This study attempted to determine the accurateness of the representation of the Hispanic culture in childrens books. I interviewed ten people: five non-Hispanic and five Hispanic, and I found that the Hispanic people do not seem to pay as much attention to physical features as non-Hispanic people do. However, they were concerned about the portrayal of the Hispanic culture in traditional ways: the traditional roles of women, the traditional dress, the architecture of the houses and the portrayal of the Hispanic people living in rural areas and being extremely poor. It appears that from the timeline covered by the books, from the 1930s until the present time that the more recent the publication, the more accurate the portrayal of the Hispanic culture becomes. In recent years, we see more books in the literature that portray characters from the Hispanic culture as middle class citizens living in cities rather than people living in rural areas doing agriculture based jobs. The results from this study confirm my own perceptions of the portrayal of the Hispanic culture in childrens books. To support this statement I can refer to Hamel (1993), who explains the notion called initial theory. This means that any researcher can have an initial idea of the perceived social phenomenon. In my specific case, this has come from the years studying and working as a librarian where I have had a wide exposure to books and people from diverse origins. As the participants were going through the books, they were distinguishing more details and becoming more aware of their own perceptions and the details in the books that supported their perceptions. They became more aware of the stereotypes and of the way the culture was represented. An important aspect to point out is that the authors of more recent books like Too Many Tamales, Abuela, or Chato and the Party Animals are authors who have lived in the United States for a long time, so they are setting their stories in this country. This aspect can be absolutely helpful if we consider that these books have been created for use in the United States. Therefore, children and readers in the United States will identify more with the characters and settings. Consequently, they will feel the pride and may wish to continue their traditions. At the same time, children will be able to establish comparisons and differences with other ethnic groups; and other children can learn about the Hispanic culture.

This eight-week descriptive study examined the impact of the incorporation of a Life-Application Learning Methods Program on struggling middle school readers. Two questions were explored: 1) How did incorporating lifeapplication learning into the middle school curriculum impact reading motivation?, and 2) How did incorporating life-application learning in the middle school curriculum impact the reading levels? Participants in the study were eight eighth-grade students considered to be struggling readers Qualitative methods were used for this study utilizing responses from a survey, two inventories, student journals, and researcher observations. Data gathered suggested that students are more likely to become motivated and engaged readers when the subject matter directly relates to their lives and that students are more likely to invest in learning reading skills and strategies in order to pursue information they find relevant. The Life-Application Learning Methods Program incorporated the skills outlined in the lesson plans of regular classroom teacher with current reading materials including, but not limited to, novels, magazines, newspapers, recipes, instruction booklets, job applications, and internet resources. Activities included oral reading, group activities, presentations, research, internet exploration, and creative writing. Results of the descriptive study indicated that struggling readers involved in a Life-Application Learning Instructional Program demonstrated gains in both motivation and reading ability. A reexamination of the study identified the immediate usefulness and personal application as being the significant catalyst for becoming active readers. The findings highlight the students desire to find meaning in their reading assignments. In addition, findings suggest that integrating multiple sources of reading materials invite greater student participation. Implications resulting from these findings could be instrumental in improving student engagement in the classroom. By knowing and understanding what motivates student to learn, educators can provide instruction interesting to the students and in compliance with state mandated curriculum guides.

The main research question of this study was: How do selected high school chemistry students' understandings of the elements, structure, and periodicity of the Periodic Table change as they participate in a unit study consisting of inquiry-based activities emphasizing construction of innovative science graphics? The research question was answered using a multiple case study/mixed model design which employed elements of both qualitative and quantitative methodologies during data collection and analyses. The unit study was conducted over a six-week period with 11th-grade students enrolled in a chemistry class. A purposive sample of six students from the class was selected to participate in interviews and concept map coconstruction (Wandersee & Abrams, 1993) periodically across the study. The progress of the selected students of the case study was compared to the progress of the class as a whole. The students of the case study were also compared to a group of high school chemistry students at a comparative school. The results show that the students from both schools left traditional instruction on the periodic table (lecture and textbook activities) with a very limited understanding of the topic. It also revealed that the inquiry-based, visual approach of the unit study helped students make significant conceptual progress in their understanding of the periodic table. The pictorial periodic table (which features photographs of the elements), used in conjunction with the graphic technique of data mapping, enhanced students understanding of the patterns of the physical properties of the elements on the periodic table. The graphic technique of compound mapping helped students learn reactivity patterns between types and groups of elements on the periodic table. The recreation of the periodic table with element cards created from the pictorial periodic table helped students progress in their understanding of periodicity and its key concepts. The Periodic Table Literacy Rubric (PTLR) proved to be a valuable tool for assessing students conceptual progress, and helped to identify a critical juncture in the learning of periodicity. In addition, the PTLR rubric's historical-conceptual design demonstrates how the history of science can be used to inform today's science teaching.

