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Taylor, Heather A. "The case for integrated teaching strategies does it stand up to the test? /". Click HERE to connect, 2009. http://digital.library.okstate.edu/etd/Taylor_okstate_0664M_10368.pdf.
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Vickers, Bruce. "Comparative Instructor Attitudes Toward College Level English and Mathematics Experiences for Gifted High School Students". TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1847.
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Samples derived from a mailed questionnaire were compared. The sample represented high school, community college and university instructors of mathematics and English. The Kentucky public schools sampled were equally represented among high school, community colleges and universities. The research indicated that of those instructors sampled a very high percentage (97.7%) feel that those high school students shown to be academically gifted would benefit from a college experience before high school graduation. The attitudes of those instructors sampled indicated that multiple criteria – grades, recommendations, standardized test scores and personal interview – were considered the preferred method of selection (82.5%). The attitudes sampled suggested that the high school personnel were better suited to make these eligibility decisions (67.4%).
The sampled attitudes concerning the setting of this experience suggest the community college was the preference over the university. By use of Chi-square tabulations, no significant difference between mathematics or English instructor’s attitudes was shown. Using this method of measurement significant attitude differences were shown depending on the group sampled. The attitudes of the three sampled groups did show variation depending upon the question involved. Issues such as eligibility of the students, location of experience, use of credit earned, choice of instructor, distance to the experience and responsibility for administrative costs were considered. The collected attitudes suggested that an academically gifted high school student would benefit from a college level experience before graduation and that there is a real need for change in our educational system to accommodate our most precious resource – the gifted student.
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Dickinson, Esther B. "The Impact of Collaborative Teacher Teaming on Teacher Learning". TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/88.
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Schools have organized professional learning communities to support teacher learning and hopefully student achievement. An investigation of these learning communities may provide a description of professional teacher learning and suggest implications and implementation processes. The following question guided this inquiry: In collaborative groups, what learning is recognized by teachers and what do teachers think facilitates that learning? The qualitative study investigated how teachers that participate in collaborative teams describe the learning process. The teachers responded to interview questions following observations of team meetings. The findings reveal what teachers perceive about their learning. The findings suggest the qualities of the learning situations for the teachers, the learning as recognized by the teachers, and the changes in practices that the teachers implemented in the classroom. The study implies and/or suggests processes and procedures to guide and enhance teacher learning in collaborative groups.
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Miller, Rebecca. "A Survey of Factors Affecting Enrollment in Mathematics Teacher Education Programs". TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2630.
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Concern for an adequate supply of competent mathematics teachers prompted this research. The study was implemented to identify the factors believed to be of importance in a student's decision concerning whether or not to become a public school teacher.
A comparison was made between two groups of mathematics students at Western Kentucky University. Mathematics students were separated according to whether or not they were pursuing teacher certification.
A two-part questionnaire was administered. The first part asked students to rate the importance of 10 selected career factors in their career decision. The second part asked students to rate these same 10 factors with regard to the attractiveness of public school teaching. The 10 factors were: (a) salary, (b) fringe benefits, (c) security, (d) job market, (e) working conditions, (f) contribution to society, (g) prestige, (h) advancement opportunities, (i) interesting work, and (j) congenial co-workers.
Statistically significant differences were found between the two groups on three of the ten factors of importance and on nine of the ten factors describing their attraction to teaching. Five recommendations were offered for increasing the supply of mathematics teachers.
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Groenewald, Anna Margaretha. "The need for emotional intelligence training in higher education : an exploratory study". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53660.
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Thesis (MBA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: Leadership, over the years, has changed due to the rise of new technology, globalisation of markets and increased shareholders' tempo. Leaders are expected to accomplish projectsfaster and with fewer resources. Therefore, to be able to respondto these rapid changes in organisations and the market place, leaders are faced with the challenge of changingthe way people work together. The typical ways of relatingto one another seem more ineffective with each changing day. Organisationsshould therefore face the fact that, today, the quality of relationships is as importantto business success as the quality of products and services produced. Working with people involves some degree of skills in the realm of feeling, along with whatever cognitive elements are at play. This process stands in sharp contrast to purely cognitive competencies, which a computer can be programmed to execute about as well as a person can do it. Emotional intelligence skills, however, are synergistic with cognitive ones, and star performers will have both. The new measure that organisations make use of and take for granted, is that employees will have enough intellectual ability and technical know-how to get the job done. Their focus has moved to personal qualities such as initiative, empathy, adaptability and persuasiveness. It has been found that corporations that seek to employ MBA graduates are looking for capabilities such as communication skills, interpersonal skills and initiative when employing. Research supports the claim that Emotional Intelligence is a form of intelligence, in that it encompasses a set of skills which are coherent and can be measured. Emotional intelligence competencies, such as persuasion, motivation, focus and leadership, can be acquired or learnt. Emotional intelligence should further be seen as an acquired skill that can enhance intellectual performance. Emotional intelligence management therefore gives individuals the opportunity to further their knowledge of people. Emotional intelligence training is mostly about behavioural change: through repeated experiences, people's minds are programmed to react in a certain way when faced with feared encounters or stressors. Old mind patterns keep forcing people to revert to using preset reactions, even though this may be unintentional. Emotional intelligence training will therefore take time and commitmentfrom both the student's and the lecturer's perspectives. Most higher education programs, however, do not focus on emotional intelligence training as part of their curricula, and therefore a serious void exists in terms of essential skills required for success in the workplace, used for piloting their careers and for leadership. Even though more statistical research needs to be done to prove the relative significance of emotional competencies as compared to cognitive abilities, analyses indicates that emotional intelligence translates into hard results within the workplace. For example, sales people can create better and more trusting relationships with clients, customer care representatives can handle customers more effectively, and engineers are able to not only deal with the technical skills required by their positions, but are able to relate to co-workers in a more constructive manner. Taking into consideration that researchers within the field of emotional intelligence believe that emotional intelligence is a more reliable predictor of success in the workplace, it would therefore make sense to start including emotional intelligence training in higher education programs.
