The purpose of this study was to “explore the problems experienced by educators with regard to the implementation of Outcomes-Based Assessment in the Senior Phase”. According to the National Assessment Policy (RSA: No 27 of 1996), Outcomes-Based Assessment is a process of gathering valid and reliable information about the performance of the learner, on an ongoing basis against clearly defined criteria, using a variety of methods, tools, techniques and contexts, recording the findings, reflecting and reporting by giving positive, supportive and motivational feedback to learners, other educators, parents and other stakeholders. Govender (2003: 22) states that: “Educators somehow fail to understand that Outcomes-Based Assessment is a process which must be followed and adhered to for assessment to be successful and easily understood.” In order to explore the problems regarding the implementation of Outcomes-Based Assessment, the data collection methods utilised included: focus group interviews, questionnaire, observation and literature review. The participants comprised of thirty-six educators involved in the Senior Phase and four District Officials responsible for the same phase in the curriculum delivery. The major findings indicate that educators are experiencing problems regarding the implementation of Outcomes-Based Assessment in the classroom. The findings also point out that educators were inadequately trained for the implementation of Outcomes-Based Assessment processes in the teaching and learning environment. The researcher concluded that something must be done and therefore the study concludes with recommendations that have been made with the aim of resolving the problems as stated above. / Dr. M.C. van Loggerenberg

In order to design an educational system that reflects Pakistani culture and ideology, teacher education programs must be developed which reflect the overall expectations by the country's various social, economic, and educational institutions. Such a program should take the lead in not only developing the educational system but also in establishing priorities in social, economic, and educational changes.

According to Baron and Richardson (1994:1), it is unusual to pick up a newspaper, watch the news on television or even page through a magazine without learning about aggression or violence. In South-Africa many such articles in magazines and newspapers indicate that aggression has found a place in society and is experienced daily by people. In addition, aggression is experienced daily by educators in the schools. Furthermore, examples are provided by newspaper headlines such as: “Pupil in hospital after being belted” (Sowetan, 13 May 2003:6) and “Bail for teacher accused of death beating” (Daily Sun, 2 August 2003:2). Some learners and educators encounter verbal insults, rough physical contact and hostile rejection. These aggressive encounters are sometimes perceived as aggression in a less intense form. Secondary school male educators are to supposed to build relationships with and set an example for the learners at their schools. Therefore it was hoped that a contribution could be made to lessen aggression, which is a destructive element in their relationships, not only with the learners, but potentially with all stakeholders, including colleagues, school management teams, school governing bodies and even figures within the structures of the Mpumalanga Department of Education. Against this background, the need arose for an effective way to reduce aggression, hence this research deals with secondary school male educators’ own aggression. The purpose of this research study was to explore and describe secondary school male educators’ experience of own aggression and furthermore to describe and to recommend guidelines to support those educators who experience own aggression. The participants in this research study were all white Afrikaans speaking, secondary school male educators from the Mpumalanga Department of Education. All the interviewees were between the ages of 36 and 58 years, with experience of teaching, both in the former Transvaal Education Department as well as the new Mpumalanga Department of Education. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. Qualitative research attempts to describe, interpret or reconstruct the depth, richness and complexity of an identified phenomenon in order to gain an understanding of it and insight into it (Burns & Grove, 1997:67). Qualitative research implies a direct concern with experience as it is lived, felt or undergone by people (Merriam, 2001:6; Sherman & Webb, 1988:7). During phase one data were collected through phenomenological interviews which were audiotaped, and field notes, reflecting the researcher’s observation during the interviews. Creswell (1998:51) explains that a phenomenological study describes the meaning of the lived experiences of several individuals about a phenomenon. Therefore the interviews were transcribed for data analysis purposes. Ethical guidelines, which served as standards and as the basis on which the researcher ought to evaluate his conduct during data collection, were followed. During phase two of the research study, the data were analysed according to Tesch’s method (Creswell, 1994:154-155), an approach for data reduction, after which a literature control was conducted to verify and complement the results. In a literature control, information from the literature is compared with the findings from the study, not only to substantiate the findings but also to enhance the trustworthiness of a research study. In addition, to ensure the trustworthiness of this research study, Guba’s model (Krefting, 1991:214-222; Lincoln & Guba, 1985:290-327) was applied. According to the data analysis, three themes were identified, namely: · Secondary school male educators experience their own aggression in a variety of ways. · Secondary school male educators are of the opinion that a loss of power and/or control elicits aggression. · Secondary school male educators are of the opinion that the implementation of guidelines will enable them to cope with their experience of own aggression. In view of these broad themes, guidelines were described to support secondary school male educators who experience own aggression and therefore also to facilitate mental health. The research findings showed that secondary school male educators experience own aggression in a variety of ways such as experiencing themselves as not being aggressive. They also associate their own aggression with positive as well as negative feelings. Furthermore, these male educators experience ambivalent feelings in relation to their own aggression. They experience a loss of power and/or control, and they are of the opinion that because of this loss these feelings of powerlessness and not being in control give rise to own aggression. Thus there is a need for the implementation of guidelines to support these secondary school male educators who experience own aggression. Based on these findings, guidelines were described to support secondary school male educators who experience own aggression and recommendations were made regarding an approach that would facilitate mental health. More importantly, this study firstly intended to be of value, not only to secondary school male educators, but to all educators in preventing aggressive behaviour (Aggressive behaviour refers to that behaviour directed towards the goal of harming or injuring another living being). Secondly this study also intended to prevent aggressiveness (that relatively persistent readiness to become aggressive) in a variety of different situations. / Prof. C.P.H. Myburgh

