M.Ed. (Education) / Please refer to full text to view abstract

The original objective of this work, to improve the efficiency of a forward curved centrifugal fan, was redirected to the urgent solution of a serious impeller life problem arising under certain service conditions. Using a variety of experimental and theoretical techniques the flow pattern within the blade passage was analysed and the cause of the problem diagnosed. A new impeller has been designed and has been found to solve the service life problem while also yielding an improvement in efficiency. Because the project was carried out under the Total Technology programme the scope was widened to include consideration of the fan application in a suction roadsweeper : as a result of the wider technical and commercial investigation an opportunity has been identified for a new product offering benefits much greater than those sought within the scope of the original objective.

MSc., Faculty of Science, University of the Witwatersrand, 2011 / As science teachers, one of our objectives is to find new and effective teaching strategies to represent scientific concepts in a simplified and uncomplicated way to our learners. This study seeks to examine the merits of using visualisation as a means of representing science in a less complex way for learners as they come to terms with some of the conceptual difficulties that they experience. One of the challenges this study aims to highlight is the multilingual environment that physical sciences educators must teach within where learners experience conceptual difficulties as well as learning difficulties as a result of language. This study is set against the backdrop of a typical South African township school where learners learn science in a second language. A sample of 31 learners and their science teacher participated in the research. The use of a visual representation in the form of a series of pictures representing various scenarios of objects colliding was used by the teacher to consolidate the learner’s existing knowledge of the concept of conservation of linear momentum. The results obtained from the questionnaires and interviews indicate that the majority of the learners could have benefitted from the pictures. The pictures served as a means of remediating some of the conceptual difficulties that they had experienced in relation to the vector nature of the motion of the colliding objects, in particular. The study could not conclusively ascertain whether the use of visual representation can specifically help second language learners in overcoming their learning difficulties as a result of the language of instruction. Despite this outcome, the results of the study did indicate that the learners had benefitted from the visual representations. Some of the learners had expressed that the pictures had visually brought to life the practical scenarios that they would have otherwise experienced only through the verbal and written mode of instruction. The study recommends that visualisation in science education can play a significant role in helping learners with conceptual difficulties not just as a result of the language of instruction but also as a result of the general complexities of science that are abstract to even first language learners.

Thesis advisor: Thomas M. Crea / Child sexual abuse is a major public health problem in the United States, but identifying risk, especially in young children with suspicion of abuse, poses many challenges. The aim of this study is to understand how clinicians judge the possible presence of sexual abuse in children where serious suspicion exists but without substantiated abuse. This study used data from randomly selected sexual abuse and trauma evaluations of preschool and school-aged children presenting to Boston Children’s Hospital (BCH) Outpatient Child Protection Program between 2000-2007 (N=100) to examine the association between child and family risk factors and level of clinician concern regarding likelihood of child sexual abuse. Multi-nomial logistic regression analysis was used to examine the relationship between child and family risk factors and level of clinician concern regarding suspicion of abuse, moderated by child’s gender and age. Results indicated that a child’s disclosure and trauma presentation were the key factors that clinicians considered within the higher level of clinician concern regarding likelihood of sexual abuse. Implications for future research and clinical practice include attention to methodology research to assist with the development and validation of assessments for evaluation of risk in complex cases of suspicion of sexual abuse that can be offered in clinical setting, without sole reliance on the child’s ability to disclose in order to access help. Additionally, it is essential that research focuses on the development of clinical models to help with clinical decision making protocols in ambiguous cases of sexual abuse with children who may not be in a position to disclose, but serious concerns have been raised, with focus on increasing their safety. The findings in this research strongly suggest that it is essential to continue to focus on assisting children who present with suspicion of sexual abuse in complex cases that do not fit neatly into our current forensic and child protective services systems. This is especially necessary with the most vulnerable children where disclosure is unlikely, but clinical evaluations can yield recommendations that maximize efforts at increasing safety, child mental health, and family cohesion, and build on strengths while simultaneously accounting for risks. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

