Generally the evaluation of employees in organisations is one of the most demanding and controversial of all management functions. Therefore, it is incumbent on management to develop a system of evaluation that will at least be acceptable to most of its employees. This study has shown that it is extremely important to include the employees themselves in drawing up the evaluation instrument. Since there is not any one evaluation procedure that has universal application, it is necessary for organisations in general, and more specifically education departments, to review and improve existing procedures to meet prevailing conditions. If management does not follow these basic considerations, then the organisation could face strong negative reaction from employees. The primary objectives of this study therefore were: (1) to make a detailed study of the evaluation procedure used in Indian Schools; (2) to analyse the House of Delegates' evaluation procedure critically and in so doing make a study of evaluation procedures of other education departments; and (3) to consider the views expressed by teachers, principals and superintendents of education on the House of Delegates' evaluation procedure. The major findings that emerged from the study were that: (1) the present evaluation procedure of the House of Delegates was not well received by teachers and principals; (2) any evaluation procedure adopted should be based on an 'open' system, where there is no need for secrecy; and (3) there should be separate evaluation procedures for the purposes of professional development, merit awards and promotion. The main recommendation made in concluding this study was that the House of Delegates, in either developing a new evaluation procedure or amending its present one should, in the future, give consideration to the opinions of all participants in the evaluation process. / Thesis (M.Ed.) - University of Natal, 1991.

The problem of the study was to develop valid and reliable evaluation tools for the American Red Cross course "Healthy Pregnancy, Healthy Baby." From a table of specification, a pool of 87 items was developed into two evaluation scales. A thirteen-member jury of experts composed of professionals in prenatal education was used to establish content validity. The jury of experts reviewed the scales twice. The first review, items were subject to both a quantitative and qualitative review. Items were then retained, revised, or eliminated. The jury of experts then reviewed the scales a second time, and items again were subjected to quantitative and qualitative analysis. The second review included the use of the Content-Validity Ratio. All items in the scales that were not statistically significant at p<. 05 were eliminated. The validated evaluation scales made up of 46 items from the 87 originally proposed items were then pilot tested. Fifty-two women were then asked to complete the two evaluation scales one week apart. Upon completion of the pilot study, items were subjected to statistical analysis using test-retest, Cronbach's alpha, and internal constancy. Those items with a low test-test scores and/or internal constancy were then eliminated. The retained knowledge questions were then revised as the questions were subjected to quantitative analysis. / Department of Physiology and Health Science

The main purpose of the study was to investigate relationships between teacher Self-Concept and Self Effectiveness and to test whether Multicultural Education variables add significantly to a prediction model for teacher effectiveness.A factor analysis for a pilot study indicated four factors for Self-Effectiveness and seven for Multicultural Education. Samples of 146 American and 195 Indonesian teachers of reading responded to three instruments. The data were analyzed using multiple regression analysis, and eight null hypotheses were tested by applying associated F-statistics using an alpha level of .05.Findings1. Self-Concept was significantly related to all four factors of Self-Effectiveness for both samples.2. Subsets of the seven factors of Multicultural Education were found to significantly increase the explained variation for three factors of Self-Effectiveness for both samples.The combination of Self-Concept and Multicultural Education: Expectations and Responses increased the variation for three factors for Self-Effectiveness: Teacher as Person, Teacher-Learner Relationship, and Instructional Methods/Materials for the American sample. For the Indonesian sample, the addition of two factors for Multicultural Education: Awareness and Curriculum Instruction to Self-Concept increased the variation for two factors for Self-Effectiveness: Teacher as Person and Teacher-Learner Relationship. In the same sample, the combination of Self Concept and Multicultural Education: Awareness alone increased the variation for Self-Effectiveness: Teacher as a Classroom Manager. Because differences existed between the two samples with regard to variables that added significantly to the prediction model, possible explanations are provided.Conclusions and RecommendationsTeacher effectiveness can be partially explained by either Self-Concept alone or the combination of Self Concept and Multicultural Education dimensions. Findings suggest that attempts within teacher education programs for both countries should be made toimprove the teacher Self-Concept and to develop a better understanding of Multicultural Education. / Department of Elementary Education

