The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are needed. For all the countries investigated, with the exception of Singapore, the between-class variance was much smaller than the within-class variance. Japan had the smallest variation in science achievement among classrooms which indicates the homogeneity across classrooms in Japan. Increasing awareness and knowledge of gender neutral instructional techniques, providing a non-threatening, rich and supportive environment for both genders in classrooms by elementary teachers are to be encouraged. To improve students' self beliefs about science, it is recommended that teachers model science activities and accommodate students' needs and abilities (Bandura, 1997; Britner & Pajares, 2006). Schools and teachers are recommended to develop a successful home-school partnership for improved student learning and positive attitudes toward science (Eccles & Harold, 1996; Epstein & Salinas, 2004). Furthermore, developing a knowledge base for teachers regarding the influences of classroom and school composition is highlighted (Honig, Kahne, & McLaughlin, 2001; Murrel, 2001). At the classroom- and school-level, policy efforts could focus on the distribution of educational resources (Condron & Roscigno, 2003; Goesling, 2003) to compensate for poor family background. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2008. / October 21, 2008. / Classroom-Level, Timss, Self-Confidence, Home Resources, Teacher Support, Science Inquiry, Classroom Composition, Science Achievement, Student-Level, School Learning Models / Includes bibliographical references. / Diana C. Rice, Professor Directing Dissertation; Robert A. Schwartz, Outside Committee Member; Ithel Jones, Committee Member; Carol Connor, Committee Member.

The purpose of this experimental study was two-fold. The first purpose was to explore the levels of self-efficacy of pre-service teachers regarding their own reading and writing processes and their abilities to be effective literacy leaders. The second purpose was to implement two different interventions in literacy instruction for pre-service teachers: an innovative Reflections Interactive Notebook and a traditional Reader's Response Journal. The differences between outcomes of the two interventions were analyzed. Pre-service teachers from Florida State University (N =65) were randomly assigned from 3 beginning reading methods courses to receive a 6-week intervention utilizing the Reflections Interactive Notebook or Reader's Response Journals. Before intervention began, students were given a pre-test in the form of open-ended and Likert scale questions to determine their beliefs, self-efficacy, and knowledge of the content area of literacy. In addition to descriptive statistics for the open-ended portion of the survey, a Multivariate Analysis of Variance (MANOVA) was used to examine the effects of the two interventions. After determining a significant effect in MANOVA, Wilks's λ= .896, F (3,124)=4.811, p / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2011. / February 17, 2011. / self-efficacy, beliefs, knowledge of content, literacy instruction, pre-service teachers / Includes bibliographical references. / Mary Frances Hanline, Professor Directing Dissertation; Briley Proctor, University Representative; Shelbie Witte, Committee Member; Jeanne A. Wanzek, Committee Member.

This study examines the South African industrial training discourse and policy between 1977 and 1982. The period begins with the appointment of the Riekert and Wiehahn Commissions of Inquiry, both of which contributed materially to the restructuring of official discourse and policy affecting black industrial workers. The study ends after the first year of implementation of the Manpower Training Act of 1981. A method of ideological critique is developed and applied to the language and assumptions of the industrial training discourse and policy in order to show how the dominant industrial training ideas were formulated and given public exposure by significant reformist groups within the state and the capitalist class during a period of general ideological, economic and political change and contestation. The historical context is traced in order to situate the emergence of the reformulated and increasingly coherent dominant industrial training discourse. Prominent themes in this discourse such as the 'skills shortage crisis' are examined and related to developments in the South African social formation and economy. The agents and themes of the counter discourses in the industrial training arena are also identified and discussed. Finally, attention is given to the educational meanings which are subsumed within the industrial training formulations and it is shown how general adult education concerns are largely discarded in favour of considerations of capital accumulation in industrial training policy and rhetoric. It is argued that industrial training policy reflects the dual state strategy of incorporation of the relatively privileged sectors of the black population into a deracialized core economy in the metropolitan centres of South Africa and control of the numerically dominant poor Africans. The industrial training legislation and official guidelines for practice stress rigidly planned closed courses for worker-learners with the emphasis falling on positive attitudes towards the free enterprise system, specific and limited 'on-the-line' skills and worker-management harmony. The content of training courses is monitored through the system of training course registration and rewards for approved courses and methods are offered in the form of generous tax incentives.

The purpose of this study was to identify, classify and provide validity information on variables used in hiring and training nuclear power plant control room operators by contrasting these variables with job performance ratings. Fifty one control room operators and five operator instructors were evaluated for job proficiency using control room simulator performance ratings. These ratings were contrasted with the subjects' pre-employment aptitude test scores, level of formal education achieved, work attitude scores measured post selection, and training scores measured post selection. Results of the analysis were compared to a similar, but less extensive study conducted at a comparable U.S. nuclear power plant. No single pre-employment aptitude measure used by the plant was found to be correlated with the overall job performance rating variable, simulator performance average at the.05 level of significance. Least squares stepwise multiple regression using three aptitude tests yielded an adjusted R-Squared value of.18 at the.01 level of significance. To the extent that the assumptions for robust stepwise multiple regression are met, the utilization of three aptitude tests and an attitude scale could, however, yield an adjusted R-Squared value as high as.62, at the.001 level of significance. An assessment center approach was recommended for further exploratory research in the selection of control room reactor operators.

