Rozprawy doktorskie na temat „Education and professional training domain”

Inokufu est née de la rencontre de deux expertises portées par les cofondateurs : l'andragogie et les data sciences. L’idée est de combiner le traitement algorithmique des données éducatives avec un système d’audits humains, pédagogique et métier. Malgré le surcoût significatif que cela représente, les données éducatives ainsi traitées sont de meilleure qualité et peuvent être utilisées pour développer des algorithmes de catégorisation et de recommandation, spécifiques au domaine de l’éducation et de la formation professionnelle. L'objectif principal de ce projet de thèse est d'explorer, d'adapter et de développer des méthodes avancées pour la classification multi-label hiérarchique et la recherche d'objets de formation (Learning Objects), tout en répondant aux spécificités du domaine éducatif. En particulier, cette thèse se concentre sur l'apprentissage de représentations sémantiques adaptées à ces tâches, en s'appuyant sur des méthodes de Traitement Automatique des Langues adaptés aux nuances linguistiques et sémantiques propres au domaine. Étant donné la nature complexe de ces données, les besoins exprimés par Inokufu couvrent donc les aspects suivants :1. Capacité de traiter des terminologies spécialisées : les textes issus du domaine de l'éducation et de la formation professionnelle utilisent des termes spécifiques souvent absents des corpus généraux. Il est essentiel de disposer d'un modèle capable de comprendre et d'exploiter ces terminologies spécialisées, garantissant ainsi que les contenus soient correctement représentés et recherchés. Cela améliore la précision des correspondances entre l'offre de formation et les besoins exprimés par les utilisateurs.2. Classification hiérarchique et structurée des contenus : les données éducatives et professionnelles se caractérisent par des hiérarchies complexes (compétences, certifications, parcours de formation). Afin de pouvoir naviguer efficacement dans ces structures et aider les utilisateurs à trouver les ressources adéquates, il est crucial d'avoir une classification qui respecte et reflète ces hiérarchies. La solution doit permettre de classifier les contenus de manière à préserver les relations entre niveaux (par exemple, des catégories générales et leurs sous-thèmes).3. Efficacité de la recherche sémantique : pour améliorer l'expérience des utilisateurs, la recherche d'objets de formation doit aller au-delà de la simple recherche par mots-clés. Il est indispensable d'implémenter une recherche sémantique qui soit capable de comprendre les intentions des utilisateurs, même lorsque ceux-ci utilisent des termes approximatifs ou des expressions variées pour décrire leurs besoins.Pour répondre à ces besoins, deux contributions majeures ont été développées dans cette thèse :1. BERTEPro : un nouveau cadre de représentation sémantique adapté aux textes du domaine de l'éducation et de la formation professionnelle. En combinant une phase de pré-entraînement spécifique sur des corpus du domaine avec un affinage sur des tâches générales, BERTEPro permet de mieux saisir les subtilités sémantiques et de produire des représentations précises et pertinentes, améliorant ainsi la capacité à classifier et à rechercher des contenus pédagogiques.2. HMCCCProbT : un cadre de classification hiérarchique multi-étiquette, capable de modéliser les dépendances locales et globales au sein des structures hiérarchiques de manière efficace. En utilisant un mécanisme de transmission probabiliste, HMCCCProbT permet une précision accrue tout en évitant les erreurs liées à la propagation de décisions erronées à chaque niveau de la hiérarchie.Ces deux approches complémentaires ont été validées par des expériences sur des ensembles de données réelles issues du domaine de l'éducation et de la formation professionnelle. Elles ont démontré leur capacité à améliorer la qualité de la classification et de la recherche d'objets de formation dans un contexte éducatif
Inokufu was born from the convergence of two areas of expertise that were shared by the co-founders: andragogy and data sciences. The objective of the company is to combine extensive algorithmic analysis of educational data with a system of human, pedagogical, and business audits. In this manner, the educational data processed is of superior quality and can be utilized to develop Machine Learning and recommendation algorithms tailored to the domain of education and professional training.The principal objective of this thesis project is to investigate, adapt, and develop sophisticated techniques for Hierarchical Multi-label Classification and Learning Objects retrieval, while addressing the specific characteristics of the educational and professional training domain. In particular, this thesis concentrates on learning semantic representations suitable for these tasks, based on Natural Language Processing methods adapted to the linguistic and semantic nuances specific to the domain of education and professional training.Given the complex nature of this data, the requirements articulated by Inokufu encompass the following aspects:1. The capacity to process specialized terminology: texts from the domain of education and professional training employ specific terms that are frequently absent from general corpora. It is essential to obtain a model capable of understanding and exploiting these specialized terminologies, thereby ensuring that content is correctly represented and searchable. This enhances the precision of alignments between training offerings and user-expressed requirements.2. Hierarchical classification of educational and professional data: educational contents are often characterized by complex hierarchies (skills, certifications, and training paths). In order to navigate these structures in an efficient manner and assist users in locating the appropriate resources, it is essential to have a classification system that respects and reflects these hierarchies. The solution must enable content to be classified in a manner that preserves the relationships between different hierarchical levels, such as between general categories and their sub-themes.3. Effectiveness of semantic search: To enhance the user experience, it is essential to implement a semantic search that is capable of understanding the intentions of the users, even when they use approximate terms or varied expressions to describe their needs.In order to address these requirements, this thesis presents two significant contributions:1. BERTEPro: a novel semantic representation framework tailored to texts within the domain of education and professional training. By combining a specific pre-training phase on domain-specific corpora with fine-tuning on general tasks, BERTEPro facilitates a more nuanced comprehension of semantic nuances and the generation of precise and relevant representations, thereby enhancing the capacity to classify and search for educational content.2. HMCCCProbT: a Hierarchical Multi-label Classification framework that is capable of modeling both local and global dependencies within hierarchical structures in an efficient manner. By employing a probabilistic transmission mechanism, HMCCCProbT facilitates enhanced accuracy while limiting errors associated with the propagation of erroneous decisions at each level of the hierarchy.These two complementary approaches have been validated by experiments on real-world datasets from the domain of education and professional training. They have demonstrated their capacity to enhance the quality of classifications and the search for Learning Object in an educational context

