Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1984. / Abstract. Includes bibliographical references (leaves 139-150).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1984. / Abstract. Includes bibliographical references (leaves 139-150).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 152-169). Also available via the Internet.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 103-109).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 103-109). Also available in print.

There were two purposes set out in this study, first to identify the principal associations with educational performance of Scottish students as reported in the 2007 wave of the Trends in International Mathematics and Science Study (TIMSS2007), and second to evaluate methods of data analysis where sample surveys use plausible value (PV) methodology. Four sets of data were used for the secondary analysis of TIMSS2007, with student's responses to cognitive items and questionnaire data emanating from two stages (G$ and G*) that each addressed two disciplines (mathematics and science). Explanatory models for each stage and discipline were analysed using hierarchical linear modelling techniques to accommodate the cluster sample design of the survey. Guided by existing literature in STEM education the study examined elements of students' learning experiences that fell within a social constructivist theory of learning to ascertain whether the empirical data supported current claims on effective practice. A number of control variables were included in the analyses, some well-established constructs and others derived from background questionnaires. Overall, the results showed that selected background characteristics were consistently related to mathematics and science achievement. The strength of association with home resources, and although girls were generally associated with lower achievement scores, that gender association was strongest in G4 mathematics achievement. The findings suggest there is limited support for current claims in respect of a reform agenda that privileges discussion and collaborative group work. Other policy initiatives on assessment for learning and using technologies in class are not supported in the data, with either no evidence of association or a significant negative effect in the models of mathematics and science achievement. Aspects of practical work and scientific enquiry are positively associated with G4 science achievement, with particular credence given to 'doing' and 'watching' experiments or investigations, buy there is no association with achievement scores at G8 for any of planning, watching or conducting experiments. This latter finding provides empirical evidence of difference across stages on an aspect of practice that is heavily debated. The primary method of analysis utilised a four-level structure, with PV as the unit of analysis. Substantive findings were compared with alternative methods: first making the dependent variable an average of the five PVs; second using one PV as the response variable; and third computing statistics from all five PVs and merging results using Rubin's Rules for combining multilevel method underestimates standard errors in the model in the same way as witnessed for the average of PVs. This leads to the conclusion that the only valid route to analysing imputed data is through Rubin's method of combining results from all five PVs.

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1994. / Vita. Includes bibliographical references (leaves 110-111).

<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights&nbsp / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does&nbsp / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational&nbsp / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the&nbsp / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven&nbsp / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers&nbsp / integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they&nbsp / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking&nbsp / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their&nbsp / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>

<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights&nbsp / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does&nbsp / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational&nbsp / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the&nbsp / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven&nbsp / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers&nbsp / integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they&nbsp / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking&nbsp / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their&nbsp / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>