M.Ed. / The marked drop in the achievement-level of learners at the beginning of standard six has motivated this study. Whether standard six learners have a sufficient command of pre-high school knowledge and learning experience to cope with the standard six curriculum, is being investigated ...

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Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Dietetics, Restaurant, and Institutional Management.

Typescript, etc. / Digitized by Kansas Correctional Industries

Although the literature is replete with techniques to assist the researcher with the evaluation task, very few techniques regarding an effective process for evaluating developmental education programs have emerged. Those techniques that have emerged have been criticized for not producing useful results. The central purpose of this research was to develop a process for evaluating the instructional component of developmental education programs. The Educational Opportunities Program at Oregon State University was used as a case study. The review of literature established a theoretical basis for the model that was developed. A detailed description of the program is provided, as well as interviews with instructional staff. An instrument for eliciting program participants' views and opinions is included. The entire evaluation process was then evaluated for effectiveness. The evaluation process proved to be effective as a means for evaluating the instructional component of developmental education programs considering the original purpose of the evaluation. Although the focus was originally on the product, the process proved to be the most powerful catalyst for change. Future evaluators are cautioned to consider carefully the purpose, audience and intended outcome before proceeding further in the evaluation of the instructional components of developmental education programs. / Graduation date: 1992

M.Ed. (Curriculum Studies) / "The gap between school and work has widened because schools have taken too little account of the realities of the working world. Indeed, despite massive expansion in the upper secondary school system, little has been done in this direction in changing the basic curriculum content, ..• the deficiencies found can be traced back to this root cause. [With a] lack [of] practical orientation and guidance, expectations and aspirations become untenable and attitudes towards employment wrong. Yet, occupational choice, as well as aspirations for a certain type of job are, to some extent at least, conditioned by those aspirations nurtured both in the school and in the social environment, both of which, it would seem, are divorced from reality. Inevitably, disappointment and disillusion are the outcome of this. Often the type of information given to young people about the world is either unrealistic [or] superficial, both. It is then hardly surprising that those initially motivated towards choosing an occupation suited to their needs and skills soon find their expectations thwarted. Convinced that, having given of their best, society apparently does not need them, they withdraw into themselves" (Sellin, 1978 : 54/55).

Among the evidences of a successful school program is its power to reduce probable failures and increase the proportion of success among graduates in their past school careers. Therefore, it is the responsibility of the school personnel to make continuous checks on the changing needs of boys and girls and to offer opportunities for growth and development according to their individual needs. / Advisor: Stewart Murray, Professor Directing Paper. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaves 46-47).

Statement of the Problem The purpose of the study was to develop and evaluate a discrepancy needs assessment model that could be used to plan supplementary adult marketing and distributive education programs. Research questions addressed in the study were: (1) Is the discrepancy needs assessment model effective according to the evaluation criteria identified by Newstrom and Lillyquist; (2) Does a relationship exist between the salesperson's self assessment and the competence rating of his/her immediate supervisor; (3) Does a relationship exist between the salesperson's self assessment and the importance rating of his/her immediate supervisor; (4) Does a relationship exist between the salesperson's product line and the competence rating of his/her immediate supervisor; and (5) Does a relationship exist between the salesperson's product line and the salesperson's self assessment competence rating? Research Procedures Two populations were used in the study: (1) 260 full-time sales associates employed by Leggett department stores in the state of Virginia; and (2) the 30 supervisors of the 260 sales associates. A 17-item needs assessment instrument was developed, validated and reliability tested by the researcher. Statistical analysis included Spearman and Pearson correlations, ANOVA, post hoc testing, factor analysis and mean rankings. Conclusions It is concluded that there is very little relationship between sales associate and supervisor ratings of selling competence. Also, it is concluded that there is very little relationship between sales associate and supervisor ratings of importance of the selling activities. It is concluded that a relationship existed between supervisor ratings of sales associate competence and the product line sold by the sales associates. Finally, it is concluded that product line is not related to sales associate self assessment ratings of selling competence. A training course outline was developed and reviewed by: MDE professionals involved with supplementary adult programs; store managers from Leggett department stores; and Leggett staff members that assisted with the data collection. Each group completed a survey form that reflected the evaluation criteria identified by Newstrom and Lillyquist. The course outline was given a positive review by each group. / Ed. D.

Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task. / AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.

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