Thesis (Ph. D.)--University of Hong Kong, 2004. / Also available in print.

No description available.

Thesis (M.Ed. (Literacy and Language))--University of South Australia, 1995.

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 199. / Includes bibliographical references (leaves 170-178).

The thesis looks at the Government Bursary Scheme for Higher Education Students in Nigeria and examines two questions relating to the supply of graduate teachers in Nigeria. First, how effective has the Scheme been in augmenting the supply of graduate teachers. Secondly, what is the likelihood that, once trained, the new graduate teachers will leave the profession in favour of better paid alternative employment, thereby defeating the object of the Scheme. To answer these questions, we have used published time-series data and have also conducted a survey of our own among some 600 education undergraduate students in three representative Nigerian universities. Our findings are that, contrary to the prediction of human capital theory, which stresses the importance of prospective relative pay in the choice of courses at university, the Bursary Scheme, which, on the contrary, assumes that it is the relative cost of different courses which principally determines this choice, has been very effective, though not so much in persuading 18-year olds to take a B.Ed. instead of a B.A. or B.Sc., as in inducing experienced primary school teachers to upgrade their qualifications so as to augment the supply of (graduate) secondary school teachers. We also show why the fear that B.Ed. graduates will drift into other professions, which would defeat the object of the Scheme, may be unwarranted.

Submitted in fulfillment of the requirement for the Degree Master of Education in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, South Africa, 2003. / The aim of this study was to pursue an investigation into accountable parental involvement in primary schools From the literature study it became clear that there are many areas and possibilities for parents to become formally and informally involved in the schooling of their primary school children. Formal involvement of parents in school activities is based on juridical, historical and educational grounds. Juridically, legislation in South Africa stipulates that parents must be involved in the school at least at the level of governance. Parents exert a lot of influence on their child's cognitive development in the early years and thus the contact between home and school should be maintained, especially during the primary school years, if the child is to succeed in formal schooling. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by primary school educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • Positive attitudes must be inculcated in parents to become actively involved in their children's formal schooling. • Educators and parents must be trained to offer parental involvement programmes. Further research should be conducted concerning the accountability of parents regarding their involvement in primary schools.

Study of Teachers¡¦ and Students¡¦ Thinking Styles and their Interactions in Instruction Abstract The purposes of this study were (1) to compare the relationship among teachers and students¡¦ thinking styles and their background. (2) to explore the relationship among teachers¡¦ background, teachers¡¦ thinking styles, and teaching behaviors. (3) to investigate the relationship among teaching behavior, students¡¦ thinking styles, learning perception satisfaction, and achievement. (4) to explore the influences of different matching of teachers¡¦ thinking styles and students¡¦ thinking styles on learning perception satisfaction and achievement. (5) to investigate the changing condition of students¡¦ thinking styles. (6) to explore the impact of teachers¡¦ thinking styles on students¡¦ thinking styles. Two groups of subjects were arranged: with one including 254 high school teachers in Taiwan area, and the other including 14 teachers and their 507 students in Koashuing. Teachers were asked to fill out Thinking Styles Questionnaire for Teacher (TSQT¡¨ and Teaching Behavior Scale (TBS), while students Thinking Styles Questionnaire (TSQ) and Learning Perception Satisfaction Check List (LPSCL). Qualitative research (Classroom observation) is applied to explore the interaction of teachers and students. The data were analyzed by Pearson¡¦s product-moment correlation, t-test, canonical correlation, Hotelling¡¦s T , one-way MANOVA, Repeat Measure Analysis, and Multivariate Analysis of Covariance. The conclusion were drawn as follows: 1. On teachers¡¦ background: (1) There were significant differences between male and female in judicial, and liberal styles. (2) There were no significant differences between high, mid and low years groups in thinking styles. (3) There were significant differences between high, mid and low age groups in executive thinking styles. (4) There were significant differences between high, mid and low father¡¥s education in conservative thinking styles. (5) There were significant differences between high, mid and low mother¡¦s education in conservative thinking styles. 2. On students¡¦ background: (1) There were significant differences between male and female in executive, judicial, and local thinking styles. (2) Birth orders, father¡¦s education, and mother¡¦s education have no significant differences with thinking styles. 3. Students¡¦ is more inclined to legislative, global, liberal, and conservative styles in pre-test than in post-test. 4. Teachers¡¦ background had no canonical correlation with teachers¡¦ thinking styles. Teachers¡¦ thinking styles had canonical correlation with teaching behavior. Three canonical factors of Teachers¡¦ thinking styles efficacy explained 43.4% of all teacher behavior. 5. Teachers¡¦ legislative, executive, and liberal thinking styles had significant effects on students¡¦ thinking styles. 6. Some teaching behavior had significant correlation with students¡¦ thinking styles. 7. Teaching behavior had significant correlation with learning perception satisfaction, but not achievement. 8. Teachers¡¦ thinking styles had significant correlation with students¡¦ thinking styles. 9. Matching of teacher-student¡¦s thinking styles had significant correlation with learning perception satisfaction and achievement.

Thesis (EdD)--Open University. BLDSC no. DXN095789.

Thesis (Ed. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2118. Includes bibliographical references (leaves 162-171).

published_or_final_version / abstract / toc / Education / Doctoral / Doctor of Philosophy