AFRIKAANSE OPSOMMING: Leierskap het oor die jare verander, as gevolg van faktore soos vooruitgang in tegnologie, globalisering van markte en versterkte druk van aandeelhouers. Daar word verder verwag van leiers om projekte te realiseer met minder hulpbronne en in korter periodes. Ten einde opgewasse te wees teen hierdie veranderinge, word leiers inherent gekonfronteer met die uitdaging om die manier waarop mense in groepe saamwerk te verander, omrede die bestaande wyses waarop mense met mekaar betrokke is, meer en meer as oneffektief bestempel word. Dit is 'n realiteit dat die kwaliteit van hedendaagse werksverhoudinge net so belangrik tot 'n suksesvolle besigheid is, as die produkte en dienste gelewer. Wanneer daar met mense omgegaan word, behels dit beide 'n gevoels- en kognitiewe element. Hierdie proses is in direkte kontras met suiwer kognitiewe vaardigheid, wat net soveel 'n kwaliteit van 'n rekenaar as die van 'n mens is. Emosionele intelligensie is egter in sinergie met kognitiewe intelligensie, en uitblinkers besit beide kwaliteite. Die nuwe maatstaf wat deur organisasies gebruik word gaan van die veronderstelling uit dat werknemers voldoende tegniese vaardigheid besit om die taak na wense te verrig. Daar is klaarblyklik 'n fokusverskuiwing wat homself meer leen tot kwaliteite soos inisiatief, empatie, aanpasbaarheid en oorredingsvermoë. Daar is verder bevind dat besighede wat MBA gegradueerdes wil aanstel, meerendeels op die uitkyk is vir individue met kommunikasievaardighede, interpersoonlike behendigheid en inisiatief. Navorsing is dit verder eens dat emosionele intelligensie 'n daadwerklike vorm van intelligensie is, gesiene dat dit gemeet kan word en dat dit bestaan uit 'n stel samehangende vaardighede. Emosionele intelligensie vaardighede, soos oorreding, motivering, fokus en leierskap, kan verder aangeleer word. Dit behoort dus gesien te word as 'n verworwe vaardigheid wat 'n persoon se intellektuele kapasiteit versterk. Die bestuur van emosionele intelligensie skep ook die moontlikheid van verdere geesteswetenskaplike studie, en opleiding in emosionele intelligensie omvat meerendeels gedragsverandering. Deur herhaalde blootstelling word die brein geprogrammeer om op spesifieke maniere te reageer wanneer vrese gekonfronteer word. Selfs al word daar gepoog om anders te reageer, word daar teruggeval op ingebedde gedragspatrone. Opleiding in emosionele intelligensie neem dus tyd en toewyding van beide die dosent en sy student. Die meeste tersiêre opvoedingsprogramme fokus egter nie op emosionele intelligensie as deel van die kurrikulum nie, en daar is dus 'n ernstige leemte in die voorbereiding van studente betreffende voldoende vermoëns wat deur leierskap in 'n beroep vereis word. Alhoewel verdere statistiese navorsing benodig word om die relatiewe belangrikheid van emosionele behendigheid teenoor kognitiewe vaardigheid te bepaal, is daar indikasies dat emosionele intelligensie wel bepalend kan wees in die werksomgewing. Verkoopspersoneel kan byvoorbeeld sterker en meer vertrouenswaardige verhoudings bewerkstellig met kliënte, kliëntedienste kan meer effektief hanteer word en ingenieurs kan bemagtig word om in meer as slegs die tegniese aspekte van hulle werk met medewerkers om te gaan. In ag genome dat menige navorsers dit eens is dat emosionele intelligensie 'n getroue voorspeller van sukses is, maak dit dus sin om opleiding in emosionele intelligensie in tersiêre opleidingsprogramme te vervat.
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Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6". TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.
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Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.
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Dehnicke, Dorothee Christine. "An analysis of the University of Stellenbosch Business School personal leadership development journey and camparing it with recent literature on adult learning theory". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95668.
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Thesis (MBA)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This work provides a comprehensive overview of the theories on adult learning. For each approach, the applicability for a leadership development programme is discussed. If available, examples for the use of a certain theory in a leadership course as part of a Master of Business Administration (MBA) programme are provided. An overview of the Personal Leadership Development Journey (PLDJ) of the University of Stellenbosch Business School (USB) is provided. The structure of the programme demonstrates the application of certain adult learning theories. Interviews with the alumni of the programme show how successfully the adult learning theories are practised and to what extent students have found them useful. Gaps in these interviews are pointed out with reference to the theories on adult learning. As an example, there is a certain body of literature on transformative learning as a subcategory of adult learning. In this case, two different theoretical approaches are explained, of which one is a more general discussion on adult learning and the other is focused on leadership development. Then an example of the application of this theory at the Institut Européen des d’Administration d’Affaires (INSEAD) shows how other business schools employ the theory in practice. In this case, the practical example is a leadership course as such, not a general MBA programme. The reason for this is that examples which match the situation at the USB exactly can not always be found. In the interviews, alumni of the USB were asked how the PLDJ impacted their professional and their private life. So indirectly, students were asked if a transformative learning process had taken place and how they would describe it. The analysis of the results is used to point out the strength of the programme as well as gaps, which could be addressed for future improvement.
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Wiid, Willem Jacobus. "An appraisal of theological training for untrained church leaders in Sub Saharan Africa : with particular reference to the training program of Veritas College". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52661.
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Thesis (DTh)--Stellenbosch University, 2002ENGLISH ABSTRACT: This study is an appraisal of the training program of Veritas College as an answer to the training need of the untrained church leaders in Sub Saharan Africa, focusing on the country of Malawi. Partly as a result of the impact of the Church Growth Movement the number of churches in Africa has increased significantly during the last decade. These achievements have created a major training problem. Theological training institutions have been unable to cope with the massive influx of church leaders. Despite remarkable efforts by them, new methods of theological training have had to be developed in order to fulfil the training needs of Africa. The situation in Africa has changed due to many political and historical developments, creating a need for Christians to be trained in how to impact their context. There is a new environment and challenge for theological education in Africa today. Ideally, theological education should develop all levels of Christian leadership, so that leaders become devoted, effective and knowledgeable workers of God. The Church has always tried to provide theological training for these workers, and has created various educational models. Formal and non-formal education are important modes of training, and form, together with the church, an important triangle in the provision of learning services for the body of Christ. Formal as well as non-formal theological training models, however, have various weaknesses, including a tendency to dominate from the top; a fixed curriculum out of context; an over-emphasis on a content approach; the inaccessibility of training for the untrained church leader; the inaffordability of training for the really poor untrained church leaders in Sub Saharan Africa. This creates a need for change in theological training today. Principles for an appropriate theological education for Sub SaharancAfrica should include i) the development of local church leadership within the context, for the context; ii) a holistic approach to theological education; iii) a focus on character formation in leadership training; iv) training in the context of the local congregation; v) the equipping all levels of church leadership; vi) training to practise theology; and vii) the provision of 'basic theological training'. The training model proposed by Veritas College has an education philosophy called "Integrated Leadership Development" (ILD). This training model is integrated into the functioning of the local congregation and the life of the trainee. ILD also promotes an integrated theological practice, where the trainee is taught how to practise theology. Veritas' training program is built around the basic skills of how to do understand, apply and communicate the Bible. An appraisal is done of the training program of Veritas College as presented in the Synod of Nkhoma of the Church of Central Africa, Presbyterian (CCAP) in Malawi. From the perspective of the unique training context of Malawi and the CCAP, the development of this program is described and evaluated in the light of the training needs of Sub Saharan Africa. The potential of the Veritas training model to contribute to the training need of Sub Saharan Africa is evaluated. The model has the ability to i) present technical theological training for a semi-literate church leadership; ii) implement basic theological training for church leaders in the local congregation; iii) offer a theological training program not bound to many theoretical books; iv) help semi-literate church leaders to make use of the only piece of literature they possess, namely the Bible; and v) to teach the illiterate through an oral medium. It would indeed appear that Veritas is able to make a positive contribution to the training needs of Sub Saharan Africa.
