A research report submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science. Johannesburg, 2017. / The potential for South African science teachers to become powerful agents of transformation needs to be explored. Speaking of Fensham's (2002) term “educo-politics” Aikenhead (2010) argues that, "all science teachers are constantly engaged in ‘educo-politics'” (Aikenhead, 2010:615). In this study I attempted to uncover some of the socially critical aspects of science and society related themes. This study investigated how science and society themes outlined in the Natural Sciences Curriculum and Assessment Policy Statement (CAPS) (Department of Basic Education [DBE], 2011) are understood and valued by teachers. The study provides an account of how science teachers under the direction of the curriculum statement conceptualise the pedagogical use, and social value, of Specific Aim 3 in their regular teaching of Grade 9 Natural Sciences. The Science-Technology-Society- Environment (STSE) currents presented by Pedretti & Nazir (2011) provided a theoretical framework from which this inquiry was conducted and structured. This was a qualitative, small-scale study limited to 32 participants. The theoretical foundation of this study was influenced by the ideology and pedagogical frameworks which underpin science and society philosophies and movements in science education. An evaluation of the Natural Sciences CAPS (DBE, 2011) using such frameworks informed the development of the two research instruments used. A questionnaire was administered to 32 Grade 9 Natural Sciences teachers from government schools in the Johannesburg-West and Johannesburg-North districts in Gauteng. Three of the questionnaire participants were then interviewed using a semi-structured interview schedule. The participants varied in age, race demographics, distribution of home languages, professional qualifications and years of teaching experience. The schools where participants teach were varied in terms of demographics and available resources. The study found that participants did not communicate a clear understanding of the principles which form science and society in the Natural Sciences CAPS. Time constraints, deviation from science content and limited usefulness for science learning were commonly cited to justify limited science and society practices. Furthermore, participants regularly made statements which communicated their belief in the superiority of science in terms of its explanatory value. In this regard participants showed insensitivity to the cultural barriers students may experience when learning science. This study has contributed to our understanding of how South African science teachers conceptualise and use science as society themes as outlined in the Grade 9 Natural Sciences CAPS. The findings of this study confirmed that the effects and consequences of the prescriptive elements and nature of the Natural Sciences CAPS (DBE, 2011) need to be critically evaluated. Although curriculum reform in South Africa was intended to empower teachers in their decision-making about what and how to teach, over-reliance on work schedules and Learning Support Materials (LSMs) results in the constriction of teacher agency (Stoffels, 2008). Such tendencies were observed in this study and hence it is suggested that this aspect of teacher agency be explored in further research. KEY WORDS Science and Society Scientific literacy Humanistic science education Curriculum Teachers Science-Society-Technology Science-Society-Technology-Environment Socioscientific Issues / EM2018

This thesis investigates problems with current assessment and feedback practices in surgical training, and proposes ways to mediate some of these issues. In the first study, we report a number of barriers that might prevent supervisors from providing constructive feedback to medical trainees, including a fear of being labeled as intimidating or harassing. We also identify some barriers which make it challenging for supervisors to accurately report the progress of underperforming trainees including insufficient documentation, a perceived lack of support from program leadership, insufficient opportunities to observe performance, competing demands on time, fear of appeals or legal action, and fear of reciprocated poor staff evaluations. The second study examines the effectiveness of two new tools for assessing trainees’ performance and determines that these tools might be helpful in overcoming some of the barriers identified in the first study to help supervisors provide more meaningful feedback to trainees. Participants reported that the new tools were helpful for improving learning in six ways: by sparking a dialogue regarding performance; by promoting a structured, procedure-specific framework which could be used as a mechanism for providing high quality feedback; by providing a framework for directing future learning; by facilitating a systematic tracking of progress over time; by promoting an increased motivation to learn; and by introducing a learning focus to the intraoperative environment. Together, the data from this thesis provide us with a better understanding of how we might improve the use of assessments and feedback in surgical training. The hope is that our findings will improve the education of new physicians and ultimately improve patient care. / Thesis / Master of Science (MSc) / This thesis investigates problems with current assessment and feedback practices in surgical training, and proposes ways to mediate some of these issues. We present two studies. In the first, we explore barriers that might prevent supervisors from providing constructive feedback to medical trainees. We also identify some barriers which make it challenging for supervisors to accurately report the progress of underperforming trainees. The second study examines the effectiveness of two new tools for assessing trainees’ performance and demonstrates that these tools might be helpful in overcoming some of the barriers identified in the first study to help supervisors provide more meaningful feedback to trainees. Together, the data from this thesis provide us with a better understanding of how we might improve the use of assessment and feedback in surgical training. The hope is that our findings will improve the education of new physicians and ultimately improve patient care.