Includes bibliographies. / At a time when existing social and educational structures are rightly open to question and debate, the White colleges cannot escape the same scrutiny and evaluation. Such criticism must address not only the morality of separate provision for student teachers of different races, but must also raise questions concerning the preservation of the undergraduate route to the teaching profession and the justification for the teacher education offered at institutions such as the Cape Town Teachers' College (hereafter referred to as the College). This dissertation outlines the steps by which an enquiry which began as a modest attempt to give greater coherence to the components of the teacher education course developed into a deeper search to reconcile educational theory, subject knowledge and professional skills in the Professional Studies programme. Although many necessary and well-received changes were effected, there was a growing consciousness of the eclectic and piecemeal nature of such innovations. While most lecturers were united in their rejection of Christian National Education (CNE) as an underlying philosophy, there was need for an agreed matrix or core of assumptions about the nature and purpose of educational enterprise to give conceptual coherence and meaningful structure to the College task. Such a perspective was required to provide this basis and yet to retain sufficient width to preserve the rich diversity of opinion and outlook which are themselves enriching to an institution.

Thesis submitted to the FACULTY OF ARTS UNIVERSITY OF ZULULAND in partial fulfilment of the requirements for the MASTER OF ARTS DEGREE IN PSYCHOLOGY (COUNSELLING), 2006. / The present study investigated the effectiveness of Autogenic Training (AT), a relaxation technique, as a preventive measure against anxiety and as a technique to promote psychological well-being among students from the University of Zululand. Previous studies have shown that anxiety was prevalent among students on this campus. It was hypothesised that AT would decrease anxiety and increase psychological well-being. A convenience sample and matched group design was used and it included an experimental group and a control group. The experimental group consisted of 11 postgraduate psychology students who received AT weekly for a period of 10 weeks. The control group comprised of a friend of each participant in the experimental group. Questionnaires, the Beck Anxiety Inventory and the Scales of Psychological Weil-being, were administered to both groups prior to and immediately after the 10 weeks intervention. At the end of the study, participants from the experimental group were asked about their subjective experiences of AT and its benefits. The impact of AT was assessed by the difference in anxiety levels and psychological well-being before and after the intervention. Data from the questionnaires were analysed quantitatively using the Statistical Package for the Social Sciences (SPSS). Participants' evaluations of their subjective experiences of AT were studied qualitatively. The results of the study showed a significant reduction in anxiety within the experimental group over time. In addition, there were significant increases in Total psychological well-being and Environmental Mastery within the same group over time. On the other hand, between groups comparisons indicated that the participants receiving AT showed a statistically significant improvement in the subscale Positive Relations With Others. The experimental group also reported additional benefits. These included improved sleep, a feeling of being in control, increased energy levels, clarity of thoughts, better control over emotions, deeper relaxation and improved self-awareness. This study suggests AT as an effective self-help tool and coping mechanism. It is strongly recommended that the students and people in general make AT part of their mental health promotion life-style and use it to ward off anxiety.

The purpose of this study was to determine perception and training needs of Mississippi State University Extension agents in organic agriculture. The study followed the Borich Needs Assessment Model. Data were collected via Qualtrics. The population of the study was 154 Mississippi State University Extension agents with 77 Extension agents responding to the questionnaire. Most agents were 40 to 49 years old with an almost equal percentage being male and female. The majority of agents (75.3%) had master’s degree. More than one third of the agents indicated the level of demand towards raising livestock organically had stayed the same. Also, approximately 40% of agents indicated the level of demand towards growing row crops had stayed the same. However, more than one half of agents indicated the level of demand towards growing produce organically had increased. The level of confidence of Mississippi State University Extension agents in conducting activities in organic agriculture was ranged from M = 2.50 to M = 3.56 on five-point scale. The mean of the Extension agents’ perception towards organic agriculture ranged from M = 2.52 to M = 3.98 on five-point scale. The five organic agriculture topics that had the highest mean weighted discrepancy score (MWD) were “Appropriate amounts of bioertilizers to use in organic agriculture”, “Appropriate amounts of Integrated Pest Management (IPM) in organic agriculture”, “Organic certification”, “Organic agriculture standards”, and “Types of bioertilizers used in organic agriculture”. Regarding the relationship between selected demographic characteristics and training needs, significant differences existed among age groups in only three topics with significant differences among gender found in 10 topics. Furthermore, significant differences were found between agents’ experiences groups in one topic. Moreover, significant differences among the highest level of education groups were found in 4 topics. Significant differences among the number of trainings groups were found in only one topic. Since more than one-half of Extension agents had no trainings regarding organic agriculture and Extension agents need high training in approximately one-half of the 29 organic agriculture topics, Mississippi State University Extension needs to provide more training and programming in organic agriculture via formal and/or nonormal education.

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