Since the passage of the Individuals with Disabilities Education Act (IDEA), originally passed as the Education for All Handicapped Students Act in 1975, a growing number of students with disabilities are receiving their education in general education classrooms. This movement has placed the responsibility of educating students with disabilities on general education teachers with support from special education teachers. One of the responsibilities that general educators now have is the provision of accommodations in their classrooms. Teacher efficacy, the belief in one's ability to affect student learning, has been shown to be related to several classroom behaviors. This study was conducted to examine the relationship between the acceptability and use of accommodations and teacher efficacy. An instrument, the Teacher Acceptability and Use Scale (TAUS) was developed to examine a teacher's judgement of the acceptability of common classroom modifications designed to support students with disabilities within their classes. In addition, the instrument required teachers to report their current use of each modification. An additional scale, the Teacher Sense of Efficacy Scale was administered to measure the teacher's belief in their ability to affect student learning. Survey data were obtained from 187 teachers of grades 1 - 5 in the state of Louisiana. A principal component analysis of the TAUS revealed a 6-factor structure for the acceptability subscale and a 4-factor structure for the reported use subscale. Data indicated a high correlation between the acceptability and reported use of instructional accommodations. These results appear to support previous research on acceptability of behavioral interventions as well as prior research on instructional accommodations. Additionally, the data support a moderate correlation between teachers' sense of efficacy and the acceptability and use of accommodations.

An historical investigation into the types of illustrations in the Golden Age of Geology (1788-1840) revealed the nature and progression of graphic representation at the dawning of geology as a science. Exhaustive sampling of geology texts published in the period of focus proceeded until saturation was achieved. Qualitative analysis and evaluation of early illustrations were accomplished with Edward R. Tufte's theory of graphic design. Hypothesis testing around a correlation coefficient revealed significance at the 99% confidence level for relationships between publication year and number of included graphics, and publication year and the graphic density of texts. Henry T. De la Beche emerged as an important geologist who made numerous innovative graphic contributions in the Golden Age of Geology. De la Beche promoted colliding theory graphics, or the accurate portrayal of the earth's sections and scenes that would remain valuable for future generations of geologists. He was apparently the first geologist to utilize the small multiple format. De la Beche also designed and drew scientific caricatures that encapsulated the theoretical debates of the day, as well as the social, cultural, and historical influences on the emerging theories of geology. These scientific caricatures have emerged as instructional graphics with significant classroom potential for teaching the nature of science. De la Beche also drew the first portrayal of a scene from deep time, Duria antiquior, which became the first innovative classroom geology teaching graphic. Through his introduction and development of several important genres of visual explanation, De la Beche emerged as the Father of Visual Geology Education.

The emergence of technological education as an integral component of general education has become a significant international curriculum development of recent years. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of âapplied knowledgeâ, âdoingâ, âtechnological understandingâ and âproblem solvingâ. Technological education at international level is growing in value and it is utilised to increase employability levels among school-leavers through involving businesses and industries from the private sector in activities such as syllabus design and material support. Against this background, the research study investigated the character, value and relevancy of technological education in Namibia over several decades. The first phase of this study comprises a comprehensive overview of the literature on technological education at national and international levels. A study of technological education in various countries and specifically Germany, a previous colonial ruler of Namibia, identified the following characteristics: ⢠The status and value of technological education is very high and is considered as a vehicle for the attainment of economic prosperity and to decrease unemployment. ⢠The private sector provides financial, material and moral support to technological education, for example the design of syllabi at school level. ⢠Technological education improves the technological knowledge and skills of learners that enable them to get employment or become self-employed more easily. The second phase involved research by means of questionnaires and interviews. The two structured questionnaires were administered to samples of 126 learners and 26 teachers respectively at technical secondary schools. Interviews were held with knowledgeable Namibian educators about the prevalence of current technical education in Namibia. The information gathered from the literature and the results of the questionnaires and interviews provided evidence that the status of technological education in Namibia had declined to such an extent due to neglect, that a new approach to technical education, namely technological education, is required. Some of the major findings are the following: ⢠Before independence Namibians were denied the opportunity to design technical education programmes as South African education programmes were used. ⢠The South African-based technical education did not consider local economic realities and employment demands although it was of a good standard, equalling that of South Africa. ⢠After independence Namibians were given opportunities to design technical education programmes. ⢠Local technical education programmes were developed according to perceived needs and not to scientifically established economic and industrial needs. ⢠There is evidence of poor quality at the various levels of technical education, resulting in learners leaving schools with theoretical knowledge but without practical capabilities and entrepreneurial skills. ⢠Poor planning procedures for technical education resulted in inadequate budgets which caused equipment to deteriorate and insufficient materials. In view of these findings, recommendations are made in order for appropriate technological education to be designed properly and implemented effectively. Firstly, the status and value of technological education among Namibians need to be improved. Secondly, relevant technical education programmes that encompass purposes, content, processes, contexts and structures, which communities will be able to see as part of the school curriculum, need to be designed. Thirdly, the private sector must be involved in technological education. Finally, the ultimate value of this study is the contribution to the design and implementation of an appropriate technical education model which adds to the overall development of Namibia as a peaceful and economically vibrant country.

