M.Ed. (Tertiary and Adult Education) / At this time of transition in South Africa, the key to creative and pro-active change is education. In this sphere, as in many others in South Africa, there is a large developing sector juxtaposed with a small developed one. The majority of teachers, especially those in the junior primary phase, are unqualified or under-qualified and in urgent need of systematic inservice education. In response to this need the Subject Advisory Service of the Department of Education and Training (DET) was established in 1990 with the specific aim of improving the quality of classroom competence of teachers. The objective of this study is to explore the perceptions which a group of junior primary advisers have of their work in the Subject Advisory Service. To attain this objective a sample is used consisting of all the junior primary advisers in one of the eight regions of the DET who consented to participate at a specific time. An investigative approach is used to explore the perceptions which these junior primary advisers have of their work. This is done' by means of qualitative research which includes detailed descriptions of the context and manner of responses as well as analysis of the content. Qualitative research is believed by the researcher to be the best means of reflecting and recording the complex phenomena of human thought and behaviour. Data are obtained by requesting participants to write a n.live sketch based on a stimulus, and later to participate in a focus group interview based on the same stimulus.

M.Ed. (Educational Management) / Since 1973 teaching authorities have been compelled to employ artisans due to the shortage of technically trained teachers. This precaution has not been satisfactory because the artisan who has no formal teachers training has now become part of the educational profession. Methods have to be found to provide in-service training for this category of teacher with the view of preparing him for his task as teacher. The headmaster, as manageri all eader, can in thi s case, make use of a tutor-teacher and subject-head. The tutor-teacher must be an experienced and successful teacher , seeing that he has to convey his knowledge and teaching experience to the artisan-teacher. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice, to the artisan-teacher. In the designing of an initial in-service training programme, attention should be given to the practical side of the subject, so that the knowledge acquired can be implemented immediately. Later in the training programme more time can be allocated to the theoretical aspect. The aim of this programme should be to encourage the artisan-teacher to acquire formal teaching qualifications. The school's in-service training programme is only an endeavor to provide the artisan-teacher with sufficient knowledge to teach his subject. The school cannot, in the final instance, replace tertiary institutions in the training of teachers.

The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.

O presente estudo objetiva analisar a relação entre práticas discursivas e subjetivação de professores, a partir do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul. O estudo utiliza as categorias de práticas discursivas (FOUCAULT, 2012b) e subjetivação (FOUCAULT, 2010). Através dessas caracterizações, pensa-se de que forma as práticas discursivas articulam-se na ocorrência do Projeto + Alfabetização e operam sobre os indivíduos, nesse caso, os professores + alfabetizadores, produzindo modos de subjetivação. Desse modo, utiliza-se de abordagem de inspiração genealógica, centrando-se na análise de saberes e na maneira como estes se manifestam por meio de práticas discursivas alfabetizatórias, valoradas como verdadeiras. Do mesmo modo, compreendem-se os efeitos de poder e subjetivação que tais práticas discursivas colocam em funcionamento, produzindo sujeitos alfabetizadores, possuidores de determinados valores e não outros. As análises se dão a partir do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul, política pública de educação implantada no ano de 2011, cujo objetivo é a alfabetização de todos os alunos com até oito anos de idade (terceiro ano do Ensino Fundamental), e que tem na formação do professor alfabetizador um de seus eixos fundamentais. Assim, é importante considerar que, nesse contexto de alfabetização, alguns saberes e diretrizes são propagados como legítimos, constituindo uma rede de discursos situados na ordem do verdadeiro. Dessa forma, ao falar-se sobre ingresso obrigatório das crianças com seis anos de idade nas instituições escolares, concepções de alfabetização e letramento, bem como sobre o alcance de um nível total de alfabetização para os anos iniciais do Ensino Fundamental, moldam-se os protagonistas desse contexto, suas maneiras de constituir, compreender e falar sobre o mundo. Os professores protagonistas desse processo são tomados como objetos de conhecimento e vão sendo produzidos, cria-se a identidade do sujeito + alfabetizador, afinal, o sujeito não é a causa, mas o efeito desses discursos. A presente pesquisa estrutura-se em três capítulos, e seus resultados contribuem socialmente, pois investiga e reflete acerca do modo como os sujeitos professores constituem-se e subjetivam-se, na ocorrência do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul. / The purpose of this study is to analyze the relationship between discursive practices and subjectivity of teachers, from the Pilot Project + Literacy of Municipal Schools of Caxias do Sul. The study uses the categories of discursive practices (Foucault, 2012b) and subjectivity (Foucault, 2010). Through such characterizations, it is believed how the discursive practices are articulated in the occurrence of Project + Literacy and operate on individuals, in this case, teachers + literacy, produce subjectivity's ways. Thus, we use the inspiration of genealogical approach, focusing on knowledge's analysis and in the way these manifest themselves through literacy's discursive practices, evaluated as true. Likewise, the effects of power and subjectivity that such discursive practices put into operation are understood, producing literacy subjects, owners of certain values and not others. The analyzis are given from the Pilot Project + Literacy of Municipal Schools of Caxias do Sul, public education policy implemented in 2011, whose goal is literacy for all students up to the age of eight (third year of Elementary) and has in the formation of the literacy teacher one of its fundamental pillars. Thereby, it is important to consider that, in this litearcy context, some wisdom and guidelines are propagated as legitimate, forming a discourses network placed in the order of the true. In this way, when talking about mandatory admission of children under six years of age in schools, conceptions of literacy, as well as on the scope of a total literacy for the early years of elementary school, molding the protagonists in this context, their ways of constituting, understand and talk about the world. The protagonists teachers of this process are taken as knowledge objects and it will be produced, it creates the identity of subject + literacy, after all, the subject is not the cause but the effect of these speeches. This present research is structured in three chapters and their results contribute socially because investigates and reflects about the way how subjects teachers are constituted and subjectivated in the happening of Pilot Project + Literacy of Municipal Schools of Caxias do Sul.