Teaching has always been and remains a core function of universities. However, there is a pervasive assumption that research activity is privileged over teaching contributions, particularly when hiring, tenure and promotion decisions are being made. Where do such beliefs come from? Are these assumptions based on policy or practice, or a combination of the two? Is research privileged, and if so, does teaching really matter? This dissertation considers the assumption that teaching is undervalued in Canadian universities, particularly within the context of institutional reward structures and more specifically in relation to the tenure review. My dissertation examines the emergence of formal faculty evaluation systems in the second half of the 20th Century and considers various influencing factors on their development, including the evolution and adoption of tenure within academia and the move toward faculty collective bargaining. The extensive body of literature on the evaluation of teaching provides a conceptual framework to examine the current Canadian landscape. Specifically, this involves a comprehensive review and analysis of tenure policies from 46 Canadian universities. This study reviews these polices to determine the extent to which they reflect the recommendations emerging from the current literature. The results of this review reveal that the recommendations from the literature are inconsistently reflected in current tenure policies at most institutions. In particular, a clear definition of “teaching effectiveness” is absent from the majority of policies. However, institutions have more consistently adopted the recommendation for multiple measures and means of assessing teaching effectiveness. For example, there exists a wide use of course evaluations and an increasing use of teaching dossiers to document teaching contributions at Canadian universities. Subsequently, this study examines in detail five policies (from the universities of Alberta, British Columbia, and Saskatchewan and from York and Nipissing universities) that most thoroughly reflect the recommendations in the literature. These policies may be understood as models of emerging effective process. By identifying inconsistencies, shifting practices, and emerging trends, this study provides a foundation for further research on the evaluation of teaching at Canadian universities and will aid universities in the process of reviewing their own tenure policies.

Teaching has always been and remains a core function of universities. However, there is a pervasive assumption that research activity is privileged over teaching contributions, particularly when hiring, tenure and promotion decisions are being made. Where do such beliefs come from? Are these assumptions based on policy or practice, or a combination of the two? Is research privileged, and if so, does teaching really matter? This dissertation considers the assumption that teaching is undervalued in Canadian universities, particularly within the context of institutional reward structures and more specifically in relation to the tenure review. My dissertation examines the emergence of formal faculty evaluation systems in the second half of the 20th Century and considers various influencing factors on their development, including the evolution and adoption of tenure within academia and the move toward faculty collective bargaining. The extensive body of literature on the evaluation of teaching provides a conceptual framework to examine the current Canadian landscape. Specifically, this involves a comprehensive review and analysis of tenure policies from 46 Canadian universities. This study reviews these polices to determine the extent to which they reflect the recommendations emerging from the current literature. The results of this review reveal that the recommendations from the literature are inconsistently reflected in current tenure policies at most institutions. In particular, a clear definition of “teaching effectiveness” is absent from the majority of policies. However, institutions have more consistently adopted the recommendation for multiple measures and means of assessing teaching effectiveness. For example, there exists a wide use of course evaluations and an increasing use of teaching dossiers to document teaching contributions at Canadian universities. Subsequently, this study examines in detail five policies (from the universities of Alberta, British Columbia, and Saskatchewan and from York and Nipissing universities) that most thoroughly reflect the recommendations in the literature. These policies may be understood as models of emerging effective process. By identifying inconsistencies, shifting practices, and emerging trends, this study provides a foundation for further research on the evaluation of teaching at Canadian universities and will aid universities in the process of reviewing their own tenure policies.