In recent years, South African teachers were compelled to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. Put differently, the emphasis is now on an outcomes-based education (OBE) approach as the key underlying principle of the National Curriculum Statements (NCS). Furthermore this paradigm shift in teaching and learning emphasized an active participation of learners which necessitated Economic teachers to restructure their teaching strategies in terms of the NCS. The purpose of this study was to design a framework for the implementation of cooperative learning as a teaching strategy for Economics teachers in the Further Education and Training (FET) phase in Free State secondary schools. A literature study and an empirical research was conducted for structuring of such a framework with different components in the design and implementation of cooperative learning as a teaching strategy for Economics teachers. To achieve the aforementioned, OBE in general was outlined. Secondly, the elements, principles, different OBE curriculum models were discussed. Thirdly, problem areas and arguments in defence of the implementation thereof in South African schools were explained. Fourthly, a multi paradigm perspective on the OBE approach, the National Qualifications Framework (NQF) and the place of the NCS for the FET phase were interrogated from an OBE curriculum model point of view. Furthermore Economics as a social science was compared to other sciences and models of economic teaching. Economics as a school subject and the interrelated components to the curriculum were broadly explained. As reinforcement to the previous mentioned aspects, a historical development as well as viewpoints on cooperative learning were outlined. Subsequently the importance of cooperative learning models, strategies, and group compositions were thoroughly analysed. In conclusion, the perspective on the development of cooperative learning, the rationale thereof, as well as the advantages and disadvantages were scrutinized. Emanating from the literature review an empirical study was conducted to determine the current status of in-service training amongst Economic teachers and to which extent they apply cooperative learning techniques. Economic teachers and Learning facilitators acted as respondents for obtaining data that was used for the design of a framework for implementation of cooperative learning. Findings of the responses of the questionnaires revealed that there was a great need for more in-service training especially for both beginner and experienced teachers. Furthermore the majority of respondents indicated a deficiency in the application of cooperative learning in their Economic classes. Thereafter a number of recommendations were made regarding the in-service training and the effective application of cooperative learning as a teaching strategy in Economics teaching. In summation, the literature study, the findings of the empirical research and recommendations of this study forms the basis for the design of a framework for the implementation of cooperative learning as a teaching strategy for Economics teachers in the Further Education and Training (FET) phase.

The purpose of this study is to establish the impact of curriculum transformation on classroom practice in Northern Cape schools, given the fact that the curriculum is deemed to be the vehicle which will ensure that all South Africans, have the necessary knowledge, values, skills and attitudes, which will facilitate social and personal development and economic growth, as well as strengthen the countryâs democracy. A historical overview of the rationale for curriculum transformation is provided, highlighting the features of the education system prior to the first democratic elections. In addition, the various curriculum policy options pre-1994 is outlined, in an attempt to gain an understanding of the origins of the outcomes-based curriculum. It emerges that most of the proposals put on the table, favoured an integration of education and training, as well as the promotion of high levels of skills, needed for economic growth in the country. Curriculum 2005, which endorsed the ideas of an integrated approach to education and training, and which emphasised life-long learning, was unveiled in May 1997, for implementation in 1998. Given the inequities of the past, it could be expected that teachers would find difficulty in implementing the new curriculum. Developments after implementation is traced, and the study provides a comparison of the design features of the original version of C2005 and the Revised National Curriculum Statement, which is being phased in incrementally. The study also provides an account of the current learning and teaching situation in schools in the country, by illustrating the findings of various research studies. These studies reveal that classroom practice is still characteristic of activities which do not promote higher order thinking skills, such as investigation, understanding relationships and curiosity, lack of lesson structure and lesson material prepared in graded sequence, and physical conditions in schools leaves much to be desired. Given the situation outlined above, the research investigated key factors which are required to improve classroom practice. These factors included; the dissemination of the curriculum, the quality of transactions between teachers and learners in the current teaching situation, methodologies currently used, provision and use of resources and contextual realities at system and school level. During the study, key stakeholders, namely, learning area managers, teachers and learners completed questionnaires on the above mentioned aspects. Principals and representatives from School Governing Bodies responded to questions during interviews. In conclusion, findings emanating from the literature study, as well as the empirical research is presented. Based on these findings, a practice-orientated curriculum implementation strategy, focusing on classroom practice, is recommended, taking the contextual realities of the system into account.