Competency-based education (CBE) has become well-accepted as a powerful way to personalize learning. Today's advanced technologies have enhanced CBE even further. Practitioners in the field are seeking means to take advantage of technology to increase CBE's effectiveness and efficiency, especially for adult learners. Microlearning and digital open badges are two examples. This dissertation, which consists of three articles, aimed to provide more in-depth insights into the two innovative approaches. The first article is a literature review of the current understanding of microlearning. While microlearning is commonly defined as breaking down learning into manageable bite-size chunks, the review of the existing literature identified key principles for effective microlearning while also suggesting gaps in the research. Because of the limited number of peer-reviewed and research-based articles about microlearning, this literature review justified microlearning as a practical approach for workplace learning through CBE and digital open badges, which were relatively more well-studied. The article concluded with suggestions on how to design and facilitate effective microlearning experiences. The second and third articles from this dissertation resulted from an ongoing design-based research (DBR) project began in 2018. The study aims to contribute theories and practices about developing microcredentials and microlearning experiences to support self-directed learning (SDL) in educational settings. The project started with implementing competency-based microcredentials to train student instructors to teach software workshops at the Brigham Young University multimedia lab (Clement et al. 2020). It is in the second iteration to offer microcredentials to all students on campus through project-based assessments. Following the timeline of this project, the second article presents a case study that discusses microcredential use for student instructor training at the multimedia lab. We collected surveys and interviews from the current and former employees to determine if the badge-assisted training design has been meeting its intended goals for tracking skills. The result shows that while the badge-assisted training is effective for tracking skills and progression. It also provides insights to inform the next iteration's design. The third article is a product from the second iteration of this DBR project. The objective was to understand if and how microcredentials could promote continuous SDL. We collected 104 survey responses and 7 interviews from students who attended the software training workshops. Our findings suggest that marketing digital open badges as individual skills identification may be insignificant for supporting continuous SDL, but their stackable feature is. We aim to provide insights for practitioners to avoid similar pitfalls when implementing digital open badges through our reflections and suggestions.

No description available.

No description available.

The launch of Competence by Design (CBD) in 2017 by the Royal College of Physicians and Surgeons of Canada (RCPSC) ushered in a new era of residency education in Canada. For CBD to succeed, faculty responsible for training residents must undergo faculty development to attain the relevant knowledge and skills required to fulfil their new duties. This thesis examines the faculty development resources available to faculty, and the approaches taken by program directors to facilitate faculty development. This research was guided by two research questions: (1) What faculty development resources (e.g., online modules, websites, slide decks) are currently available for faculty members in CBD programs across Canada? (2) How do program directors facilitate faculty development within their specific program? Phase 1 of this study involved a document review of all English-speaking medical schools in Canada with a post graduate CBD program. In phase 2, semi-structured interviews were conducted with program directors from the emergency medicine and psychiatry specialties. The document review found that Canadian universities hosted a range of informative websites, documents, newsletters, live sessions, and online modules to support faculty development efforts on a range of topics. During the interview phase, program directors identified live faculty development sessions, both in-person and online, were the most effective. They also expanded on their experience in the transition to CBD, some noting that their previous assessment models shared similarities with CBD, lessening the burden on faculty to change their teaching practice. Many expressed concerns over resource and time constraints on faculty development and the implementation of CBD as a whole.

The study sought to determine if a correlation exists between results obtained by students on the Florida Writing Assessment Program and the Verbal Section of the SAT. The study reviewed the literature in relation to three areas: (a) Politics Drives Instruction, (b) Traditional Versus Performance-based Assessments, and (c) Testing Drives Instruction. The study reviewed the changing face of assessment and the continued emphasis on high stakes testing and accountability measures applied to the nation's public school systems. The study was based on data derived from the database of one Florida public school system. The results on the Florida Writing Assessment Program and the SAT Verbal Section of three graduating classes of seniors from the years 1998, 1999, and 2000 were compared for this research study. The completed study was based on the test results of 430 students. The study concluded that a positive correlation existed between the results of students on the Florida Writing Assessment Program and the Verbal Section of the SAT. The correlation was .31 at the .01 level. The study yielded no significant difference among the three graduating classes in results on the Florida Writing Assessment Program or the Verbal Section of the SAT. The study did show a significant difference on the mean score of students' Verbal SAT when compared to the type of prompt they received on the Florida Writing Assessment Program. Verbal SAT results were higher for those taking the persuasive form of the Florida Writing Assessment Program. Implications for practice and recommendations for future studies dealing with assessments utilized in accountability systems for public school educators were made.