While various studies have investigated the effectiveness of certain types of error treatment methods, there has been little linguistic research conducted to examine how actual language teachers have been dealing with L2 learners’ written errors. The current research was designed to investigate the types of written errors ESL teachers corrected and the types of error treatment methods they used to correct those errors in the context of Bond University on the Cold Coast. Moreover, it was intended to highlight the relationship between the literature and actual practice in terms of error treatment of written work. In this study, sixty-six students’ written texts corrected by nine different teachers were collected and examined. The teachers’ treatment of the learner errors found in each sample were identified and classified according to their features. The findings from both quantitative and qualitative data on the patterns of error treatment were analysed, and following this, various comparisons were made. The results of the study indicated that despite the current trend of language teaching, error treatment was frequently provided by the teachers in the ESL classrooms. Moreover, the teachers constantly corrected the deviations of local aspects of the language, which did not seriously influence the intelligibility. In addition, the results of the study also demonstrated that the teachers used both explicit types and implicit types of correction methods in a hybrid manner, and they altered their mode of correction depending on the types of errors. They tended to provide explicit correction for wrong vocabulary and sentence construction errors whereas other surface features, such as grammatical and mechanical errors were generally highlighted with implicit correction, especially with correction codes. The findings of this study suggest that increasing the use of less-time consuming error treatment methods for rule-governed lexical errors and educating learners to be able to carry out self-correction could reduce the teachers’ burden of written error treatment. Moreover, constant information exchange would allow the teachers to revise, refine and change their ways to deal with errors. Until clear effectiveness of certain patterns of error treatment is proven by further studies, these suggestions could be made in order to maximise the benefits of the teachers’ treatment of written errors.

