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This thesis describes an investigation into the outcomes of a developmental project focussed on improving the word reading skills of a group of (n=77) secondary school students across five different school settings in a South West of England Local Authority. The 'Plymouth Precision Teaching Project' was conducted during the 2007/8 academic year commencing in September 2007 through to April 2008. The project involved the delivery of regular Precision Teaching (PT) programmes across two cohorts (1 and 2) of students by Teaching Assistants (TAs) in each school who themselves received ongoing training and support throughout the project. This thesis reports on three inter-connected aspects of research stemming from the project: Aspect One considered the impact of PT interventions delivered by trained TAs on groups of secondary school students with literacy learning needs through a quasi-experimental design. Aspect Two investigated the adaptations made by TAs within PT programmes to improve student word reading skills; from here a framework for systematic teaching adaptations was formulated, trialled and reviewed. Aspect Three drew on the experiences of school staff and their learning throughout the initiative. The value of participating in the research was investigated through exploring TAs’ reflections on the development of their understanding of the processes and practices surrounding ‘teaching and learning’. Outcomes of the research point to the continuing contribution of PT to addressing basic reading skill needs through heightened structure to intervention delivery, promotion and scrutiny of ‘treatment fidelity’ and an ongoing, systemic approach to the development of staff skills. This thesis also emphasises the mutual benefits that a collaborative project such as this can bring about; not only can staff contribute to the development of intervention approaches and provide high-quality interventions, but they can also develop their professional knowledge too. As a venture networking schools, a local authority educational psychology service and a university department, it is suggested this thesis reflects a description of the ground modernised educational psychology services should seek to occupy more and more.

This investigation was designed to research the Islamic education curriculum (I. E. C.) for secondary schools in Kuwait. The investigation covered the major elements of the Islamic education curriculum, namely the aims, the textbooks, teaching methods, aids and activities and the styles of assessment. The methods which were used to collect the data for this research were the questionnaire and the interview. The research population included: teachers of the I. E. C., supervisors, students of the 10th grade secondary schools. The findings indicated that in theory the I. E. C.’s aims seem to be comprehensive, covering all the aspects of student development. But, unfortunately, there were no real applications for all those aims in the practical teaching of the I. E. C., whether one examined the textbook, teaching methods, or styles of assessment. The topics of the textbook generally focused on the theoretical aspects of the I. E. C. and some of those topics were repetitive. Teaching methods were traditional and focused on telling by the teacher, with a lack of modern teaching methods to encourage the student to take an active role in the learning process. In addition, there was a clear lack of modern educational aids like audio visual equipment. Finally, the style of assessment was traditional aimed at measuring the students' knowledge, without paying attention to measuring other aspects of student achievement. This thesis is divided into eight chapters. Chapter One, outlines the general approach for studying problems related to the Islamic education curriculum in Kuwaiti secondary schools. There are clear weaknesses in the Islamic education curriculum in secondary schools. One of the most important is the absence of any explanation of the way in which the I. E. C. deals with the negative changes that are taken place in Kuwaiti society after the Iraqi aggression in 1990 and this is the main focus of the chapter. In Chapter Two, the educational system in Kuwait is discussed in detail from Al-katatib to the modern schools. The aims of each stage of the Kuwaiti educational system are also discussed. Chapter Three examines the background of the Islamic education in general and its sources, examining in particular what is the general aim of Islamic education and how this relates to the Kuwaiti context. Chapter Four, identifies previous studies of the curriculum in general. It examines definitions of the curriculum in general, the aims and their classification, the content of the textbook, the types of teaching methods and their importance in the learning teaching process and finally the style of assessments and their role in the learning process. This material is then related to the learning process in Kuwait and particularly its connections to the I. E. C. In the second section of this chapter previous studies which evaluated the Islamic education curriculum in Kuwaiti schools (especially the I. E. C.’s role in confronting the negative changes taken place in the Kuwait society) are examined. Chapter Five critically discusses the methodology, which was used in this research. Chapter Six examines the statistical result of the research. Chapter Seven then discusses and analyses the research findings. Chapter Eight ends the thesis with make a series of recommendations and conclusions based on the research findings.