This thesis examines the education of people who are employed as educators in certain professional settings. It considers how such education has changed in response to academic accreditation increasingly being demanded in professional locations. Yet, the preparation of in-service trainee teachers is depicted as still being concerned with enabling compliance with prescriptive, professional guidelines that temper educational aspirations. This is shown to have implications for how professional identity is understood for the teacher educators and for the trainee teachers. This topic is considered primarily through the perspective of the author’s own recent professional engagement in police training, with some historical reference to other areas of professional training in which he has been engaged. By considering his own practice, the author conveys the educational challenges being encountered more generally as preparing those for work in professional training is recast as teacher education. A central theme is concerned with how the challenges relate to professional concepts of ‘teacher’ mediated through language associated with respective professions. The thesis considers how these restrictive definitions introduce uncertainty in relation to how professional identity is experienced by professional trainers, especially the police, when engaged in teacher education. The principal focus of this thesis, therefore, concerns not only the notions of professional teacher or trainer perceived by those who have undertaken teacher education, but also an analytical investigation into the responses made by trainee teachers in relation to the qualification content and the training experience.

This document entitled Professional Education and Training of Valuers is submitted for the award of Doctor of Philosophy by publication and comprises an overview based on twenty publications by the candidate and the research which underpins those publications. The publications are presented within the themes of property taxation, the mutual recognition of professional qualifications and the teaching of valuation. The development of the research from the earlier work which led to an MPhil award is clearly identified. The reflective overview is divided into five sections. Section one introduces the work and analyses the publications. Section two describes and critically examines the research methodology which underpins the publications and the research from which they emerged. Section three demonstrates the co-herence of the submission, while identifying the key issues within the publications. Section four identifies the specific contributions to knowledge which the candidate has made and describes how the research will be developed in the future; and section five provides a brief closing statement.

Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.

My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.

The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.

Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: James H. Borland. Dissertation Committee: David Nateman. Includes bibliographical references (leaves 268-283).

The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district.

Modernisation of higher physical education is being carried out now through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes to the quality of training of future professionals of the industry.

Federal law requires institutions to designate campus-based administrators to oversee Title IX processes and investigations, but little is known about how these have been professionally prepared for their roles. The purpose of this study was to understand the professional preparation, educational experiences, and professional training of Title IX administrators and to understand their independence in decision-making in those roles. This study utilized qualitative content analysis and a social constructionist approach to analyze data generated from interviews and document analysis. Sixteen current and former Title IX administrators (investigators, deputy coordinators, coordinators) provided their perspectives on their professional training and development. Using frameworks of work/professional socialization and professions theory, findings illustrated complex systems for knowledge acquisition, professional preparation, and professional socialization based on factors including resources, institutional context, and role prioritization. Participants' formal education, formative experiences, position-specific training, and professional organizations training all served as preparation for their roles. Discussion focused on implications for graduate programs, training and trainers, institutions and supervisors, the field of higher education, and current Title IX practitioners regarding professional preparation for these roles.

Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content validation for the 21st century looks like. A sequential exploratory mixed-methods design was used on a purposive sample of 8 teachers, who participated in semistructured, open-ended interviews. A quantitative questionnaire collected perceptions of teachers at the school. Interview data were analyzed via an inductive analysis approach, and survey data were analyzed via descriptive statistics. The findings of this sequential mixed methods research revealed that the content of PD activities often lacked structured validation for teachers to master important skills in their content area, new skills were undiscovered, and their pedagogy was underdeveloped. The outcome was a 3-day workshop designed to provide PD content validation for educators in 1 district in Washington State. Positive social change implications include teachers who can engage students in an informed, confident, professional manner, and increased teacher satisfaction at the research site as well as in other rural schools. Implementing this workshop will provide useful knowledge for policymakers, educators, and other researchers who are looking for a clearer definition of PD content for the 21st century.