Thesis (MNutr)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Perceptions held by Masters Students of the NOMAa track module on ‘Nutrition, Human Rights and Governance’ Introduction and Objectives The interdisciplinary NOMA Track module on ‘Nutrition, Human Rights and Governance’ was developed jointly by four higher learning institutions in three countries (Norway, South Africa and Uganda). The module was incorporated into the respective Masters programmes in nutrition and consisted of three study units each of six weeks duration. The units were presented consecutively in the three countries and built on one another, totalling 18 weeks. Objectives The main aim of the study was to document perceptions of Masters students who completed the module. The objectives were to compare the perceptions of students about the study units in different countries, to document how students anticipated utilising their newly-acquired knowledge and to make recommendations for the development of similar interdisciplinary modules. Methodology A cross-sectional study design with a mixed methods approach was used. The sampling frame consisted of all registered students enrolled in the module. Informed written consent for both voluntary participation as well as voice recording of interviews was obtained from all participants. Data was extracted from students’ quantitative evaluation of each study unit. An interpretative methodological approach was used to elicit narrative accounts of students’ perceptions of the module during in-depth telephonic interviews. An inductive process was followed to identify emerging themes. The code list thus compiled was used to analyse unstructured data by using a text analysis computer programme. Results Twenty NOMA students enrolled at different universities participated in the study. The module was described as a life-changing experience and the way the module was structured and conducted in both developed and developing countries was highly rated. Interactive teaching styles optimised the learning experience. Presentations by a variety of experts and study visits served to enrich theoretical human rights principles by giving practical examples and by comparing implementation of these principles under varying conditions. The main difference between the study units in the different countries related to time-management and different teaching styles employed by lecturers. Transnational and interdisciplinary education provided this group of students the opportunity to enhance various professional attributes. Their willingness to learn from others provided them with valuable insight about the diverse nature of different population groups and their cultural differences. Without this understanding, poor communication, intolerance and prejudice might create barriers to optimal treatment or education of a client/community requiring professional advice. Students applied their newly acquired knowledge about human rights principles and the link with nutrition by utilising teaching opportunities, and indicated that they intended to incorporate a human rights approach in future endeavours. Conclusion The interdisciplinary NOMA Track module empowered a group of students to utilise the principles of a human rights-based approach in an appropriate manner. NOMA students developed an understanding of their new role as nutrition professionals, being challenged to interact in a globalized world if they want to make a meaningful contribution to the realisation of the right to food for all. Lessons learned from the implementation of the module will be useful to inform further decision-making on how to integrate a focus on human rights into training in nutrition at Stellenbosch University. / AFRIKAANSE OPSOMMING: Persepsies van Meesterstudente oor die NOMAb-opsie module oor ‘Voeding, Menseregte en Bestuur’ Inleiding en Doelwitte Die interdissiplinêre NOMA-module opsie oor ‘Voeding, Menseregte en Bestuur’ is gesamentlik ontwikkel deur vier hoër opleidingsinstansies in drie lande: Noorweë, Suid Afrika en Uganda. Die module is geïnkorporeer in die toepaslike meestersgraadkursusse in voeding. Dit het bestaan uit drie studie-eenhede wat elkeen 6 weke geduur het (in totaal 18 weke) en opeenvolgend aangebied is in die drie lande. Doelwitte Die hoofdoel van die studie was om persepsies van meesterstudente wat die module voltooi het te dokumenteer. Die doel was om sodanige persepsies oor die studie-eenhede in verskillende lande te vergelyk, om te dokumenteer op watter wyse studente verwag om die nuwe kennis te benut en om aanbevelings te maak vir die ontwikkeling van soortgelyke interdissiplinêre modules. Metode ‘n Dwarssnit studieontwerp met ‘n gemengde metode benadering is gevolg. Die steekproefraamwerk het bestaan uit alle geregistreerde studente wat ingeskryf het vir die module. Ingeligde, geskrewe toestemming vir vrywillige deelname asook om stemopnames van onderhoude te maak, is van alle deelnemers verkry. Data is onttrek uit studente se kwantitatiewe evaluering van elke studie-eenheid. ‘n Metodologiese benadering van interpretasie is gevolg om ‘n narratiewe weergawe van studente se persepsies te ontlok gedurende in-diepte telefoniese onderhoude. Temas is induktief geïdentifiseer en ‘n ooreenstemmende kodelys is gebruik om ongestruktureerde data te analiseer met ʼn teksanalise rekenaarprogram. Resultate Twintig NOMA studente, ingeskryf by verskillende universiteite, het deelgeneem aan die studie. Die module is beskryf as ʼn lewensveranderende ondervinding. Die wyse waarop die module gestruktureer en aangebied is in beide ontwikkelde en ontwikkelende lande, is hoog op prys gestel. Die interaktiewe onderrigstyl het die leerervaring optimaal bevorder. Aanbiedings deur verskeie kundiges en studiebesoeke het daartoe bygedra dat teoretiese menseregte-beginsels verbreed is deur praktiese voorbeelde te verskaf. Die implementering van hierdie beginsels onder verskillende omstandighede is vergelyk. Die grootste verskille tussen die studie-eenhede in die onderskeie lande het verband gehou met tydsbesteding en dosente se verskillende onderrigstyle. Transnasionale en interdissiplinêre onderrig het hierdie groep studente geleentheid gegun om verskeie professionele vaardighede te ontwikkel. Hul bereidheid om by ander te leer het waardevolle insae gegee in die diverse aard van verskillende populasiegroepe en kultuurverskille. Daarsonder kon struikelblokke ontstaan het weens swak kommunikasie, onverdraagsaamheid en vooroordele. Dit kan verhoed dat optimale behandeling of onderrig verskaf word aan ʼn kliënt/gemeenskap wat professionele advies benodig. Studente het hul nuut-verworwe kennis oor menseregte-beginsels en die verband met voeding toegepas in onderriggeleenthede en het onderneem om ‘n menseregte-benadering te volg in toekomstige ondernemings. Gevolgtrekking Die interdissiplinêre NOMA-module opsie het ʼn groep studente bemagtig om die beginsels van ʼn menseregte-benadering op ʼn toepaslike wyse te gebruik. NOMA studente verstaan nou hul nuwe rol as kundiges in voeding, naamlik dat hulle uitgedaag word tot interaksie in ʼn globaliserende wêreld, as hulle ʼn merkbare bydrae wil lewer tot die verwesenliking van die reg tot voldoende voedsel vir almal. Lesse wat geleer is uit die implementering van die module sal waardevol wees wanneer daar besluite geneem word oor die beste manier waarop ʼn menseregte fokus ingesluit kan word in voeding-opleiding by Stellenbosch Universiteit.