M.Ed. / After the introduction of the new approach of teaching and other new policies, all educators needed training on the new system of education. Even though training has been provided for educators, this training was not sufficient to equip educators with new knowledge and skills required by educators. The school management teams lack the skills and knowledge of the implementation of the revised national curriculum statement (RNCS) and as a result they do not create opportunities for staff development at school level. There is lack of staff development programmes in Delmas Secondary Schools. The key research question for this study is: “How can staff development programmes (SDPs) contribute towards improving the performance of educators in Delmas Secondary School?” The aims of the current study are therefore to develop an in-depth understanding of SDPs, provide participants with the reasons for conducting SDPs, equip participants with the procedures that need to be followed when designing and implementing SDPs and to provide guidelines in policy formulation of the SDPs. The objectives are to determine whether participants are knowledgeable about staff development and to what degree there is a need for SDPs in Delmas secondary schools. This study is based on qualitative research. All the data will be collected in the form of words, unlike quantitative research in which the data is largely statistical. Participants in this study were selected through random sampling since purposeful sampling lacks generalization and there is no assumption that all members of the population are equivalent data sources, but those selected are believed to be information-rich cases. Therefore the number of participants is very small in purposeful sampling. Random sampling was therefore viewed as an unbiased since all members of the population have the same chance of being included in participating in the study and this would allow generalization of the research findings. From the literature review it is evident that SDPs could equip educators with new knowledge and skills. However, findings from the empirical study indicate that SDPs are not conducted in Delmas secondary schools. These developmental programmes are needed since educators in Delmas secondary schools significantly need to expand their skills and knowledge in order to keep abreast with the new demands in the education system. Continued training should be provided for educators in Delmas Secondary Schools. / Mr. T.S. Hlongwane

M.Ed. (Educational Psychology) / Through observing my grade eight learners I noticed that most of them found the transition from primary to high school difficult as they appeared to struggle to manage their time effectively towards completing and submitting quality class assignments. Houck is one of many researchers to present setting and attaining personal and academic goals as a positive coping method in high-stress situations. The purpose of this inquiry was to analyse and understand how grade eight learners' organize their conversation and what they converse about on their experiences in utilizing goal-setting strategies towards better time-management and self determination in completing a class assignment. This inquiry utilized an ethnomethodological Design whereby both Content Analysis and Conversation Analysis were my mode of analysis. Through the qualitative Content Analysis I was able to identify ten categories or themes that explained the experiences these grade eight learners had in utilizing goal-setting strategies towards better time management and self-determination in completing a class assignment. The Conversation Analysis of the video recorded conversation of a small group of six grade eight learners was analysed on four levels. On the experience of completing an assignment utilizing goal-setting strategies the inquiry found that, the participants demonstrated an understanding of the benefits of goal-setting (planning, prioritizing and meeting deadlines) within the school learning context. As expected, goal-setting has made a positive difference in the attitude of these participants towards themselves, their abilities and their school work. Additionally, through this conversation participant voices and perspectives were honored as they refined ideas and judged whether there was anything of merit offered by their fellow participants. It is recommended that teachers and therapists working with grade eight learners converse with learners within the classroom on how to approach their different learning areas' workload utilizing goal-setting strategies in order to achieve the learning outcomes successfully.