AFRIKAANSE OPSOMMING: Hierdie studie beoordeel die opleidingsmodel van Veritas College as 'n antwoord op die opleidingsnood van die onopgeleide kerkleiers in Sub Sahara Afrika, met die fokus op Malawi. Gedeeltelik as gevolg van die Kerkgroei Beweging was daar gedurende die laaste dekade 'n aansienlike groei in die aantal kerke in Afrika. Dit het gelei tot 'n geweldige opleidingskrisis. Teologiese opleidingsinstansies kon net nie voldoen in die aanvraag vir opleiding in die steeds toenemende kerkleierskap nie. Ten spyte van noemenswaardige pogings om in hierdie behoefte te voldoen, was daar 'n besef dat nuwe metodes ontwikkel sou moes word om in die nuwe opleidingsbehoeftes van Sub Sahara Afrika te voldoen. Verder vra die benarde sosio-ekonomiese konteks in Sub Sahara Afrika dat gelowiges toegerus word om iets aan hulle konteks te doen. Teologiese opleiding moet daarna streef om aile vlakke van Christelike leierskap te ontwikkel tot toegewyde, effektiewe en ingeligde werkers van God. Die kerk het nog altyd probeer om in die behoefte vir opleiding van hierdie werkers te voorsien deur in 'n verskeidenheid van opleidingsmodelle te voorsien. Formele en informele onderrig vorm saam met die kerk 'n belangrike driehoek in die voorsiening van opleidingsdienste vir die liggaam van Christus. Formele en informele teologiese opleidingsmodelle toon verskeie tekortkominge, insluitend 'n geneigdheid om voor te skryf van bo af; 'n vasgestelde kurrikulum wat nie konteksgetrou is nie; die ontoeganklikheid van opleiding aan die onopgeleide kerkleier; en duur opleiding vir die arm kerkleiers in Sub Sahara Afrika. Dit alles skep die behoefte aan 'n nuwe benadering in teologiese opleiding vandag. Sekere beginsels word voorgestel vir 'n toepaslike teologiese opleiding in Sub Sahara Afrika vandag, insluitend i) die ontwikkeling van plaaslike kerkleierskap binne die konteks, vir die konteks; ii) 'n omvattende benadering tot teologiese opleiding; iii) 'n fokus op karakterontwikkeling in leierskapsopleiding; iv) opleiding binne die konteks van die plaaslike gemeente; v) die toerusting van aile vlakke van kerkleierskap; vi) opleiding om teologie te kan beoefen; en vii) die voorsiening van 'n 'basiese teologiese opleiding.' Die opleidingsmodel wat Veritas College aanbied se opleidingsfilosofie word saamgevat as "Geinteqreerde Leierskaps Ontwikkeling"'(GLO). Hierdie opleidingsmodel is qemteqreer in die funksionering van die plaaslike gemeente en die lewe van die opgeleide persoon. GLO bied ook 'n qeinteqreerde teoloqiese praktyk aan, waar die student geleer word hoe om teologie te beoefen. Veritas se opleidingsprogram is ontwikkel rondom die basiese vaardighede hoe om die Bybel te interpreteer toe te pas en aan te wend vir effektiewe kommunikasie. Binne die konteks van die Nkhoma Sinode van die Church of Central Africa, Presbyterian (CCAP) in Malawi vertoon die opleidingsprogram van die Veritas College potensiaal. Dit het die verrnoe om i) 'n tegniese teologiese opleiding aan te bied op die bevatlikheidsvlak van die laaggeskoolde kerkleierskap; ii) 'n basiese teologiese opleidingsprogram vir die kerkleiers binne 'n plaaslike gemeente te implementeer; iii) 'n opleidingsprogram wat nie gebind is aan baie handboeke vir die aanbieding van opleiding vir laaggeletterde kerkleiers; iv) laaggeskoolde kerkleiers te help om die enigste boek in hul besit, die Bybel, beter aan te wend; en v) om die ongeletterders mondelings te onderrig. Dit Iyk dus inderdaad of Veritas wei 'n bydrae kan lewer tot die opleiding van die baie onopgeleide kerkleiers in Sub Sahara Afrika.
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Bester, Gottlieb Christiaan. "Leierskap, spiritualiteit en teologiese opleiding : histories-teologiese perspektiewe in gesprek met die lewe en werk van Dietrich Bonhoeffer". Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3357.
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Thesis (MDiv (Systematic Theology and Ecclesiology))--University of Stellenbosch, 2007.The statement of the thesis focus on the relationship decrease of the authority of the leader, the expectation of the leadership and the theological training offered in student preparation. The researcher will attempt to answer the problems posed by the thesis statement through discourse with the 20th century theologian Dietrich Bonhoeffer. I used Bonhoeffer as an example for the problems he encountered in Germany strokes with the problem in my problem statement. This is a problem regarding the authority of the leader, the expectations of the leader and the relationship that exist between the spirituality of the leader and his/her own leadership. The manner in which Bonhoeffer incorporated the spirituality in the theological training at the seminary at Finkenwalde, posits new ideas regarding the incorporation of spirituality into today’s theological training. The figure of Bonhoeffer is chosen because of his authoritarian position and also because he exemplified the ideology of the leader’s authority. The thesis will discuss four aspects regarding Bonhoeffer’s life and work. These aspects are discussed from a historical theological perspective. This will highlight the contribution made by Bonhoeffer with regards to the relationship that exists between leadership, spirituality and theological training. The thesis includes an article by Bonhoeffer regarding the leadership principle and the authority of the leader. The purpose is to acknowledge the need for leadership and influence that the social-political circumstances have on the leadership expectation. Secondly I will discuss the responsibilities that the leader has to his community as well as the limitations of the office. Lastly I will discuss the authority of the leader with regards to the authority of God Secondly I will discuss the political and congregational circumstances in Germany between 1933 and 1935 that led to the establishment of the seminary at Finkenwalde. I will also focus on the numerous challenges posed by the establishment of the seminary as a result of the limitations imposed by the German state and church. The purpose here will be to give an historical overview of the circumstances in 1930’s Germany. I will also focus on the manner in which Bonhoeffer lived out his leadership in the public debate and at the seminary at times when tremendous pressure was exerted by the state and German Evangelical Church. Thirdly I will focus on the theological manner in witch Bonhoeffer ordered his day at the Finkenwalde seminary. The purpose is to highlight the interaction that should occur between Christians within the Christian community. Here Bonhoeffer focus on what Christian community is about, and how the day together should be spent. Thereafter Bonhoeffer discuss how a day alone should be spent. Further on he discusses the service within Christian relationships and the role that repentance and communion played within a Christian community. The purpose is to communicate the manner in which Bonhoeffer understood spirituality and its function within the community. Thereafter it also shows how Bonhoeffer was involved in the presentation of spiritual activities at the seminary. Bonhoeffer suggested that spirituality should be the foundation on which theological training is based. Lastly I will focus on the manner in which Bonhoeffer was received by the Christian community as a theological educator. The purpose thereof is to focus on the impressions and perceptions regarding Bonhoeffer himself and the successes of his training, friendship and be-ing. This should not be regarded as critical in nature but rather as an ode to the man himself.
