Although there is a current movement in regular education to develop skills in the teaching of art, art education has been largely ignored in special education. Discipline-based art education (DBAE) is a current model in art education that encourages continuous, sequential, content lessons in art. Art methologies, including a new emphasis on language skills, could be a powerful resource for special education teachers. A growing body of research on staff development suggests that procedures affecting teacher change include attending to teacher attitudes, using collaborative planning procedures, including follow-up coaching sessions, and delineating voluntary participation. In contrast, little research has been done to examine the change process during staff development concerning the relationships among practice, attitudes, and knowledge. The main focus of this study was to examine the process of change during staff development in art education with special education teachers. Seven teachers of special education were voluntary participants in a staff development program that addressed content and methodology in DBAE. The researcher served as the staff developer and in-classroom coach. Data concerning the teachers' practice, attitudes, and knowledge were collected by methods of video and audio tapes of classroom observations and coaching, prestudy and poststudy structured interviews, and attitude surveys. Data analyses were constructed addressing both individual teachers and the relationships between teachers in an effort to better understand the process of change during staff development. It was found that all of the participating teachers changed in a positive direction regarding the use of DBAE methods in their classrooms. These changes were evident on the attitude surveys, observation and coaching sessions, and when comparing prestudy and poststudy interviews. They involved the interaction of practice, attitudes, and knowledge. Those teachers who possessed a less sophisticated level of knowledge about art education prior to the study appeared to change at a greater rate than those with strong personal convictions. The findings suggest the importance of attending to attitudes, knowledge, and practice during staff development. The study provides a greater understanding of staff development in DBAE.

Preservice teachers' perceptions of their learning, reading, and teaching in an experientially designed course, Children's Literature in the Classroom, is the focus of this study. Qualitative methods included data sources such as initial student surveys, written early literacy memories, audiotaped and transcribed discussions of children's and adolescent literature, mid-term and final self-evaluations, audiotaped and transcribed exit interviews, and various written artifacts created throughout the semester. Several levels of data analysis were used to discover answers to the following questions: What do preservice teachers view as the purpose of this course for themselves personally and professionally? What role do they see literature playing in learning, reading, and teaching? What class experiences were most significant to students? What are preservice teachers' perceptions of themselves and children as learners, readers, and teachers? Each question was extended by also examining the new understandings that were constructed during the many transactions within the semester. The findings of the study emphasized the positive learning experiences within the constructivist framework of this course. Concerning the purpose of the course and children's literature, class members gained a knowledge base in children's literature and an understanding through experience of the purpose and implementation of literature in the classroom. The most significant course aspect was stated as literature discussion groups. Reasons given for this included the personal experiences shared, the various understandings of literature through diverse responses, and the meaning making about text and life that transpired. As learners, preservice teachers developed a greater understanding of the complexities of learning as well as professional knowledge about literature and its use. As readers, they discovered new insights into the reading process, and for many a renewed love of reading emerged. As teachers, they constructed new attitudes and beliefs about teaching in addition to resources and professional preparation gained from the course. Three case studies showed how class members who had very different perceptions of how they best learned were all supported in their construction of knowledge within the class.

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There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

The focus of this research rests on an investigation into the links between Laban and Aristotle with the view to propose a new approach to movement training for the actor. I will argue that in contrast to the standard Platonic reading, Laban’s development is best understood through the conceptual framework of Aristotle. This provides not only a more secure theoretical approach, but also a practical one, which establishes the art of movement as a science. In short this investigation intends to establish Laban’s philosophical foundation upon a reading of Aristotle’s Poetics, and in particular, on the reading of the Poetics by the contemporary Greek philosopher Stelios Ramfos in his book Μίμησης Εναντίον Μορφής (Mimesis versus Form) (1991-1992). What is significant about Stelios Ramfos’s interpretation is that he attempts an analysis and interpretation of the concepts of the Poetics in terms of theatre performance. Ιt is this emphasis on performance that make possible the task I have embarked upon of locating Laban’s theory and practice in the conceptual framework of Aristotelian poetic science. The discussion will serve as a critical framework from which to propose a new way of applying Laban’s movement concepts practically to the movement training for actors. The research methodology is also practical. It will therefore also develop and present a performance that attempts to apply Laban’s terms, as they are discussed, in relation to Aristotle, and (in Chapter 4) in relation to the new methodology as well as a syllabus of practical classes addressing actor movement training both in kinaesthesia and characterization. The ultimate goal of the research is to contribute an approach that can inform the way Laban’s concepts are taught and provide suggestions for the structuring of technical movement classes for actors.

