M.Ed. / Met die bekendstelling van die nuwe Ontwikkelingstakseringstelsel (OTS) het ‘n donker era (van inspeksie en ‘n soeke na foute) tot ‘n einde gekom. Die nuwe deursigtige proses se fokus is op ontwikkeling en die daarstel van ‘n persoonlike groeiplan vir alle opvoeders. ‘n Siening dat daar by elke onderwyser nog areas van ontwikkeling moontlik is lê moontlike tekortkominge bloot maar fokus hoofsaaklik op die positiewe. Verslae sal eerder erkenning gee as dit vermag is en so ‘n positiewe gesindheid help kweek. Met die ou sisteem wat bloot foute gesoek het , het die proses ‘n vrees laat ontstaan vir die proses van assessering. Die nuwe sisteem sal kredietwaardigheid moet toon voordat die oorgrote meerderheid dit sal vertrou. Die ontwikkelaars van die stelsel glo dat as personeel die proses deurgegaan het, hulle meer vertroue daarin sal ontwikkel. ‘n Gestruktureerde vraelys is uitgestuur na openbare skole met die fokus op “Leerlinge met spesiale onderwysbehoeftes”(LSOB). Hierdie navorsingsinstrument fokus op aspekte wat bydrae tot die suksesvolle implementering van die Ontwikkelingstakseringstelsel (OTS). Opvoeders se gesindheid word dan heens die OTS geanaliseer. Hierdie ontleding word dan deur ‘n verskeidenheid van toetse bestudeer en beskryf. Die vraelyste wat aan “LSOB” skole gestuur is, is gebruik om afleidings te maak hoe opvoeders oor die implementering van die nuwe sisteem voel. ‘n Verskeidenheid van bevindinge en aanbevelings word uit die literatuur en empiriese studie gemaak. Onderwerpe vir moontlike verdere studie en navorsing sluit die studie af.

Prof. Gert Roodt

<p>Data use is proliferating in schools as a tool to inform instructional improvement. Teacher evaluation is increasingly viewed as an important data source and mechanism in this effort. This qualitative case study sought to examine how data generated from teacher evaluation and other teacher learning experiences worked in conjunction to improve practice. More specifically, this study examined the role of leadership in using data for the purpose of increasing teacher knowledge and skills. Spanning a four-month period, the study focused on eight English teachers, a principal, and two assistant principals in one high school involved in implementing a new teacher evaluation process and immersed in data use for the purpose of improving practice. Findings revealed that the principal was not well equipped to build the capacity of her staff to use data to examine their pedagogy in a way that would foster instructional innovation. Her efforts resulted in little more than minor tweaks to practice. Likewise, she did not have a clear approach to improving instruction. Her emphasis was on initiating multiple disconnected learning experiences that were not consistently aligned nor did they include an explanation of why and how these experiences would enhance instruction or an expectation for following through to ensure that new learning would take hold. Professional development was mostly delivered in a top-down fashion that resulted in the exclusion of teacher voice. Finally, the principal responded to external accountability demands by buffering her teachers from the cumbersome, unpleasant aspects of them, while simultaneously using them as leverage to pursue instructional improvement. Ultimately, despite good intentions, the principal was not well positioned to promote the use of data as a tool for teacher learning.

Mini-dissertation in partial compliance with the requirements for the Masters Degree in Technology: Chiropractic, Durban University of Technology, 2007. / It has been shown that patient satisfaction evaluation is an excellent tool that may be used to determine whether practitioner services are meeting the needs of the general public. Furthermore, it has been observed that patients who were satisfied with their treatment behave differently to those who were dissatisfied with their levels of care, as patient’s who were satisfied with their levels of treatment are more likely to be compliant with their treatment regime and more likely to seek out similar care for the same condition in the future. With satisfaction having such an affect on patient’s behaviour toward practitioners and the treatment experience outcomes, it is imperative to understand the underlying factors that may affect the levels of satisfaction. / M