This study investigated the views of academic personnel at, and of employers associated with, six community colleges in Virginia and West Virginia regarding the desired amount and character of general education in two-year occupational programs. Specifically, the desired amount of general education was measured as the proportion--expressed as a percentage--of the total credit hours in a program the participants would dedicate to general education, compared to amounts desired for other curriculum components. Response to the primary research question--desired character of general education--was recorded as the emphasis placed on each of several general education competences and measured as a percentage of the general education effort to be devoted to each. Results of the analysis showed that academic personnel and employers are in substantial agreement on the amount of general education desired in a two-year occupational program--about 20-22 semester hours--and on the nature of that component: both would emphasize strongly communication skills and critical thinking and, to a lesser degree, vocational adjustment ability, mathematics skills, human relations skills, and a knowledge of science and economics. Academic personnel and employers would each place less emphasis on ethical sensitivity, knowledge of health and fitness, and political awareness. They would emphasize least a knowledge of art and literature, a global perspective, and a knowledge of history. Employers representing manufacturing, retail sales and non-profit enterprises are in essential agreement on these points. Among academic personnel, occupational faculty, particularly in the engineering technologies, desire less general education and put more emphasis on mathematics and critical thinking skills than do general education faculty. The study finds sufficient consensus among the groups surveyed to suggest that community colleges should move boldly forward to improve their general education programs. / Ed. D.

The infusion of special education students into general education programs has added to the expanding role of the high school principal. The purpose of this study was to identify competencies needed by high school principals and assistant principals to effectively develop, supervise, monitor, and evaluate school-based special education programs. Competency statements were generated from the literature and validated by a panel of experts. The final instrument containing thirty competency statements in eight function areas was administered to Virginia high school principals and assistant principals who were randomly selected from the <u>Virginia Educational Directory</u>. Respondents were asked to rate the individual competency statement using a five point index of value scale and to list the competency statements which should receive first, second, and third priority. Data were analyzed by descriptive statistics. The index of value rating for the competency statements were independent of the position of respondent. The selection of first priority statement was dependent on the position of the person generating the rating, while the second and third priority statements were independent of the person generating the rating. The findings of this study identified "rules for discipline", "select personnel", "implement due process", "enable improvement of instruction", and "implement programs according to regulations" as competency statements with the highest mean index of value. Principals identified the top priority statements as: "evaluation for referred students", "evaluate personnel", and "implement programs according to regulations". Assistant principals identified the top priority statements as "promote positive attitudes", "rules for discipline“, and "implement programs according to regulations". Recommendations for further research included task analysis of competency statements to identify performance indicators that could be used in administrative training programs; cooperation between the local and state education agencies and universities in the provision of special education administration skills infused into general education administration pre- and in-service training programs; and the use of Public Law 94-142, Education of the Handicapped Act, Part B State flow through funds and Part D State personnel preparation funds as financial resources. / Ed. D. / incomplete_metadata

The purpose of this study was to investigate the effects of test length on the estimation of functional reading ability levels and mastery/nonmastery classifications of ninth grade students in the state of Maryland with short-form tests. developed by using the oneparameter item response model. Using the i tern responses of approximately 36,000 students to 75 items on a functional reading test, item parameters were estimated with the one-parameter i tern response model. Three nonoverlapping short-form tests of 10, 20, and 30 i terns were developed using i terns targeted at the cut-score of the test. The study investigated the extent to which estimates of pupil functional reading ability levels and mastery/nonmastery classifications obtained from three short-form tests were the same as or related to those obtained on the original 75-item test. Three nonoverlapping samples of 5,000 students each were used to make the comparisons. The extent to which estimates of pupil performance on the short-form measures were the same as that on the original tests was analyzed using a m ul ti-variate analysis of variance design. The results showed that the ability estimates obtained on each of the short-form tests differed significantly (p(.000) from that obtained on the original test. The differences were, however, trivial, measuring less than .06 of the standard deviation of the shorter test. Pearson's product moment correlation coefficients obtained in this study were, on average, .80, .89, and .94 between the original test (75 items) and the 10-, 20-, and 30-item tests, respectively. Analysis of the mastery/nonmastery classifications resulted in observed indices of agreement be tween the short- and long-form tests ranging from .82 for the 10-item test to .91 for the 30-item test. Kappa indices of agreement between the the short- and long-form measures ranged from .64 for the 10-item test to .81 for the 30-item test. The study concluded that there is a relationship be tween test length and estimation of pupil functional reading ability and student mastery/nonmastery classifications. It is proposed, however, that a substantial reduction in testing time and student testing burden can be realized by using short-form tests developed and administered in a manner described in the study. / Doctor of Education