In this research, I investigated the extent to which language versions (English, French and Arabic) of the same science test were comparable in terms of item difficulty and demands. I used PISA science 2006 data from three countries (respectively, UK, France and Jordan). I argued that language was an intrinsic part of the scientific literacy construct, be it intended or not by the examiner. The tight relationship between the language element and the scientific knowledge makes the language variable inextricable from the construct. This argument has considerable implications on methodologies used to address this question. I also argued that none of the available statistical or qualitative techniques were capable of teasing out the language variable and answering the research question. In this thesis, I adopted a critical evaluation and empirical methods, using literature from various fields (cognitive linguistics, psychology, measurement and science education) to analyse the test development and design procedures. In addition, I illustrated my claims with evidence from the technical reports and examples of released items. I adopted the same class of models employed in PISA, the Rasch model, as well as differential item functioning (DIF) techniques to address my question empirically. General tests of fit suggested an overall good fit of the data to the model with eleven items out of 103 showing strong evidence of misfit. Various violations to the requirements of the Rasch model were highlighted. The DIF analysis indicated that 22% of the items showed bias in the selected countries, but bias balanced out at test level. Limitations of the DIF analysis to identify the source of bias were discussed. Qualitative approaches to investigating question demands were examined and issues with their usefulness in international settings were discussed. A way forward incorporating cognitive load theory and computational linguistics is proposed.

The study aimed at researching the role of materials in flexible learning teacher education courses, specifically looking at the Eastern Cape Teacher Course as a case study. The research aimed at exploring how courses and materials were developed, selected, used and adapted or redeveloped so as to support the course orientation and the intended outcomes. I did this with the hope that my research might inform the process of improving the role of course materials in flexible learning teacher education courses. I did a naturalistic enquiry within which I interviewed 39 participants (teachers and teacher educators) and two course co-ordinators. I also analysed documents such as the course materials, nine participants' journals and seven of their assignments. The observation notes compiled during the early days of the course were not used as a main source of data but as support to data sources mentioned above. Questionnaires were handed out to all the course participants, i.e. course co-ordinators, tutors and student participants. The questionnaires were intended as a means for pre interview and post interview reflection for interviewees. Through this research, I have learnt a lot about the role of materials in professional development courses, including the importance of mediation of materials and their overt use during course sessions, the importance of providing and encouraging a culture of reading through time allocation during contact sessions, through discussions on materials, and also through providing orientating comm~nts on materials rather than just handing them out to participants. Readings that are more focussed do better to motivate participants to interact with them.

This research investigated the role of teacher evaluation in enhancing quality teaching and learning and the extent to which teacher evaluation in Bushbuckridge schools enhances the quality of teaching and learning. It also set out to investigate how the teachers (CS1, HODs, deputy principals and principals) perceived the evaluation system to which they were subjected. The researcher used a qualitative research approach and data was collected by means of semi-structured interviews from a convenient, comprehensive and purposive sample. The sample consisted of twenty-six teachers from three schools in the Dwarsloop Circuit. These schools were chosen purposely on the grounds that all the teachers in these schools had been evaluated successfully. In addition, these schools were within easy reach of the researcher and she also knew most of the respondents. All the interviews were audio-taped and transcribed verbatim. Data analysis was carried out simultaneously with the data collection process. Each interview was transcribed and labelled as soon as it was finished. The researcher used a process called coding during data analysis. By means of this process, data was compiled, labelled, separated and organised into categories and sub-categories. Subsequently, these categories formed the basis upon which the findings were made. Among several other findings, it emerged that teacher evaluation enables the educator to create a climate that supports quality teaching and learning, leads to better lesson preparation and presentation in addition to enabling better learner assessment. Respondents also held the view that evaluation encourages teachers’ professional development. Despite these findings, the respondents indicated that in their specific cases, evaluation did not lead to the desired results due to a number of reasons that included incompetent evaluators and an inflexible and unfair evaluation system. Based on the aforementioned findings, a number of recommendations were made. / Education Management / Thesis (M. Ed. (Eucaton Management))