The primary aim of this research was to obtain first hand information from instructional leaders (principals, Heads of Department (HoDs) and teachers), about the ease and difficulties that they experience in interpreting C2005 guidelines and translating them into classroom programmes in the Free State. Contingent to the above aim, the research aimed to develop a quality assurance framework that could enhance the successful implementation of C2005. The aim of the research was to be achieved through a qualitative empirical study of the views, statements, opinions and meanings that instructional leaders of the GET senior phase (grades 7 to 9) give to their experiences. To inform the empirical study, an extensive literature review of instructional leadership, curriculum development and quality assurance in general and in C2005 in particular was undertaken. Functional aspects in which instructional leaders experience difficulties were analysed under design, dissemination, implementation and evaluation of C2005, or as the SA government prefers; context, inputs, process and outputs. All these were discussed in detail in chapters 2, 3 and 4. The following related difficulties were established through the research: instructional leaders stated that the âtop downâ approach to design, dissemination, implementation and evaluation of C2005 guidelines has alienated instructional leaders. The change to C2005 was poorly financed, rushed and had little preparation in training and resources. Furthermore in the absence of instructional leadersâ input, the task teams that the DoE selected to design C2005 guidelines did not capture the actual challenging and difficult conditions in the school and classroom in which C2005 is implemented. The failure of the DoE to take instructional leaders on board has resulted in technical and language difficulties for instructional leaders; it has prevented instructional leaders from buying into C2005 processes and co owning them and hinders quality delivery of C2005. Moreover, a quality assurance system that could have ensured that most of the problems are designed out in C2005 was not in place when C2005 was first implemented in 1998. The quality assurance structures that exist at the time of writing were only legislated in 2001. However, instructional leaders say that the IQMS and its agencies such as the WSE, DAS and PMS do not address instructional leadersâ classroom implementation problems. To address such problems, some recommendations were made. The most important recommendations that are made in chapter 7 are that besides accreditation, the DoE should consider adopting a collaborative quality culture and quality assurance systems in the further development of C2005. The research recommends that the DoE consider allocating more money for transformation, training more learning facilitators and instructional leaders thoroughly and strongly support them. The research also recommends that the DoE selectively adopt some elements of established quality assurance systems such as the Total Quality Management and International Standards Organisation system (ISO 9000) to inject quality culture into all planning and development of C2005. The DoE is advised to take more time to plan and implement well-researched and piloted recommendations resolutely. These improvements are provided for in the guidelines of a quality assurance framework that is proposed by this research and points to future research to achieve cohesive quality implementation of C2005 in its latest form as NCS.

The main purpose of this study is to inquire, from a didactical perspective, into the question of teaching mathematics for mathematical literacy in secondary and high schools in the district of Maseru, Lesotho. In the study, mathematical literacy and didactical practices relating to mathematics are viewed as related variables that directly impact upon each other. In order to appropriately place the concept of didactical practices in school mathematics education, the study engages support from literature to explore a range of related areas in mathematics education and in mathematical literacy. These areas include, amongst other factors, aspects such as: the position of mathematics in education, the role, meaning and neighbours of mathematics education, and the psychological theories and philosophies that influence trends in didactical practices related to mathematics. In the study, mathematical literacy itself is defined from different perspectives. In the light of these definitions, the study views mathematical literacy as the individualâs aggregate of mathematical skills and knowledge that empowers the individual to participate meaningfully and make well-founded mathematical judgements in a society that is imbued with technology. Didactical practices and the nature of mathematics that are purported to inculcate mathematical literacy in learners are discussed, in the study, to serve as a premise on which the teaching of mathematics, for mathematical literacy in secondary and high schools in the district of Maseru, is investigated. The investigation itself seeks to establish the current didactical practices relating to mathematics, which are employed in secondary and high schools in the district of Maseru, Lesotho, and to determine the extent to which these didactical practices correspond to and correlate with indicators of teaching mathematics for mathematical literacy. The study further examines whether the nature (content, objectives, and recommended didactical practices relating to mathematics) of the mathematics curriculum offered in the district of Maseru, concurs with that recommended in literature on teaching mathematics for mathematical literacy. In conclusion, the investigations of the study culminate in assessing which didactical practices relating to mathematics still need to be improved, embraced, or redefined. Recommendations based on the findings of the study include: the use of open-ended problem solving techniques, real-life problem investigations, and the use of projects as a didactical approach. Other recommendations are: themes across the school curriculum should be unified, real-life data should be used in statistics and probability, and mathematics problems should encompass actual, real-life problems rather than contrived problems related to real life situations.