims to prove that it is these types of on-going teacher-support and the use of educational technology at various levels that will ultimately lead to improving the teaching and learning processes. This study could assist the various stakeholders in the education field to formulate policies that would assist in providing the necessary resources, support and re-skilling necessary for the thousands of unprepared South African teachers who are presently experiencing difficulties in implementing this new education system. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

All schools exist in a particular environment. No matter what environment the school is in the educator can make use of it as a learning resource. The environment is a critical aspect at all levels of education and in all programmes to create environmentally literate and active citizens. This study focussed on the use of the environment as a resource for cross-curricular materials development in Outcomes-Based Education. It is essential for all the driving forces of the education system to understand, that materials development is the process of designing and developing learner-support materials (resources) to enhance the teaching-learning process. Therefore, developing cross-curricular materials is a requisite for assisting learners to master the necessary knowledge, skills, values and attitudes. Developing cross-curricular materials promote integrated learning as encouraged by Outcomes-Based Education. The findings for this study indicate that some educators still lack skills for developing cross-curricula materials. The findings also indicate that, educators from rural schools mostly depend on waste materials as their teaching-learning resources. The study also indicate some recommendations that could be used to empower educators to master competent materials development skills. Quality teaching and quality learning mostly depend on adequate resources that could assist the learner to master the required knowledge and skills. / Thesis (M.Ed.)-University of Durban-Westville, 2003.