The theoretical framework for this empirical study extends a trail of thinking from a social constructivist view of learning to the areas of assessment, evaluation and leadership. The relationship between social constructivist learning principles, formative approaches to assessment and evaluation, and collaborative leadership styles is explored and discussed. Learning and teaching developments in secondary schools have often fragmented the intrinsic elements of learning, teaching, assessment, evaluation and leadership. As Palmer (2007) so aptly puts it: ‘…we think the world apart.’ (p. 64). This study seeks to ‘think education together’ by taking a more integrated perspective. The aims of this study were to add to the body of knowledge in the area of assessment and evaluation through the adoption of the aforementioned integrated perspective, develop formative assessment and evaluation policies and practices in a secondary school to the extent that they are embedded in the school’s working culture and paradigm, and finally to chart the means by which change has been achieved. The research is argued to be located in the critical paradigm, adopts an action research methodology in which the researcher assumes a participatory, practitioner researcher role in conducting an ethnographic case study of a secondary school. A social constructivist theme was retained throughout the research design and although both quantitative and qualitative data were gathered, the study was conducted within an interpretative framework informed by symbolic interactionism. Data were gathered via a multi-method approach that included focus groups and semi-structured interviews, observation and accompanying field notes, document and classroom artefact analysis, and non-inferential statistics. Focus groups were used to check data sources, confirm interpretations, develop and disseminate new ideas and approaches, and refine developments based on feedback received. This process was informed by Gladwell’s (2000) notion of ideas taking on the qualities of viruses which in turn develop into epidemics. Participants’ early reluctance to accept a need to change was overcome through an initial ‘internal’ audit of current policy and practice relating to learning, teaching, assessment and evaluation, the results of which confirmed the ‘external’ judgements made by OfSTED and the Local Authority (LA) in terms of the need for the school to develop formative approaches to assessment and evaluation. A purposively selected assessment and evaluation focus group showed a commitment to formative ways of working, and was instrumental in defining and refining new policies for assessment and evaluation in collaboration with other focus groups, non-focus group colleagues, pupils and parents. Additional focus groups for pupil behavioural aspects and mentoring were embraced by the research rather than discouraged in order to retain an integrated ‘real world’ perspective. The aims of the study are shown to have been met in that new formative ways of working are now embedded in assessment policy and practice and the researcher has developed a new approach to whole school leadership. This study proposes a new way of thinking that embraces paradox rather than preserving divisions. Moreover, it argues a case for transformative education being reliant on taking this stance. The study also presents a picture of leadership and research based on co-existence and proposes a new ‘Stenhousian’ philosophy where research becomes the basis for leadership.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999.

This study was undertaken in an attempt to improve the vocational training in Electrical Systems and Construction done at the Sedibeng Further Education and Training Colleges. The development of vocational training in South Africa, as well as different approaches to effective teaching and learning, were investigated by doing a literature study. It was determined that a constructivist approach to teaching and learning that advocates an active, learner-centred approach to teaching and learning appears to be the most effective for vocational training. An empirical investigation was conducted to determine possible shortcomings in the current way of teaching, learning and assessment at Sedibeng Further Education and Training College. For this purpose, mixed method research with a triangulation design was employed. The quantitative part of the study utilized descriptive survey research with a questionnaire to establish Level 3 educator and learner viewpoints regarding the current nature of teaching, learning and assessment. A phenomenological strategy was used for the qualitative part of the study, which involved the use of semi-structured interviews with the management staff at the college, to obtain their perspectives regarding training at the college. The quantitative and qualitative data indicated weaknesses in the current approach to teaching, learning and assessment, and that teaching, learning and assessment practices could become more effective by incorporating constructivist teaching, learning and assessment principles that encourage active and interactive learning. Furthermore, a lack of teacher training and a lack of practical experience among educators, as well as inadequate infrastructure and ill-equipped facilities, are major contributing factors to ineffective vocational training. The practical contribution of the study is found in the teaching and learning programme for Electrical Systems and Construction based on constructivist principles that was developed to assist educators to improve the effectiveness of vocational training. / Thesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