Approved for public release; distribution is unlimited / This thesis analyzes the Academic Review Process (ARP) at the Hospital Corps "A" School, specifically focusing on how it is working and the criteria of the Academic Review Board. This was accomplished by analyzing a data spreadsheet of students that went through the ARP in 2003 and a survey randomly administered to a general student sample in January 2004. The study identified and analyzed the perceptions of students, instructor staff, and headquarters staff in the evaluation of the processes; analyzed a student data set by cross-referencing the recommendation and final disposition results of those that entered the ARP; and developed a cost framework for the command and future researchers to help determine the effectiveness of the process. The report includes recommendations for improving the ARP process. / Lieutenant, United States Navy

The research study was concerned with the nurse education system in Malta. Underlying the study were the two contentions that (1) there are two equally important aspects to an adequate supply of nurses: the quality and the quantity of nurses and (2) nurse education plays a central role in determining both. In the light of the anticipated changes in the context within which nurses will perform in the future, the effectiveness of the current nurse education system in Malta at securing an adequate supply of nurses was questioned. Using a qualitative approach, the study sought to address this through an exploration of the student nurses' and qualified nurses' views of the current and future (a) role of the nurse, (b) demand for and supply of nurses and (c) nurse education system in Malta. Data were collected through questionnaires. Every kind of student and qualified nurse in Malta was represented in the sample but the chosen sample was nonetheless not statistically representative of the nurse population. Whilst the findings cannot be generalised, the results of the study do provide pointers to what, and how, aspects of nurse education in Malta may be developed. Among other aspects the need for (i) an expansion in the provision of post-registration education (ii) the introduction of specialist education (iii) and the re-organisation of the delivery of the teaching of the practical aspects of nursing are clearly indicated in the data. Hopefully the findings of the study will translate into a favourable impact on decisions made regarding the provision of education for nurses, so that an adequate supply of nurses will be available in Malta in the future which is a pre-requisite to optimal care delivery.

M.Ed. (Education) / Teacher education programmes are frequently criticised for their limited ability to successfully prepare student teachers for the reality of the classroom. This study was designed to inquire into the potential role of case-based teaching to enhance student teachers’ development as prospective teachers. The object of the study was a course offered in the pre-service teacher education programme of the Faculty of Education at the University of Johannesburg. I set out to explore the potential role of case based teaching to enhance student teachers’ development as prospective teachers. The literature review includes discussions of applicable literature which investigates the criticism against teacher education programmes, particularly the perceived theory-practice divide in the education of teachers. Possible reasons for the divide are debated followed by a discussion on what literature regards as core features of an effective teacher educator programme. The literature review concludes with an appraisal of the use of case-based teaching in teacher education, as an example of learning from practice. The design type of the enquiry was a generic qualitative study, investigating the use of case-based teaching in teacher education in a natural classroom setting to examine its potential role in enhancing student teachers’ development. Participants were two teacher educators and a sample from two large cohorts of first year student teachers who experienced case teaching. I used three main sources of data gathering: (a) interviews (individual and two sets of focus group interviews); (b) artefacts of the course (reflective essays written by first year student teachers on their views and experience of case teaching and mid-year exam scripts) and (c) audio-visual material (video footage available of the case teaching).

D.Ed. / Please refer to full text to view abstract