A Dissertation submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, for the degree of Master of Education. / Three-dimensional visualisation is an important skill in chemistry but one in which many students experience difficulty. The main aims of this research were to identify the nature, extent and particularly the reasons for university students' difficulties in three-dimensional thinking and to devise teaching strategies for overcoming them. The research was restricted to the simpler aspects of three-dimensional thinking; it dealt only with rotation and reflection of simple molecules. The component steps required for the solution of three-dimensional problems were identified, and students' competence in these steps was tested. Pretest results showed that the students initially had poor visuaIisation skills. The main reasons for their difficulties were identified to be: (a) inability to visualise the three-dimensional structures of molecules, using the depth cues; (b) lack of precise understanding of the meaning of the phrases used in the questions (such as rotation about the X-axis; reflection in the XY plane); (c) inability to visualise the orientation of the axes and planes and of the positions of the atoms after an operation. A ninety minute remedial instruction programme on those aspects which caused difficulty was found to be enough, as shown by an analysis of covariance, to improve the students' visualisation skills very significantly (p < 0,01). / AC 2018

Thesis (Ph.D.)--Boston University / Problem: The problem of this dissertation is to appraise the use of certain Bible study units as a means for guiding children's conceptual thinking about Christian concepts of God, man, and their relationship, in light of present understandings concerning conceptual thinking of children. Procedure: The dissertation begins with a consideration of the rationale for the use of the Bible in Methodist Church School Curriculum as set forth in statements of the Board of Education and its editorial division. The body of the study consists of two approaches to the problem: a study is made of conceptual thinking with special reference to children's thinking and their concept capacities; then, an analysis of the biblical studies units of the Closely Graded Courses is made in terms of the concepts of God, man, and their relationship. The concept of God is analyzed for concepts of God as Creator, Provider, Revealer, Redeemer, and Sanctifier. The concept of man is analyzed in terms of the spiritual nature of man's conscious selfhood, his role as questor, and as responder to God. The concept of the relationship between God and man is analyzed in terms of the God-pupil relationships of love, trust, discipline, and the relationship in the community of the church. Next, the conceptual expectations indicated by the data of the analysis are examined in the light of the study of conceptual thinking. Then, in order that the appraisal might include how well pupils who study the Closely Graded Courses are able to indicate their understanding of content taught that would appear to be difficult to learn, a field research project is undertaken at the local church level.[TRUNCATED]

This study focused on the need for an increased understanding of the experiences of preservice elementary educators and their respective abilities to define culture, identity, and the politics of representation in a technologically centered world by responding to culturally challenging and politically laden images and media. The experience under study focused on pre-service elementary educators enrolled in an arts methods class and understanding their abilities to perceive, process, and respond to visual media on a blog. Throughout this process, I assessed the individual's understanding of multicultural concerns as it related to the Internet, museum, and online discussions, with implications for teaching and learning in art and museum education. I utilized Anderson and Milbrandt's (2005) analytic critical model with Banks' (1991) value-inquiry model in order to assess students' abilities to critically analyze challenging material while investigating blogging and asynchronous methods of communication as a strategy for addressing these issues. In this study, I reveal how students negotiated, shared, and constructed multiple aspects of their identities in order to understand their roles in addressing diversity in their future classrooms. Students completed a curriculum designed to help them describe, analyze, interpret, and judge material that highlights aspects of their classmates' cultural identities. Students first created a personal blog that revealed their cultural identity, posted and responded to a classroom communal blog that reflected material that challenged an aspect of their cultural identity, and then responded to online surveys that revealed various aspects of their cultural identity while reflecting on the meanings they generated throughout this study. What I found was that students developed a greater awareness of their personal value systems as a student, friend, and/or family member. They focused on the beliefs they thought they needed in order to address culturally challenging material in their future classrooms. This study also helped students understand the process of transformation: where they came from, where they are presently, and how they see their beliefs impacting the type of learning environment they will create for their students in the future. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall Semester, 2007. / Date of Defense: September 19, 2007. / Gender, Culture, Media, Virtual Space, Arts Methods, Museum Education / Includes bibliographical references. / Tom Anderson, Professor Directing Dissertation; Susan Wood, Outside Committee Member; Pat Villeneuve, Committee Member; Penny Orr, Committee Member.