In recognition of this unprecedented challenge, does the curriculum of the teacher education program of secondary school teachers at the College of the Pacific meet the needs of its candidates? Does the secondary teacher education program adequately equip them to make their place in the secondary schools of today? Are they prepared academically and professionally? Are they prepared for community leadership? It is in an attempt to determine how completely the secondary teacher education program of College of the Pacific meets the needs of its graduates that the School of Education of the College of the Pacific has undertaken this study. Hence, this study will attempt to portray the effectiveness of the secondary teacher education program at the College of the Pacific in meeting the needs of its candidates academically, professionally, and in community leadership. In order to determine the effectiveness of this teacher education program, the study will analyze: (1) The education and professional status of the College of the Pacific secondary teacher education graduates.; (2) Guidance in the secondary teacher education program at the College of the Pacific.; (3) The academic education of the secondary teacher education program graduates of the College of the Pacific.; (4) The professional education of the secondary teacher education graduates of the College of the Pacific.; (5) The participation of the secondary teacher education graduates of the College of the Pacific in community activities in the community in which he teaches.

The purpose of this study was to give a prospective teacher some insight into evaluation criteria an employer might consider important in assessing personal qualities and professional qualifications. The study problem posed for solution was to determine the viewpoints held by Superintendents or Personnel Director, and Principals, in selected California counties, toward the screening process for selecting beginning high school Physical Education teachers; and, subsequently, to compare the viewpoints of the two respondent groups.

Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Why should a teacher who has not worked with senior high girls be concerned about these adolescents and their problems? There are two possible answers to this question. First, the teacher must have an understanding of the behavior patterns and characteristics of this specific age to have a reasonable amount of success for the year. And the second reason is that many adults have an inconsiderate attitude toward adolescents. These adolescents may be having difficulty in making an adjustment from the role of a child to that of the adult. Therefore, it is indeed necessary that the classroom teacher study adolescent psychology so that she will be less inept, less negligent, and inconsiderate in her relationship with the students she encourages or influences whether in the classroom or throughout the day's activities. / Typescript. / "August, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Includes bibliographical references (leaf 52).

This is a study of teachers transition after a professional development (PD). The purpose was to document and characterize the teachers’ experiences as they transitioned toward use of the Next Generation Science Standards (NGSS) and more learner-centered teacher practices. The teachers participated in a PD workshop that provided information on the use of the NGSS (NGSS Lead States, 2013). Following the PD workshop, the teachers’ experiences as they transitioned in their classroom teaching practices were documented and analyzed. This study used a mixed-methods (qualitative and quantitative evidence) design and emphasized two of the eight science practices: Asking questions and Engaging in argument from evidence. To examine the teachers’ transition to learner-centeredness, Webb’s depth of knowledge chart and learner-centered rubric and the Survey of Science Instructional Practices were used. Four high school science teachers volunteered to participate in this study and were observed, audio-recorded, and interviewed over 9 weeks to document and analyze their transition toward a more learner-centered classroom. Classroom observations started after the teachers participated in a full-day PD workshop. Classroom observations, recordings, and interviews were used to note the frequency with which the participants and their students engaged in the target science practices over the 9 weeks of the study and to identify factors that facilitated or inhibited the teachers’ transition toward learner-centered instruction. The teachers demonstrated a mostly transitional approach over the 9-week observational period. The results showed that during the first through the final classroom observation, the teachers’ practices became more learner centered, but the pattern of progress varied. There was no linear progression from the first through the last observation. The teachers provided a rich and informative narrative about the factors that facilitated or inhibited their transition from a traditional- to a student-centered learning environment. For example, all of the participants stated that the PD was integral in helping them implement the target practices but that they did not receive enough support from colleagues and administrators to fully transition to learner-centered instruction. In addition, the New York State Regents Examinations in June 2019 seemed incompatible with the new science and engineering practices of the NGSS. This study provides insight into teachers’ challenges as they adopt the NGSS and implement the NGSS science and engineering practices in their classrooms. The research is particularly beneficial to teachers who have been textbook-oriented and seek a shift to a learner-centered classroom using the science practices of Asking questions and Engaging in argument from evidence.