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Galloway, Greta Marie Mandy. "Cultivating democratic citizenship education in schools :implications for educational leaders". Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18165.
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Dissertation (PhD)--University of Stellenbosch, 2007.On t.p.: Doctor of Philosophy in Education Policy Studies.
ENGLISH ABSTRACT: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal career experience as a teacher, and specifically as a school principal. I argue that educational leaders and managers continue to think and act according to traditional notions of leading and managing school practices. I contend that educational leadership and management practices ought to change in order for schools to transform into institutions implementing democratic practices in a more thoroughgoing way. I argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leadership and management engender thin forms of democratic school practices. I show how positivist theories of educational leadership and management connect with indefensible forms of leading and managing, namely skewed authority, gender discrimination and exclusion of cultural diversity. I contend that school leadership and management practices ought to be reconceptualised in relation to a framework of democratic citizenship education. Cultivating democratic citizenship education with reference to the seminal thoughts of Jürgen Habermas, Seyla Benhabib and Iris Marion Young will hopefully strengthen my argument for social justice, renewal and redress in school practices. These theorists have shaped the thinking and actions of educational leaders and managers to provide a critical understanding of transformative educational leadership and management practices in schools. Such ideas conceptualise a critical understanding of deliberative leadership and management practices as constructs for deepening democracy in schools. It is within this context that the dissertation explores a pathway towards deepening democracy in schools through a deliberative leadership and management approach. Such an approach has the potential to cultivate communicative democratic moments in educational leadership and management practices through engaging the voices of “others”. For deliberative leadership and management practice to manifest itself, I propose that conditions ought to be established whereby the democratic rights of “others” as incorporated voices in classroom pedagogy, school management and school governance engender deeper citizenship through the inclusion of these “other” previously marginalised voices. By embracing the voices of “others”, the potential is created to move towards deepening democratic leadership and management practices which can possibly engender “schools of hope” for the future. Keywords: Educational leadership, educational management, positivist, critical, citizenship, deliberative democracy, communicative democracy
AFRIKAANSE OPSOMMING: Hierdie proefskrif is ʼn kritiese ondersoek na skoolhoofde se onderwysleierskap en -bestuurspraktyke in die huidige demokratiese bestel. Die doel van die studie is om die mate van transformatiewe integrasie van demokrasie onder skoolleiers en -bestuurders te verken. Ek het besluit om my eie storie te vertel, dus gee ek ʼn verhalende verslag van my loopbaan as ʼn onderwyser, en spesifiek as ʼn skoolhoof. Ek beweer dat leiers en bestuurders in die onderwys nog steeds die tradisionele opvattings oor skoolleierskap en bestuur huldig, en dat hierdie opvattings hulle denke en optrede rig. Ek voer aan dat onderwysleierskap en bestuurspraktyke verander moet word sodat skole tot dieper, demokratiese praktyke kan transformeer. Ek argumenteer voorts dat dit voorkom asof huidige begrippe van leierskap en bestuur in skole in positivistiese tendense vasgelê is wat transformatiewe praktyke in skole ondermyn en dat positivistiese leierskap en bestuur “dun” vorme van demokratiese skoolpraktyke voortbring. Ek toon aan hoe positivistiese teorieë van onderwysleierskap en -bestuur verband hou met onverdedigbare wyses van lei en bestuur, naamlik verwronge gesag, genderdiskriminasie en die uitsluiting van diverse kulture. Ek voer aan dat onderwysleierskap en -bestuurspraktyke geherkonseptualiseer behoort te word binne ʼn raamwerk van demokratiese burgerskapsopvoeding. Die ontwikkeling van demokratiese burgerskapsopvoeding wat onder meer voortspruit uit die seminale denke van Jürgen Habermas, Seyla Benhabib en Iris Marion Young, versterk my betoog vir sosiale geregtigheid, vernuwing en herstel binne die skoolpraktyke. Hierdie teoretici vorm die denke en optrede van leiers en bestuurders in die onderwys as deurslaggewende begrippe van transformatiewe onderwysleierskap en bestuurspraktyke in skole. Sulke idees konseptualiseer ʼn deurslaggewende begrip van oorlegplegende leierskap en bestuurspraktyke as konstrukte vir grondliggende integrasie van demokrasie in skole. Binne hierdie konteks ondersoek die proefskrif ʼn werkwyse vir ʼn grondliggende integrasie van demokrasie in skole deur oorlegplegende leierskap en bestuur. So ʼn benadering het die potensiaal om kommunikatiewe demokratiese momente in onderwysleierskap en -bestuurspraktyke aan te moedig deur na die stemme van die “ander” te luister. Ek stel voor dat, ten einde demokratiese leierskap- en bestuurspraktyke te vestig, toestande geskep moet word waardeur die demokratiese regte van die “ander”, wat voorheen gemarginaliseer was, in klaskamerpedagogie en skoolbestuur ingesluit moet word om “dieper” burgerskap te verseker. Met ander woorde, deur na die stemme van die “ander” te luister, word die potensiaal geskep om verdiepende demokratiese leierskap en bestuurspraktyke aan te moedig sodat “skole met hoop” tot stand gebring kan word. Trefwoorde: Onderwysleierskap, onderwysbestuur, positivisties, kritiese, burgerskap, oorlegplegende demokrasie
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Salom, Nespect Butty. "An implementation evaluation study of the "My future is my choice" HIV and AIDS education programme in the Directorate of Education, Oshana Region, Northern Namibia". Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18018.
