Thesis (M.P.A.)--Kutztown University of Pennsylvania, 2002. / Source: Masters Abstracts International, Volume: 45-06, page: 2773. Typescript. Abstract precedes thesis as preliminary leaves [1-2]. Includes bibliographical references (leaves 97-99).

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 202-211). Also available on the Internet.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vi, 126 p. Includes abstract. Includes bibliographical references (p. 100-117).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph.D.(Education Management))--University of Pretoria, 2001. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 132 p. : ill. Includes abstract. Includes bibliographical references (p. 112-118).

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 202-211). Also available on the Internet.

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.

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.