No description available.

The purpose of this study was to ascertain if nurses-in-training in today's vocational schools are receiving instruction which capably prepares them to meet the needs and exigencies demanded by the medical profession in our rapidly changing society. The study also purports to demonstrate the need for in-service training of nurses already in the profession as well as the mandate for change which had to be carried out by all nursing trainers in light of the rapidly evolving technological advances of the medical field of the nineties.

Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.

The purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.

This study examined the connection between perceptions of teacher self-efficacy, professional development, and leadership practices and attitudes as it relates to successful implementation of technology for student learning in K-12 schools. As external pressures exhort schools to transform the learning environment and to include more meaningful applications of technology in the learning experiences for all students, issues which create barriers to a successful implementation of new practices must be examined. This study examined the responses of teachers, school and district administrators, and technology support personnel in a stratified random sample from 37 school districts in the state of Oregon to analyze the combined effects of teacher self-efficacy perceptions, leadership practices, and professional development as they relate to the implementation of classroom educational technology. The study revealed perceptual differences between staff roles of what teachers know about technology and how they use technology. School contexts, such as percentages of disadvantaged or non-White students, and teacher factors, such as age and gender, affected participant perception of technology implementations and of professional development opportunities. The researcher proposes a new framework for understanding school contexts and for planning successful technology implementations based upon a review of literature and original research.

This research is an in-depth study of an environment-based education (EBE) professional development program titled "Creeks and Kids" that models how to employ thematic instruction about watersheds using the environment of a school and its community as a context to integrate teaching and learning about water across core subject areas. This case study investigates the EBE characteristics of the Creeks and Kids Workshop and explores how they adhere to the National Research Council's Standards for Professional Development for Teachers of Science. A mixed-methods analysis gathered qualitative data about the overall experience of teacher-participants during the Creeks and Kids Workshop and employed quantitative measures to identify evidence of success related to teachers' gains in knowledge, affect, confidence and intent to act to implement water-focused EBE curriculum in their classrooms. The findings of the study build upon existing research about what teachers need to implement EBE and their beliefs regarding what professional development should provide in relation to those needs. Qualitative results revealed that teachers need an EBE professional development program to include: 1) practical ways to integrate environmental education into their existing curricula and school settings; and, 2) direct experience with activities and field studies that are interdisciplinary, hands-on and inquiry-driven. Teacher-participants identified these characteristics as vital for them to effect a change in teaching practice and build their confidence to engage their students in EBE when they return to the classroom. Quantitative results revealed statistically significant gains across knowledge, affect, confidence and intent to act variables using the t-test statistic to compare means of participants' responses from the pre- to post-workshop questionnaires. The results of this study have broader implications for future educational research on: 1) the ways in which EBE professional development programs can support teachers to gain the knowledge, skills and confidence to implement interdisciplinary teaching for student learning about the environment; 2) the methods teachers use to employ EBE teaching strategies in the classroom; and, 3) how EBE helps teachers across disciplines collaborate with one another to implement practical and effective ways to improve students' critical thinking skills and knowledge across multiple subjects.