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Thesis (MPA)--Stellenbosch University, 2011.ENGLISH ABSTRACT: “My Future is My Choice” (MFMC) is an extra-curricular life skills programme in Na-mibia aimed at minimising the impact of HIV and AIDS among young people. The pro-gramme was introduced fourteen years ago and is believed to have had a significant im-pact on young people who were enrolled in and graduated from it. The programme tar-gets young people from grades 8 to 12. The purpose of this study was to assess how the “My Future is My Choice” Programme imparts knowledge and skills to young people in the Ompundja Circuit of the Oshana Directorate of Education, in Northern Namibia. This was an implementation evaluation study, following a qualitative approach to collect in-depth information. Data was collect-ed by two means: focus group interviews with an interview guide as an instrument, and analysis of documents. Purposeful sampling was used to select twenty young people from the population of young people who graduated from the programme. Young people from three secondary schools and one combined school were interviewed. The outcome of the study indicated that young people who graduated from the pro-gramme were better equipped with knowledge and skills that enable them to protect themselves from HIV infection. The study also indicated that the strategies used to im-plement the programme are crucial to the successful transfer of information to young people enrolled in the programme. However, some challenges which need immediate attention for improvement concern the number of participants, the content, a review of topics and the time allocated to the implementation of the programme. It is therefore recommended that recipients be consulted for input on what their needs are with regard to HIV and AIDS prevention. As the programme began fourteen years ago, its strategies now require updating and revision of the programme has become necessary. The revision of the programme will enable its facilitators to incorporate new ideas and methods of HIV prevention gained from over a decade of experience. It would also allow for the identification of young people’s needs and incorporate relevant topics that are not currently covered in the manual. Hence, collaboration between facilitators, learners, teachers, parents, communities and programme designers is a key element in ensuring the continued success of the “My Future is My Choice” Programme.
AFRIKAANSE OPSOMMING: “My Future is My Choice” (MFMC) is ʼn bykomende lewensvaardigheidsprogram in Namibië wat die impak van MIV en VIGs onder jongmense wil verminder. Die program is 14 jaar gelede ingestel en het na bewering ʼn beduidende uitwerking gehad op jongmense wat daarvoor ingeskryf het en dit voltooi het. Die program is afgestem op jongmense in graad 8 tot 12. Die doel van die studie was om te bepaal in watter mate die MFMC-program die jongmense in die Ompundja-distrik in die Onderwysdirektoraat van Oshana in Noord-Namibië met kennis en vaardighede toerus. Die studie het ʼn implementeringsevaluering behels, en het diepte-inligting met behulp van ʼn kwalitatiewe benadering ingesamel. Data is met behulp van fokusgroeponderhoude aan die hand van ʼn onderhoudsgids sowel as deur middel van dokumentontleding bekom. Twintig jongmense uit die groep wat die program suksesvol voltooi het, is met behulp van doelgerigte steekproewe gekies en onderhoude is met jeugdiges van drie hoërskole en een gekombineerde skool gevoer. Die uitkoms van die studie dui daarop dat jongmense wat die program voltooi het oor beter kennis en vaardighede beskik waarmee hulle hulle teen MIV-besmetting kan beskerm. Die studie het ook getoon dat die strategieë wat gebruik word om die program in werking te stel deurslaggewend is vir die suksesvolle oordrag van inligting aan diegene wat vir die program ingeskryf is. Tog is daar bepaalde uitdagings wat onmiddellike aandag verg, soos die aantal deelnemers, die inhoud, die onderwerpe, en die tyd wat vir die inwerkingstelling van die program beskikbaar gestel word. Daarom word aanbeveel dat, ten einde die MFMC-program te verbeter, diegene wat die program volg oor hulle behoeftes met betrekking tot MIV/vigs-voorkoming geraadpleeg word. Nou, 14 jaar nadat die program die eerste keer in werking gestel is, is dit duidelik dat die strategieë wat gebruik word verouderd is en dat die program dringend hersien moet word. Sodanige hersiening sal die programaanbieders in staat stel om nuwe idees en metodes vir MIV-voorkoming wat nie 14 jaar gelede bekend was nie, by die program in te sluit. Dit sal ook ʼn geleentheid bied om jongmense se werklike behoeftes te bepaal en ander onderwerpe aan te roer wat nie tans in die handleiding verskyn nie dog tersaaklik is. Daarom is samewerking tussen fasiliteerders, leerders, onderwysers, ouers, gemeenskappe en programsamestellers ʼn sleutelelement om die voortgesette sukses van die MFMC-program te verseker.
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Jones, Carmen L. "Attitudes of K-12 School Administrators Toward Speech-Language Programs in Public Schools". UNF Digital Commons, 2009. https://digitalcommons.unf.edu/etd/528.
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This study examined K-12 school administrators' attitudes toward speech language pathology services in public schools. Elementary, middle, and secondary school based administrators, employed in 63 school districts throughout Florida, were solicited to participate in the study in a letter of invitation generated by a web-based design program, Enterprise Feedback Management (EFM) Community. Administrators volunteering in the study were given an assurance of confidentiality and fair treatment concerning their participation. A survey instrument, the Scale of Educators 'Attitudes toward Speech Pathology (SEASP) consisting of 10 demographic items and 34 positive and negative statements about speech and language programs in schools was used to gather data. Participants were asked to provide their reactions along a favorable/unfavorable continuum to the survey. The results obtained from this study duplicated measurements used by previous researchers and examined the mean scores and standard deviations of item responses. Analyses of"between group" and "within group" differences examined attitudes among variables relative to professional levels, building size, and additional certification areas and were conducted using one-way and two-way ANOV As. Descriptive statistics were included to provide a profile of the participant population - means, frequencies and consensus of responses. Overall, among administrative participants, there existed minimal differences in attitudes toward speech-language pathology programs in public schools. This was true at elementary, middle and secondary levels, and included (as a secondary group) those "other personnel" who might, at times, supervise speech-language pathology professionals. Thus, school administrators generally agreed in their attitudes toward speech language pathology programs. The means of responses measuring attitudes in predetermined categories yielded results that demonstrated a consensus of agreement in the areas of(a) the impact services on student success, (b) program quality, and (c) the role of the speech-language pathologist, respectively. Results yielded no statistically significant differences in respondents' attitudes toward speech-language pathologists among school administrators employed at building sites having small and non-small populations, and among school administrators having, or not having, additional certification in exceptional student education. Because speech-language pathologists are evaluated by school administrators and other non-field personnel, suggestions are provided concerning the use of performance appraisals, ways to enhance the quality and delivery of school services, and enhancing university programs in communication sciences and disorders, to include components in supervision.