A research report submitted to the Faculty of Health sciences, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Master of Science in Epidemiology & Biostatistics Johannesburg, October 2014 / Introduction Disability is a major public health concern worldwide. The situation in Africa is serious. It is estimated that ten percent of the world’s population is living with a disability and close to two-thirds of all people with a disability live in low-income countries. The main objective of this study was to determine the spatial distribution of disability and disability grant allocation and to identify factors associated with disability within the Gauteng Province (2007). Materials and Methods An analytical cross-sectional study design was used to analyse secondary data from the 2007 South African survey data. The population of Gauteng was the focus of the study. The prevalence of disability in Gauteng was estimated. Chi-square test of proportions was used to analyse the distribution of social and demographic characteristics among participants. Poisson regression models were constructed to determine the association between disability and socio-demographics characteristics. Results Of a sample of 133 691 individuals in Gauteng Province, 4 492 (3.4%) reported being disabled, and of these, 2 333 (51,94%) were male and 2159 (48,06%) were female. The overall prevalence of disability or disability rate was 3.4%. Most of the disabled people were older individuals aged 40 to 64 years (51,51%), followed by those aged 18 to 39 years (33,17%); the rest were individuals aged over 64 years of age (retirement age category). Most of these disabled participants were black (77,8%), with whites contributing 15,69%. Almost half (42,72%) of the disabled participants were never married. More than half of the disabled participants (59,75%) had a high school level of education, followed by those with primary school as their level of education (25,31%). Almost 18% of the disabled people were employed and the remaining percentage was unemployed (82%). More than half of the disabled population in Gauteng resided in Johannesburg (34,93%) and Ekurhuleni (26,89%), followed by Tshwane (19.08%). There was a statistically difference in disability grant allocation between the disabled males (51,34%) and (48,66%) females. About 67,93% of the disability grant was given to the older working age category (40-64 years). More than 80% of the disability grants support was issued to the black population group. More than 45 % of the disability grants support issued was given to people who had never married. More than 80% of the disability grants issued was given to the non-economically active category of disabled people. More than 60% of the disability grants support went to those in Johannesburg, Tshwane and Ekurhuleni. Variables associated with disability in Poisson regression analysis included the following: Female participants in the study showed a lower risk (40%) of disability compared to males, and this difference was statistically significant (IRR 0.6, CI 0.59-0.67, p= <0.001). The older working age category (39 to 64 years) (IRR2.9, CI 2.6-3.1, p=<0001) and retirement age category (65 years and above) (IRR 3.0, CI 2.5-3.5, p=<0.001) were respectively associated with a higher risk of disability. Coloured (IRR 1.37,CI 1.2-1.6, p <0.001) and white (IRR 1.41, CI 1.3-1.6, p<0.001) participants showed a 1.4 times greater risk of having disability compared to individuals of the black community, and these differences were statistically significant. While Indians (IRR 1.13, CI 0.9-1.4, p=0.247) had 1.1 times the risk of having disability compared to black participants but the difference was not statistically different. The risk of disability in individuals living in Tshwane (IRR 0.87,CI 0.80-0.95, p=0.001) and the West Rand (IRR 0.86,CI 0.75-0.99, p=0.037) districts was lower by 10% relative to individuals staying in the city of Johannesburg. This risk was relatively lower by 20% in Metsweding (IRR 0.77,CI 0.63-0.94, p=0.012) compared to Johannesburg. These differences were statistically significant. On the other hand, although not significant, the risk of disability was higher by 7% in Sedibeng district (IRR 1.07,CI 0.97-1.18, p=0.187). Participants in a traditional marriage (IRR 1.1, CI 0.97-1.24, p =0.14) and those who were polygamous (IRR 1.0, CI 0.33-3.21, p= 0.96) were not associated with disability compared to civil/ religiously married participants. Others categories of marital status included living together as married (IRR 1.2, CI 1.06-1.37, p=0.006); never married (IRR 1.6, CI 1.49-1.78, p< 0.001); widow/widower (IRR 1.4, CI 1.2-1.6, p <0.001); separated (IRR 1,6, CI1.34-2.08, p<0.001 and divorced (IRR 1.9,CI 1.65-2.24, p<0.001) were associated with disability and the observed differences were statistically significant. Those who had attended high school (IRR 0.48, CI 0.44-0.53, p <0.001) and those who had post matric studies (higher school)(IRR 0.34, CI 0.27-0.42, p< 0.001) were less associated with disability compared to those who only had a primary school level of education (IRR 0.8, CI 0.76-0.93, p = 0.001). Participants classified as not economically active were 7.5 times at risk of being disabled (IRR 7.5, CI6.95-8.19, p < 0.001). The observed difference was statistically significant. The least poor households were 0.7 times at risk of having a disabled member (IRR 0.7, CI 0.62-0.75, p <0.001) while the poor households had a 0.9 times the risk of having a family member with any disability (IRR 0.9, CI 0.81-0.94, p <0.001) - compared to most poor households, and the difference was statistically significant. Conclusion Gauteng showed a prevalence of individuals living with a disability in South Africa. In fact, it was found that the overall prevalence of disability in the Gauteng Province was 3,6%. During the same period Statistics South Africa estimated the whole county disability rate to be 4%. Statistically significant risk factors associated with disability in Gauteng included males aged 39 years and older; the coloured and white population group; living in the Sedibeng district; living together as married, never married, widower/widow, separated and divorced; not educated; not economically active; and most poor households. The spatial distribution of grant allocation was proportional to the disability burden per district as well as well as per local municipality, with a statistically significant relationship between disability burden and grants allocation. A higher proportion of males disabled received a grant compared to disabled females. Sedibeng district was highly associated with any disability, whilst Metsweding was the safest district.

