This study examined the relationship between teacher efficacy as measured by teachers' responses to the Ohio State Teacher Efficacy Scale (OSTES) and their students' achievement gains on curriculum-based measures (CBM). The study also examined the relationship between teacher efficacy and years of teach ing experience. A total of sixty-eight second through sixth grade teachers, from a medium-sized elementary school district in central California, completed the OSTES and reported their years of teaching experience. Reading and mathematics scores were obtained for fall and spring CBM administrations for each of the participating teachers' classrooms. The difference between spring and fall CBM reading and mathematics scores constituted the gain scores for each of the 970 students in these teachers · classrooms. These scores were averaged to produce a mean gain score for each classroom. Linear regression analysis using total OSTES scores as well as OSTES subscale scores as predictor variables and CBM reading and mathematics mean gain scores as criterion variables produced non-significant results. Linear regression using 24 individual OSTES scores as predictor variables and CBM reading and mathematics mean gain scores as criterion variables produced one significant finding. Two OSTES items were significantly correlated with participant teachers' years of teaching experience. Findings were discussed in terms of design characteristics of the study and item wording of the OSTES. Recommendations were made for educational administration as well as for future research.

The present study was an investigation of the effects of a CBA model on mathematical achievement of middle school students. Nine subjects in the seventh and eighth grades were selected to participate in the study. A multiple baseline single subject design was used. Results indicated that a CBA model designed in the form of a pullout program can be very effective in identifying and remediating problems in mathematics for middle school students who are at-risk for failing mathematics. Implications of the current findings for the use of a CBA model were discussed. The use of a CBA model for students identified as at-risk for failing mathematics in middle school was supported.

D.Phil. / In South Africa, teachers have a particular legacy derived from the historical, social, political, cultural and economic past. Despite the power of education authorities, teachers have established strong traditions of overt and covert resistance. Education management is not entirely in control of what happens inside the classrooms and in the vanguard of policy implementation. Therefore, the study on teacher subjectivities was a crucial lever to unpack the mysteries inside the teachers‟ personal professional world. There is inadequate knowledge and understanding in the macro-education environment about teacher subjectivities in education management, policy development and implementation. In this regard, the study sought to answer questions about the role of subjectivities in policy implementation by establishing whether teachers understood the change processes at national, provincial and institutional level. It sought to trace the impact of teacher subjectivities on teaching, learning, curriculum and examinations; establish whether teachers described the new educational dispensation as neutral; whether teachers‟ perceptions of their role in policy implementation in general and curriculum and educational assessment policy in particular affected implementation; whether teachers‟ aligned themselves between educational discourses and teacher subjectivities when it came to the implementation of policy; and whether teachers were able to deal with the complexities of practice regarding the new curriculum and assessment policies. The study traced in literature the notion of subjectivity within the discourses of early thinkers and in particular through the lens of Michel Foucault‟s post-structuralism. Teacher subjectivities were tracked from whence they were moulded at home, social and cultural institutions, early and tertiary education as well as in the context of teachers‟ personal and professional life histories.

All too often, students in physical education classes are only accountable for tasks such as attendance, dressing out, and maintaining positive behavior. To shift the focus to content accountability, teachers need to utilize methods and techniques that hold students accountable for subject matter performance. Another area of concern for physical education teachers has been the development of accurate and easy to use assessment techniques. Unfortunately, most of the formal assessment is determined by the previously mentioned events of compliance. There is currently little formal assessment in physical education that focuses on student performance in the subject matter. Furthermore, for assessment to be authentic, it must be performed in an on-going fashion within the setting where skills were intended to be performed. Thus, this project utilized an ongoing, in-class assessment technique as a means of not only holding students accountable for their performance, but also as a means for the involved teachers to improve their use of formal assessment. Results of this study may have important implications for helping teachers develop skills to teach directly towards standards and benchmarks such as those developed by the National Association for Sport and Physical Education (NASPE, 1995). The benefits of this research consisted of increased knowledge regarding effective methods of holding students accountable for their in-class performance in physical education. This study examined student performance, measured by the percentage of appropriate practice attempts of physical skills and student fitness engagement, measured by students' moderate to vigorous physical activity (MVPA) levels during their physical education classes. Appropriate practice attempts have been chosen as the first variable of measure because of their strong correlation with student learning. Physical activity engagement was chosen as the second variable due to its relationship to health related benefits. It was hypothesized that there is a functional relationship between the teachers' use of an on-going, in-class performance assessment teaching technique and students engaging in a higher percentage of appropriate practice trials and moderate to vigorous physical activity (MVPA). Results of this study show mixed results in regards to using on-going, in-class assessment as a method of accountability for both skill engagement and engagement in MVPA. It was demonstrated that teachers using this type of assessment technique are capable of performing accurate assessments of student performance during instruction. / Graduation date: 2001

Traditionally, education has been considered as the territory of educators and the participation of parents has been very limited. Nowadays, however, parents are considered as co-partners in the education of their children. In this regard, they have an important role to play both at home and school. Both educators and parents now believe that effective education requires the cooperation between educators and parents without any reservation. Changes that have taken place .in education in this country over the past decade require parents to assume greater responsibilities in the education of their children. This study was aimed at analysing the responsibilities of parents for the effective implementation and management of Curriculum 2005 in the Phokeng Circuit of Education of the North-West province. The study was further intended to find out the problems, difficulties, and challenges faced by parents, with the advent of the Curriculum 2005, the Outcome-based Education program in South Africa. The subjects involved in this study included 240 parents and 60 educators. Two separate questionnaires (Appendix A and Appendix B) were designed and administered to the respondents. The study revealed that parents have taken up their role in education very seriously, though it was discovered through the empirical investigation that some parents are still clinging to their traditional beliefs about education, that it is confined to educators. Several recommendations based on literature and empirical investigations were made in an attempt to involve more parents in the education and school life of their children. The study recommended regular and prompt communication between parents and the school, assisting parents who have difficulties in helping their children with homework and parent training. / Thesis (MBA) North-West university, Mafikeng Campus, 2003

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 198-201). Also available on the Internet.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 190-202). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Rhode Island, 2003. / Typescript. Includes bibliographical references (leaves 76-82).

Thesis (Ph. D.)--University of Hong Kong, 1996. / Includes bibliographical references.