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Spies, Jacobus Johannes. "Die verwerkliking van die neoliberale diskoerse in die leierskappraktyke van plattelandse skoolhoofde". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71933.
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Thesis (PhD)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: This study offers an analysis of the realization of the neoliberal discourses in the leadership practices of rural school headmasters. It is a Bourdieuian study of leadership in the rural context in relation to the influence of neoliberalism. The focus of this study is the manner in which neoliberalism manifests itself in the leadership practices of headmasters functioning within a specific geographical context, namely a rural village. The conceptual question therefore focuses on the endeavour made by the headmasters with the manifestation of the neoliberal discourses in the leadership practises of the headmasters in question. The point of reference of this study is that neoliberalism positions schools to function in a distinct way as the logic of the market, privatisation, deregulation and the individual's freedom of choice of school are manifested in the school as field. A further outcome of neoliberalism is that a particular leadership practice namely managerialism, use of data, efficiency, performativity and a focus on outcomes and achievements in the school is established in the field and proffered as norm. The discursive function of neoliberalism in the school as field has a direct impact on the leadership practices of headmasters as it effects a distinct logic of practice which endeavours to influence the headmaster’s leadership habitus in a certain way. Furthermore it tends to influence the headmasters reason to act directly in the form of policy changes and indirectly when proposed as the norm or standard of practice. In this study Bourdieu’s conceptual lenses of habitus, field, capital, strategy and practice are employed as comprehensive theoretical background and analytical lenses. The aim of this study is to understand what the neoliberal discourses entail, to interpret how they manifest themselves in the leadership practices of rural headmasters and to establish the consequences for the headmasters. The data was gathered by means of semi-structured one-on-one interviews during which each headmaster was granted the opportunity to contextualise in his own words, his experience of the effect that neoliberalism discourse has on his leadership practice in his particular rural school. The data of the twelve transcribed interviews (with the use of Atlas.ti computer programme) was coded by selecting segments of the primary documents to which codes were accordingly linked. By applying Bourdieu’s conceptual framework of habitus, field, capital and practice as “super codes”, the data was dealt with thematically and organised accordingly.This study offers an analysis of the realization of the neoliberal discourses in the leadership practices of rural school headmasters. It is a Bourdieuian study of leadership in the rural context in relation to the influence of neoliberalism. The focus of this study is the manner in which neoliberalism manifests itself in the leadership practices of headmasters functioning within a specific geographical context, namely a rural village. The conceptual question therefore focuses on the endeavour made by the headmasters with the manifestation of the neoliberal discourses in the leadership practises of the headmasters in question. The point of reference of this study is that neoliberalism positions schools to function in a distinct way as the logic of the market, privatisation, deregulation and the individual's freedom of choice of school are manifested in the school as field. A further outcome of neoliberalism is that a particular leadership practice namely managerialism, use of data, efficiency, performativity and a focus on outcomes and achievements in the school is established in the field and proffered as norm. The discursive function of neoliberalism in the school as field has a direct impact on the leadership practices of headmasters as it effects a distinct logic of practice which endeavours to influence the headmaster’s leadership habitus in a certain way. Furthermore it tends to influence the headmasters reason to act directly in the form of policy changes and indirectly when proposed as the norm or standard of practice. In this study Bourdieu’s conceptual lenses of habitus, field, capital, strategy and practice are employed as comprehensive theoretical background and analytical lenses. The aim of this study is to understand what the neoliberal discourses entail, to interpret how they manifest themselves in the leadership practices of rural headmasters and to establish the consequences for the headmasters. The data was gathered by means of semi-structured one-on-one interviews during which each headmaster was granted the opportunity to contextualise in his own words, his experience of the effect that neoliberalism discourse has on his leadership practice in his particular rural school. The data of the twelve transcribed interviews (with the use of Atlas.ti computer programme) was coded by selecting segments of the primary documents to which codes were accordingly linked. By applying Bourdieu’s conceptual framework of habitus, field, capital and practice as “super codes”, the data was dealt with thematically and organised accordingly. An analysis of the data revealed that the manifestation of neoliberalism results in the headmaster increasingly having to play a dual role namely that of manager plus that of professional educationist. The leadership skills or practises associated with those two roles are not always compatible. The latter places principals in a very difficult position where, on the one hand they are expected to act as Representative of the Department of Education (in which neoliberal ideas increasingly function), while on the other hand, as professional educationist, the logic behind these practices and its educational accountability may be questioned. Headmasters, however, despite the fact that neoliberalism seeks to enforce a uniform system upon them, respond in a unique, diverse manner to the manifestation of the neoliberal discourses in their leadership practices.
AFRIKAANSE OPSOMMING: Hierdie studie bied ‘n analise van die verwerkliking van die neoliberale diskoerse in die leierskappraktyke van plattelandse skoolhoofde. Dit is ‘n Bourdieuaanse studie oor leierskap in die plattelandse konteks in verhouding tot die invloed van neoliberalisme. Die fokus van hierdie navorsing is die wyse waarop neoliberalisme verwerklik word in die leierskappraktyke van skoolhoofde wat werksaam is in ‘n spesifieke geografiese konteks, naamlik ‘n plattelandse dorp en die konseptuele vraag fokus daarom op watter bemoeienis hierdie skoolhoofde met die neoliberale diskoerse maak, deurdat dit verwerklik word in die leierskappraktyke van die betrokke skoolhoofde. Die uitgangspunt van hierdie studie is dat neoliberalisme skole posisioneer om op bepaalde wyses te funksioneer, soos wat die logika van die mark, privatisering, deregulering en die individu se vryheid van keuse in die skool as veld verwerklik word. Neoliberalisme het verder tot gevolg dat bepaalde tipe leierskappraktyke naamlik managerialisme, bestuur deur die gebruik van data, effektiwiteit, performatiwiteit en ‘n fokus op uitkomste en prestasie in die skool as veld gevestig word en as die norm voorgehou word. Die diskursiewe werking van neoliberalisme in die skool as veld het ‘n regstreekse inwerking op die leierskappraktyke van skoolhoofde deurdat dit tot gevolg het dat ‘n bepaalde logika van praktyke voorgehou word, wat poog om die skoolhoofde se leierskaphabitus op ‘n bepaalde wyse te kondisioneer. Dit poog verder om skoolhoofde se handeling en rede van doen regstreeks in die vorm van beleidsveranderinge en indirek, voorgehou as die norm van praktyke, te beïnvloed. In hierdie studie word Bourdieu se konseptuele lense van habitus, veld, kapitaal, strategie en praktyke as ‘n oorkoepelende teoretiese agtergrond en analitiese lense aangewend. Die doel van hierdie studie is om te verstaan wat die neoliberale diskoerse behels, te interpreteer hoe dit verwerklik word in die leierskappraktyke van plattelandse skoolhoofde en watter betekenis die skoolhoofde daaraan gee. Die data is versamel deur gebruik te maak van semigestruktureerde een-tot-een onderhoude, waartydens die skoolhoofde die geleentheid gebied is om in hulle eie woorde hulle skole te kontekstualiseer en hoe hulle beleef dat die neoliberale diskoerse in hul leierskappraktyke in die betrokke skole op die platteland verwerklik word. Die data van die twaalf getranskribeerde onderhoude is (met behulp van die rekenaarprogram Atlas.ti) gekodeer, deur tekssegmente in die primêre dokumente te selekteer en kodes daaraan te koppel. Deur Bourdieu se konseptuele raamwerk van habitus, veld, kapitaal en praktyke as ‘super kodes’ aan te wend, is die data op tematiese wyse benader en georganiseer. ‘n Analise van die data het aan die lig gebring dat die verwerkliking van neoliberalisme tot gevolg het dat skoolhoofde toenemend ‘n dubbele rol moet vertolk, naamlik die van bestuurder/bemarker en die van professionele opvoedkundige. Die leierskappraktyke verbonde aan hierdie twee verskillende rolle is nie altyd versoenbaar met mekaar nie. Laasgenoemde plaas skoolhoofde in ‘n baie moeilike posisie, waar daar aan die een kant van hulle verwag word om as verteenwoordiger van die onderwysdepartement die beleid van die Staat (waarin neoliberale idees toenemend fungeer) nougeset te implementeer, terwyl hulle aan die ander kant as professionele opvoedkundiges die logika daaragter en opvoedkundigverantwoordbaarheid daarvan kan bevraagteken. Skoolhoofde maak egter, ten spyte daarvan dat neoliberalisme poog om ‘n eenvormige sisteem op hulle af te dwing, op ‘n unieke, diverse wyse mee met die verwerkliking van die neoliberale diskoerse in hul leierskappraktyke.