In California, 55 teacher preparation programs have embedded a standardized four-task teaching performance assessment (CalTPA) as a requirement for initial teacher licensure. Guided by the frameworks of transactional experience and the theory of formative assessment, this phenomenological study addressed the meaning and role ascribed to the CalTPA by those who complete it. Research questions examined participants' perceptions of their CalTPA experience with respect to preparation, completion of the tasks, feedback, remediation, activities between tasks, and overall experience Data were collected through 3 semi-structured interviews of 8 participants who had successfully completed the CalTPA tasks, chosen by reputational case selection from 1 teacher preparation program. Data were coded for elements of process and overarching themes using inductive descriptive coding in 2 cycles, beginning with discrete codes and then grouping those into themes. Results indicated that the CalTPA played a significant role in the development of completers. Themes included common process elements, emotions, perceptions of tasks, key success factors, and overall influence of the experience. Implications for positive social change include informing stakeholders in teacher preparation programs on best policies and practices to support the development of pre-service teachers into effective in-service teachers, whose future students will benefit from improved educational quality.

The purpose of this study was to explore and investigate perceptions and needs of the primary school teachers&rsquo / in 4th and 5th grade public schools in Yenimahalle and &Ccedil / ankaya districts related to the teaching and assessment methods based on individual differences in science and technology classes. Furthermore this study investigated the teachers&rsquo / perceptions on new science and technology curriculum in Turkey and their perceptions on individual differences. The research type of this study include survey, causal-comparative, and also qualitative research in nature which are non-experimental research methods. The study was conducted in the 2005-2006 academic year in Ankara. Three data collection methods were used to collect data from primary school teachers. First, a needs assessment questionnaire was administered on 155 primary school teachers. Then, the researcher carried out in depth interviews with 13 primary school teachers. Furthermore an observational case study including video typing in two science and technology classes was carried out. Quantitative part of the study was analyzed by descriptive and inferential statistics by using SPSS (e.g., frequences, percentage analysis, and analyses of variance). Qualitative part of the study was analyzed by using qualitative methods (Generating categories, themes, patterns and coding the data). The findings from quanitative and qualitative data indicated that primary school teachers have various needs to apply teaching and assessment methods based on individual differences related to knowledge, experience, students, parents, administrators, resources, opportunities, time, and science books. Also teachers mostly use new approaches in new Science and Technology Curriculum such as individual presentations.

This study was undertaken in an attempt to improve the vocational training in Electrical Systems and Construction done at the Sedibeng Further Education and Training Colleges. The development of vocational training in South Africa, as well as different approaches to effective teaching and learning, were investigated by doing a literature study. It was determined that a constructivist approach to teaching and learning that advocates an active, learner-centred approach to teaching and learning appears to be the most effective for vocational training. An empirical investigation was conducted to determine possible shortcomings in the current way of teaching, learning and assessment at Sedibeng Further Education and Training College. For this purpose, mixed method research with a triangulation design was employed. The quantitative part of the study utilized descriptive survey research with a questionnaire to establish Level 3 educator and learner viewpoints regarding the current nature of teaching, learning and assessment. A phenomenological strategy was used for the qualitative part of the study, which involved the use of semi-structured interviews with the management staff at the college, to obtain their perspectives regarding training at the college. The quantitative and qualitative data indicated weaknesses in the current approach to teaching, learning and assessment, and that teaching, learning and assessment practices could become more effective by incorporating constructivist teaching, learning and assessment principles that encourage active and interactive learning. Furthermore, a lack of teacher training and a lack of practical experience among educators, as well as inadequate infrastructure and ill-equipped facilities, are major contributing factors to ineffective vocational training. The practical contribution of the study is found in the teaching and learning programme for Electrical Systems and Construction based on constructivist principles that was developed to assist educators to improve the effectiveness of vocational training. / Thesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

Thesis (M.A.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.