In partial fulfilment of the degree of MSc Med (Bioethics & Health Law) Steve Biko Centre for Bioethics, Faculty of Health Sciences, University of the Witwatersrand. Johannesburg, December 2011 / ‘Whistle blowing’ means to blow a whistle calling attention to practices which an individual considers as immoral or illegal and harmful to the public. Some people think whistle blowing is a good or right act; others consider it wrong. There are numerous reports concerning blowing the whistle in scientific research. I place whistle blowing in the context of institutions, focusing on good clinical practice and Research Ethics Committees. Many research activities take place resulting in monetary and personal gain which may influence research conduct. I explore some issues in the development and organization of Research Ethics Committees, discuss the nature of whistle blowing and whistle blowers, and examine some whistle blowing incidents in scientific research. I conclude that although the function of Research Ethics Committees does not necessarily include mechanisms for whistle blowing, that this idea has merit and should be considered.

"The purpose of this study was to determine what is included in the second grade curriculum of the Leon County schools at the present time, what attitudes and ideals are being encouraged and developed, what skills are being developed and what guidance is given in the classroom. It was the writer's desire to get a picture of these second grades as they are taught day by day. To get this picture she used a survey in which the teachers evaluated their own procedures and practices"--Introduction. / Typescript. / "September, 1944." / "Presented to the Graduate Committee of Florida State College for Women in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: M. R. Hinson, Professor directing paper. / Includes bibliographical references (leaf 46).

Thesis advisor: Peter Gottschalk / Thesis advisor: Andrew Beauchamp / This dissertation examines whether the Earned Income Tax Credit (EITC) program improves long-term labor force participation of its recipients. The first chapter studies the mechanisms which can generate prolonged effects of wage subsidies on employment, wages, job stability and poverty. I model three mechanisms: experience accumulation, heterogeneity in the job offer arrival rates, and the costs of switching in and out of employment. I estimate the dynamic discrete-choice model of employment and program participation using a sample of single women from Panel Study of Income Dynamics. The estimates suggest that the EITC program primarily stimulates part-time employment. EITC recipients do not become self-sufficient over the long-term because part-time experience accumulation does not translate into substantial wage growth. The interaction between EITC and other public assistance programs also makes part-time jobs desirable. Counterfactual experiments reveal that in order to promote human capital accumulation and wage growth, the number of hours worked should become one of the determinants in the EITC payment schedule. The second chapter estimates the life-long effects of the EITC program on employment decisions of single women. To identify those effects I choose a natural experiment framework and use the discontinuity in the eligibility criteria (and payments) associated with the age of the youngest child in the household. I estimate a model with a conditional (fixed-effect) logistic regression using a sample of single women from Panel Study of Income Dynamics. The estimates suggest that there is no significant life-long effect of the EITC program on female labor force participation. The result is robust to the definition of the control group and the length of the estimated long-term effects. This conclusion supports the concerns that low-skilled workers do not accumulate experience required for a better employment opportunities. That being said, EITC should be considered solely as a short-term subsidy rather than a long-term investment into experience accumulation. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Economics.

The state of Oregon, like many states, requires its districts’ teacher evaluation systems to include measures of student learning as well as a measure of teachers’ professional practice. State guidelines require use of state test data in assessed grades as one of the measures, but allow districts flexibility in which additional assessments to use and which source of information to prioritize when evaluating teachers. This study used existing data from one school district to compare students’ performance on a state reading and literature assessment to their performance on reading curriculum-based measures, and the degree to which measures of teaching practices relates to both types of student outcomes. Results are interpreted with consideration of how the district implements their measure of teaching practice. Results from this study may help inform decisions the district will face as they continue to refine their teacher evaluation system in accordance with state guidelines, while elucidating challenges that such systems pose.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to determine the relationships which existed between the degree of success in a student teaching practicum and certain mental, emotional and social factors; to determine whether these factors, singly or in combination, can be used to predict success om a student teaching practicum; to discover likely causes for, or factors contributing to, variance in success; and to determine whether present evaluation techniques are reliable measures of the degree of success in a student teaching practicum. / 2031-01-01