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Hamza, Enayatulla. "The role of higher education in public sector education and training : the case of the School of Government, University of the Western Cape". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5212.
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Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: The provision of Public Administration education and training has been under the spotlight by Higher Education Institutions (HEIs) since the early 1990’s and has received further prominence by the South African government in recent years. The 1994 democratic elections has brought about challenges and opportunities for educational and training institutions, among others, to reflect on their programme content, methodology and clientele and to gear themselves towards the needs of a “developmental state”. In response to these challenges and opportunities, South African HEIs of various types and sizes have attempted to introduce or reform Public Administration education and training programmes to both fit into the new political dispensation and help transform its public service. However, the emergence of these new education and training programmes have not been without difficulties. Notable efforts have been the emergence of schools of governments or public management at various tertiary institutions all of which purport to educate and train public officials for a democratic service. The euphoria that accompanied the institutional reforms might suggest that all is well, but the reality records that not all programmes have lived to their ideals. In the light of the above context, this study focuses on the School of Government (SOG), University of the Western Cape (UWC). The school has been selected due to its formal commitment to the provision of public service education and training for the post-apartheid civil service. The study focuses on the role of the school, its leadership, structure, content and processes of education and training programmes for the public service in the country. The study explores the broad global and national role of HEIs in general, and their particular role in the provision of Public Administration education and training. The study traces the global and national debates with respect to how public servants ought to be educated and trained, and illustrates the Public Administration education and training challenges faced in South Africa. The study also explores the legislative and policy framework governing HEIs and public sector education and training in South Africa. The evaluation of the UWC School of Government is based on the adaptation of the IASIA/UNDESA Standards of Excellence model to measure the role and performance of the case. The case study is measured through the application of institutional and programmatic criteria. In addition to the institutional criteria, the programme criteria focuses on the SOG’s programme development and review processes, its programme content, programme management and administration, and the performance of its programmes. The analysis of the case study is preceded by a historiography and background of the SOG and its education and training programmes. A critical analysis of the case study is undertaken in relation to the institutional and programmatic criteria mentioned above. Based on the findings of the study, the thesis concludes with recommendations relevant to the case study and provides more general recommendations applicable to institutions involved in the provision of Public Administration education and training.
AFRIKAANSE OPSOMMING: Die voorsiening van Publieke Administrasie onderrig en opleiding is onder die vegrootglas by hoër onderwys instellings (HOIs) sedert die vroeë 1990’s en het in onlangse jare verdere prominensie verkry by die Suid Afrikaanse regering. Die 1994 demokratiese verkiesing het uitdagings en geleenthede vir onderrig en opleiding instellings teweeg gebring om, onder andere, te besin oor programinhoud, metodologie en kliëntebasis en om hulself in rat te kry vir die behoeftes van die ontwikkelingstaat. In reaksie op hierdie uitdagings en geleenthede poog Suid Afrikaanse HOIs van verskillende tipes en groottes om Publieke Administrasie onderrig en opleidings programme in te stel of te hervorm sodat dit by die nuwe politieke bedeling inpas en help om die publieke diens te transformeer. Die ontwikkeling van nuwe onderrig en opleidings programme sou egter nie sonder sy eiesoortige probleme wees nie. Die ontstaan van Skole vir Openbare Bestuur (SOB) by verskeie tersiêre instellings was aan die orde van die dag en kort voor lank was voormelde instellings almal daarop uit om staatsamptenare vir ‘n demokratiese staatsdiens op te lei. Die euforie wat met hervorming gepaard gegaan het, sou die skyn wek dat alles goed en wel is, maar die realiteit toon dat nie alle programme aan die ideale wat gestel is voldoen het nie. In die lig van voormelde, fokus hierdie studie op die Skool vir Openbare Regering (SOR) aan die Universiteit van Wes-Kaap (UWK). Die SOR is gekies vanweë sy formele toewyding tot die onderrig en opleiding van studente vir die publieke sektor in post-Apartheid Suid-Afrika. Voorts sal die ondersoek fokus op die rol van die Skool, leierskap struktuur, onderriginhoud asook programprosesse vir onderrig en opleiding in die openbare sektor. Die studie ondersoek die globale en nasionale rol wat HOI’s in die algemeen speel en in besonder die voorsiening van onderrig en opleiding in Publieke Administrasie. Verder volg die studie die globale en nasionale diskoerse oor hoe staatsamptenare opgelei en onderrig behoort te word en illustreer, aan die hand hiervan, die uitdagings waarmee die onderrig en opleiding van Publieke Administrasie in Suid-Afrika te kampe het. Die studie ondersoek ook die wetlike en beleidsraamwerk waarbinne HOI’s en die publieke sektor in Suid-Afrika gereguleer word. Die SOR aan die UWK word dan geevalueer aan die hand van die IASIA/UNDESA Model van Standaarde van Uitsonderlikheid wat ook die rol en vordering in die gevallestudie meet. Meting van gevallestudie geskied met behulp van die toepassing van institutionele en programmatiese kriteria. Addisioneel tot die institutionele en programkriteria word daar ook gefokus op; programontwikkeling en hersieningsprosesse, programinhoud, programbestuur en administrasie en program vordering binne die SOR. Ontleding van die gevallestudie word voorafgegaan deur ‘n historiese oorsig en agtergrond van die SOR; en sy onderrig en opleidingsprogramme. In verhouding tot sy institutionele en programmatieka kriteria, soos vermeld, word die studie onderwerp aan kritiese ontleding en ondersoek. Gebaseer op die bevindings van die ondersoek, maak die tesis direk-verwante aanbevelings asook algemene aanbevelings gerig op instellings in die breë wat betrokke is by die onderrig en opleiding van Publieke Administrasie.
