Thesis (Ed.M.)--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. / 2031-01-01

This essay describes basic preparation techniques for oboe auditions through examples demonstrated in selected oboe excerpts. The application of these methods in the selected oboe excerpts will help to reinforce the objective of each outlined preparation technique. Three aspects regarding preparation techniques are discussed. Technical Preparation describes different practice methods intended to increase technical performance consistency for an audition. Performance Internalization details the mental approach to accurately prepare a solo audition before an audition committee. Critical Factors Involving Reed Preparation describes effective processes in reed preparation through the analysis of reed-making sources. Basic Preparation for Oboe Auditions by Using Selected Oboe Excerpts is intended as an audition preparation source for amateur oboists. This essay can additionally serve as a basic and fundamental reference for higher level performers who are preparing to play auditions.

The purpose of this mixed-methods study was to evaluate the effectiveness of 14 Mathematics, Science, Technology Teacher Preparation (MSTTP) Academies located across the state of Texas. The aim of the academies was to increase the number of highly qualified mathematics, science, and technology teachers, while also improving the quality of certified teachers in these areas by focusing on seven established goals. The researcher examined best practices for professional development and teacher preparation utilized by the academies, as well as strengths and weaknesses. Additionally, the extent to which the participants perceived the academy had improved their content knowledge and pedagogical skills was examined. Finally, the extent to which the seven goals were associated with participants’ perceived content knowledge and pedagogical knowledge was analyzed. The study used secondary data from a larger evaluation of the MSTTP Academies. A mixed-methods design utilizing triangulation to analyze both quantitative and qualitative data was employed for the study. The results of the current study revealed that the14 MSTTP academies demonstrated the following key strengths: (a) a focus on strengthening content knowledge; (b) a willingness for developing professionally committed teachers; and (c) providing funding for participants. In regard to weaknesses, the degree of program effectiveness revealed that none of the academies had fully implemented all seven goals. All 14 academies, however, struggled to accomplish two of the goals: (a) the integration of the areas of science technology and mathematics; and (b) the infusion of technology into curriculum. Additionally, the findings indicate that participants felt as though the academies had improved their content knowledge and pedagogical skills. The findings also reveal that all academies exhibited three features of effective professional development: (a) a focus on content; (b) active learning opportunities; and (c) intensive and sustained over time. Only one academy exhibited the remaining two features, collective participation and coherence. Finally, the study revealed that only the goal of strengthening content knowledge was a good predictor for participants’ content qualifications, while strengthening content knowledge and strengthening pedagogical skills were good predictors of participants’ pedagogical qualifications. This research study contributes to the to fields of teacher preparation and professional development.

An effective principal is the catalyst for an effective school. For this reason, it is imperative that education stakeholders all over the world become responsible for addressing the selection, preparation and development of principals. The purpose of this study is to explore the similarities and differences in the selection process, preparation programs and the professional development practices as perceived by elementary school principals in urban public schools in the southern U.S and urban public schools in eastern China. The naturalistic paradigm of inquiry was used to frame the study and acquire and analyze data. The sample consisted of fourteen elementary school principals in a southern, urban area in the U.S. and an eastern, urban area in China selected via a purposive sample. The researcher visited their campuses between September, 2004 and January, 2005. Intensive interviews and observations were used to gather information from principals in American and Chinese urban elementary schools. Data from interviews were unitized into categories. Some of the conclusions included: ?? The American respondents indicated that current admission criteria for entrance into educational leadership programs were not sufficient for identifying a candidate??s aptitude for being a successful principal. ?? The Chinese principals believed that most selected Chinese principals are successful school leaders. ?? The American principals were satisfied with the effectiveness of the university preparation programs. ?? The Chinese principals were not satisfied with the effectiveness of classroom instruction of preparation programs. ?? The American principals felt that their professional development programs were helpful for improving their practice and their schools. ?? The Chinese principals were not satisfied with the effectiveness of the professional development programs. ?? Similarities and differences exist between the American and Chinese respondents?? perceptions of selection, preparation, and professional development.

Alternative teacher certification (ATC) programs are one method created to help alleviate teacher shortages (Cox, Matthews, & Assoc, 2001; Hallinan & Khmelkov, 2001). While much debate has arisen over ATC programs, very few have empirically examined their impact on the teaching pool (Darling-Hammond, Berry, & Thoreson, 2001; Darling-Hammond, Chung, & Frelow, 2002; Goldhaber, 2000; Ingersoll, 1999; Shen, 1997, 1999). The present study was designed to explore differences by certification type and program characteristics based on novice teachers' demographics, educational attainment, sense of self-efficacy, and sense of preparedness to enter the classroom. Results from the present study suggest ATC programs are somewhat diversifying the teaching population by bringing in more minorities and science majors, but do not appear to be bringing in more experienced scientists and mathematicians nor do they appear to be alleviating the teacher shortage. In this sample, traditionally certified teachers felt better prepared than ATC teachers with the biggest differences on Promoting Student Learning. Regardless of certification route, prior classroom experience was a strong predictor of Overall Preparedness and a teacher's perception of his or her ability to be an effective teacher. For ATC teachers, a positive mentoring experience was a strong predictor of Overall Preparedness. The discussion of whether or not ATC programs should exist should now be replaced with a discussion of how to ensure that these programs produce better teachers and improve student learning. The underlying theme from the present study was that, in order to feel prepared and have high self-efficacy, novice teachers needed instruction in the majority of the components identified by research and by the National Commission on Teaching and America's Future (1996), including positive mentoring experiences, field based experiences, and curriculum based on child development, learning theory, cognition, motivation, and subject matter pedagogy. Results from the present study support the assertion that teacher preparation programs, program components, mentoring experiences, and field-based experiences do impact teacher effectiveness in the classroom.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (M.S.)--California Polytechnic State University, 2009. / Title from PDF title page; viewed on December 17, 2009. Major professor: David Clague, Ph.D. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in biomedical Engineering." "June 2009." Also available on microfiche.

Thesis (MEngSc.)--University of Queensland, 2002. / Includes bibliographical references.

A hallmark of aging is a decline in episodic memory. These memory impairments in older adults may be related to a shift away from proactive control strategies. Previous research, with young adults, suggests proactive processes can benefit memory encoding. The dual mechanisms of control model suggests changes in the recruitment of proactive and reactive control strategies will influence behavioral outcomes. The current study used EEG to investigated proactive control in episodic memory in aging. Both young and old adults completed a subsequent memory task with audio and visual items. Each item was preceded by a modality consistent cue. Participants also completed the AX-CPT, which is sensitive to the use of proactive strategies. We found both younger and older adults recruited proactive processes only for audio trials. Both groups exhibited proactive patterns of performance on the AX-CPT. Post-stimulus EEG suggests younger and older adults recruited different strategies for processing audio items. Visual items did not show subsequent memory effects in the pre-stimulus time period, but both groups showed post-stimulus effects. These results suggest younger and older adults are able to flexibly recruit proactive strategies that benefit memory performance.

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