Teaching Artists are an important component of the Utah Shakespearean Festival's Education Department's outreach touring program that visits K-12 schools throughout Utah each year. However, the Education Department could be using Teaching Artists in different and better ways to help K-12 teachers infuse theatre into their curriculum. This work looks carefully at the outreach offered by the Utah Shakespearean Festival's Education Department and then compares it to the outreach work being done by the Oregon Shakespeare Festival and Shakespeare Santa Cruz. Based on the analysis of the three festivals, assessment benchmarks are identified to aid the Education Department in evaluating their use of Teaching Artists and suggestions are made to help them strengthen their outreach programs through the creation of a Teaching Artist training program that would allow more Teaching Artists to work in Utah K-12 schools. The work concludes with ideas for lesson and unit plans for Teaching Artists of various levels to use in the K-12 classroom that align with the State Common Core Standards for Language Arts that were adopted by Utah in August, 2010.

This study investigated how lesson study, a Japanese intervention tool, may be used as a management strategy to improve performance in space, shape and orientation in Mathematical Literacy at Technical and Vocational Education and Training colleges. In this study a qualitative approach was followed in both the pilot and the main study. Prior to the main study, a small-scale pilot study was conducted which consisted of two participant lecturers and lasted for about two months culminating in one complete lesson study cycle and a second partially completed cycle. Four lecturers participated in the main study which lasted about seven months from the last week of February 2019 to the last week of August 2019 at a campus of a TVET college where Mathematical Literacy is a subject in the NCV program. Data were collected from semi-structured interviews with lecturers and students, observations of students’ performance and behaviour while delivering the research lessons, including researchers’ journals and participant lecturers’ journals, students’ work and meeting notes which included debriefing notes. The LS - Participative Management model proposed in this study has shown to achieve the broad teaching and learning outcomes, personal and professional outcomes and managerial outcomes. Hence, it is possible that the model proposed in this study is an appropriate model which can be successfully implemented at TVET colleges in South Africa. With the application of the LS Participative Management model, findings revealed from this study showed that participant lecturers improved their teaching and learning by reflecting and engaging with the content of space, shape and orientation in Mathematical Literacy by highlighting the misconceptions students have around this topic. Participant lecturers were also brought out of isolation, giving them the opportunity to collaborate with other lecturers and the manager. Collaboration and participation in lesson study also brought about organisational effectiveness which was revealed through vigorous discussions, openness, trust and respect, positive relationships and sharing ideas. Lesson study also provided an enabling environment for lecturers to become personally and professionally empowered by increased confidence and motivation as they gained more experience in lesson study. The involvement of the manager as a participant observer showed that it can impact on curriculum management, sharing experience and expertise, influence the organisational culture and provide guidance and support. / Educational Management and Leadership / D. Ed. (Educational Management)