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Moss, Linda Kay. "Oklahoma career and technology teachers' dispositions toward teaching students of diversity". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2101.pdf.
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Foster, Vickie Lee. "Teaching-learning style preferences of special education teacher candidates at Northeastern State University in Oklahoma". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1746.pdf.
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Hanlon, Adele Elizabeth Conahan. "Investigating the influence of Quick Draw on pre-service elementary teachers beliefs, in concordance with spatial and geometric thinking a mixed methods study /". 2010. http://digital.library.okstate.edu/etd/Hanlon_okstate_0664D_10863.pdf.
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Waldvogel, Steven John. "Examining the effectiveness of a multi-sensory instructional reading program in one rural midwestern school district". 2010. http://digital.library.okstate.edu/etd/Waldvogel_okstate_0664D_10890.pdf.
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Mahan, Melissa Kaye. "Diverse educational leadership training academy at Northeastern State University-Broken Arrow campus in Oklahoma Why is it working? /". 2009. http://digital.library.okstate.edu/etd/Mahan_okstate_0664D_10279.pdf.
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Sharon, Valerie Vinyard. "Pre-service elementary teachers' understanding or pattern and function". 2010. http://digital.library.okstate.edu/etd/Sharon_okstate_0664D_10781.pdf.
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Meadows, Martin Thomas. "The literary canon as a dynamic system of chaos and complexity theory". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1726.pdf.
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Peterson, Claudette M. "Creative problem solving styles and learning strategies of management students implications for teaching, learning, and work /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1792.pdf.
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McClellan, Joyce A. "Development of an indicator to identify multiple intelligences preferences of adult learners". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1813.pdf.
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Majors, Sandra M. "Reported use of imagery strategy in reading comprehension instruction". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1807.pdf.
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Showalter, Betsy Sheila. "The effect of middle school teachers' mathematics teaching self-efficacy beliefs on their students' attitudes toward mathematics". 2005. http://digital.library.okstate.edu/etd/umi-okstate-1568.pdf.
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Taylor, Bryan Keith. "Analysis of environmental and general science efficacy among instructors with contrasting class ethnicity distributions a four dimensional assessment /". 2005. http://digital.library.okstate.edu/etd/umi-okstate-1663.pdf.
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Denny, Dan. "Individual and organizational impact of Kairos Horizon, a faith-based adult learning program, in a correctional setting". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1723.pdf.
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Angle, Julie Marie. "Science teacher efficacy, national board certification, and other teacher variables as predictors of Oklahoma students' end-of-instruction (EOI) Biology I test scores". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1772.pdf.
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Guilfoyle, Deborah Peterson. "The importance of social support for families in poverty a comparison of two communities /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1698.pdf.
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Watkins, Janice Beatrice. "The educational beliefs and attitudes of Title 1 teachers in Tulsa Public Schools". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1762.pdf.
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Davis, Tamra Sue Butler. "Assessing online readiness perceptions of distance learning stakeholders in three Oklahoma community colleges /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1937.pdf.
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Ede, Anita Ruth. "The role of teacher beliefs in grade retention". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1996.pdf.
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Green, J. Rachel. "Adult learning through storytelling a study of learning strategies and philosophies of American Indian storytellers /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2020.pdf.
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Moody, Judy. "Careers decisions in computer technology fields influences, barriers, and gender issues /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2085.pdf.
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Kassaimih, Aymen. "Technology literacy a phenomenological view of the teacher's perceptions of technology integration in Jordan /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2081.pdf.
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Pearish, Billy Joe. "Life issues leading to success in community college degree seekers". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2098.pdf.
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Golightly, Colleen Marie. "Qualitative case study research components and structure of a curriculum-based mentoring program at the middle school level". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2151.pdf.
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Raouda, Najwa Nadim. "Muslim/Arab women in America a study of conflictual encounters between traditionalism and feminism /". 2006. http://digital.library.okstate.edu/etd/umi-okstate-1920.pdf.
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Dunlop, Janet Cooper. "Effects of media literacy instruction recognizing and analyzing racial stereotypes in media /". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2196.pdf.
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Mtshali-Dlamini, Sibongile M. "Exploring the relationship between elementary education preservice teachers' dispositions toward diversity and their approach to curriculum and teaching". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2214.pdf.
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Brown, Dovie (Dee) M. "Quality indicators for collegiate professional pilot training programs a Delphi study /". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2219.pdf.
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Kymes, Angel D. "Investigation and analysis of online reading strategies". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2231.pdf.
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Howard, Myron Kim. "Oklahoma's Career and Technology Center superintendents' perceptions on their preparation and the preparation of future superintendents". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2264.pdf.
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Turner, Willana G. (Willana Geneva). "A study of the participants and perceptions of an enterprise opportunity training program". 2006. http://digital.library.okstate.edu/etd/umi-okstate-2266.pdf.
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Shelton, Ralph David. "Job motivation and satisfaction levels of mid-level supervisors in the unemployment insurance division of the Oklahoma Employment Security Commission". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2269.pdf.
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Bassett, Janet Marie. "Teachers' lived experiences of bullying". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2300.pdf.
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Radin, Dorothy Janice. "Coursework on base numeration systems and its influence on pre-service elementary teachers' understanding of place value concepts". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2436.pdf.
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Halcomb, Starla Lynn. "Are they being retained an analysis of the effect on the cumulative new teacher retention rate of the Oklahoma CareerTech new teacher induction process /". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2349.pdf.
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Brown, Diane S. "Restorying ourselves using Currere to examine teachers' careers /". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2383.pdf.
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Jenkins, Christopher. "Coming to America examining why international students choose to pursue a degree at Oklahoma State University /". 2007. http://digital.library.okstate.edu/etd/umi-okstate-2579.pdf.
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