This study investigated the Education Department of the Los Angeles Philharmonic Association (LAPA) and its education programs. Document analysis, interviews, site observations, and a "Student Concert Enjoyment" survey were conducted to research the details, design, implementation, and outcome of the programs. Program participants' letters and teacher feedback were analyzed to understand participants' opinions regarding the education programs. Cost-utility analysis for the Symphonies for Schools program (SFS) and the School Partners Program was performed to calculate the ratios between program expense and produced utility. Results indicate that, with the support of the various departments at the LAPA, the LAPA's volunteer committees, musicians, partners, and contracted experts, the Education Department attempt to fulfill the objective of the LAPA's mission by offering a wide array of engaging educational opportunities to adults, students, educators, and families. Collaboration with other arts organizations in the Los Angeles area diversifies the program types and reaches new audiences. Through practical experience, the Education Department has learned that adults are less inclined to attend more academic program. This study has also confirmed the importance of pre-concert preparation for students' positive concert experiences. The newest and most extensive program, the highly praised School Partners Program, offers educators and parents practical workshops to encourage shared responsibility in the task of music education; however, participants identified a need for better communication among artist teachers, schools, and the Education Department. The results of cost-utility analysis indicate that the intensive design of the School Partners Program is less cost-effective than the one-time SFS program, which takes place in a much larger setting. Although this result is important, decision makers must also carefully consider other organizational, political, and resource consequences. This study's conclusions indicate that an articulated educational mission will facilitate the Education Department's internal program development, management, and evaluation; inter departmental collaboration; and external communication. The pedagogic effects of the programs will also increase with the adoption of a multi-year curriculum and a long-term programming plan. Concurrently, the LAPA must plan future programs based on the state of arts education in the community. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Spring Semester, 2004. / Date of Defense: March 23, 2004. / Audience Development, Education Program Evaluation, Culture Management, Non-School Music Education, Arts Management, Arts Administration / Includes bibliographical references. / Sally E. McRorie, Professor Directing Dissertation; William J. Byrnes, Outside Committee Member; George T. Riordan, Committee Member; Marcia L. Rosal, Committee Member; Jack A. Taylor, Committee Member.

This study assessed the relative effectiveness of verbal and non-verbal teaching methods in facilitating the learning of mathematics. The two treatments differed only in that nonverbal instruction did not permit oral communication or use of written words. Chalkboard instruction was characterized by complete silence in nonverbal classes. In verbal classes, new terminology was introduced by writing the terms on the board and using them thorughout the lesson. Four fourth-grade classes consisting of 88 students in one school were randomly assigned to treatment groups so that two were taught non-verbally, and two by the conventional verbal method. Two teachers were assigned one class of each type. Treatment and teacher factors were crossed in a pretest-posttest control group design. The demonstrated comparability of the two teaching methods not only points to nonverbal instruction as an alternate mode, but also seriously questions the effectiveness of conventional teacher talk in enhancing learning. Teachers with a creative bent should be encouraged to experiment with nonverbal instruction and design activities for all levels of development. The technique could be used effectively to break the routine of conventional instruction. The importance of nonverbal components should be stressed in methods courses for pre- and in-service teachers. Techniques of nonverbal instruction should be practiced in student teaching practices. / Typescript. / "August, 1973." / "Submitted to the Department of Mathematics Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Eugene D. Nichols, Professor Directing Dissertation. / Vita. / Includes bibliographical references (leaves 141-142).

The purpose of this investigation was to understand how teachers' perceptions of how they changed during the initial years of teaching. Three middle and three high school teachers viewed thirty minutes of their internship video and answered seven open-ended teacher related questions during a telephone interview. All participants had at least three years of teaching experience, and represented North, Central, and South Florida. After the telephone interviews, the researcher transcribed the conversations which served as the principal data used in this study. Findings indicated that participants changed the most in dealing with classroom management, diagnosing and fixing classroom pedagogical tasks, and confidence in their teaching ability. Additionally, the directors had changed by performing administrative tasks more efficiently. Directors also suggested that preservice teachers could develop into effective teachers by participating in real-life teaching activities before and during the student internship. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2016. / April 12, 2016. / Change, Novice Teachers, Reflection, Student Teaching / Includes bibliographical references. / Steven Kelly, Professor Directing Dissertation; John Drew, University Representative; Clifford Madsen, Committee Member; William Fredrickson, Committee Member; Patrick Dunnigan, Committee Member.