Frequently, educational approaches are considered as a dichotomy – liberal versus professional. However, perpetuating this dichotomy may not best serve students or the workforce. We are at the forefront of an educational movement and it is critical that we think intentionally about who we are training our students to be and how do we best do it. Baccalaureate public health education is occurring in a range of locations including community colleges, traditional liberal arts schools, and schools of public health. Faculty and staff have a diverse range of training and experience in educational frameworks, In addition, this educational movement is occurring at a time when the disciplinary boundaries of public health are expanding and becoming less defined.

With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).

The purpose of this study was to determine the relationship between Linking Learning and Assessment professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.

This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (N=82) throughout the state followed by a focus group interview (N=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.

A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.

The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.

The purpose of this quantitative study was to examine the educator’s perception of the optimal professional development experience. Research studies have concluded that the biggest indicator to predict student achievement is teacher effectiveness (Aaronson, Barrow, & Sander, 2007; Marzano, 2003; Sanders & Horn, 1998; Wong 2001). Guskey (2000) stated, “Never before in the history of education has greater importance been attached to the professional development of educators” (p. 3). School districts continue to face reduced budgets and continue to expend resources on professional development. In addition, states such as Indiana have recently changed their evaluation system to encourage more professional development at the school and district level. A survey was created to analyze educator perceptions of professional development in five Midwest states: Indiana, Illinois, Michigan, Ohio, and Kentucky. The survey collected basic teacher demographic data: gender (male/female), licensure (elementary K–5, secondary 6–12), years of experience (0–5, 6–10, 11–15, 16–20, and 20 or more), and position type (teacher/principal). The survey consisted of 35 questions that focused on educator perceptions of professional development. In all, 396 educators from 18 school districts across five Midwest states responded to the survey instrument. A statistical analysis of the responses provided composite mean scores and standard deviations. A factorial ANOVA was used to test the first hypothesis. An independent samples t-test was used to test the second, fourth, and fifth hypotheses. A one-way ANOVA was used to test the third hypothesis. There was a significant difference between position type (teacher/principal) and licensure (elementary K–5, secondary 6–12) on their perceptions of professional development. Principals responded with a higher perception of professional development than teachers. Elementary licensure, K–5th grade teachers, also responded with a higher perception of professional development. There was no significant difference between gender (male/female) and years of experience (0–5, 6–10, 11–15, 16–20, and 20 or more). Educators responded that their perception of the most effective forms of professional development were having more time to work with colleagues (86.6%), using a professional learning community model (85.7%), and attending conferences and workshops (84.9%). In addition, educators had a higher perception of the effectiveness of professional development at the school level versus the district level.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3813. Adviser: Thomas Brush. Title from dissertation home page (viewed Apr. 30, 2008).

The author’s previous research into the learning experiences of mature, workingclass students undertaking a professionally endorsed qualification in Community Education, was overly negative in its view of the students whilst underplaying the role of curriculum in their learning. Reinterpreting their undergraduate experience more positively leads to thinking about how their educational needs could be reconciled with the programme’s aim to produce critically competent graduates. Four principles derived from the Habermasian concept of communicative action can inform thinking about an appropriate pedagogical approach. The first directs attention to the acts of reciprocity that underpin learning. The second focuses attention on how knowledge can be constructed through redeeming claims. The third signals the necessity of safeguarding participation and protecting rationality in argumentation, and the fourth points to the idea of competence as a constructive achievement. Taken together, the four principles express the ideal of a discursive pedagogy in which teachers and students socially construct knowledge appropriate to the subject area. Because it involves active participation based on a commitment to open communication and argumentative reasoning, approximating the ideal conditions of a discursive pedagogy could address the student’s learning needs whilst meeting the programme’s aim. Anticipating and considering the likely issues and challenges involved in attempts to realise these idealised conditions suggests ways in which a discursive pedagogy could be given practical form.

Factors contributing to school effectiveness in the affective domain have been largely ignored in recent research in spite of a transnational concern about value disorientation. This thesis explores the influence a secondary school has on adolescent value formation. Current theories on "effective schooling" and "valuing" provide a framework for the research. Following an introduction to the issue of values in schools, the thesis reviews the literature on "values", "effective schools", and "school climate" before proceeding to a description of a two site, longitudinal study. The creation of a value change-effective schools (VCES) model enabled local school issues to be analysed in conjunction with an overarching theory and principles which are relevant to a broad educational community. The four complementary surveys of parents, students and staff included a wide range of items which address frequently voiced methodological criticisms of the "effective schools” approach. Subsequent chapters summarise and discuss the findings of the surveys and place them in the context of current research. The thesis demonstrates that a school has a significant, unique role to play in adolescent value formation. Value change did not emerge as a cause and effect phenomenon, but as a complex interaction of change agents operating within the terms of the value change-effective schools model. Programmes and strategies, which have meaning at the local level, can be developed for the affective domain based on insights provided by the model. The factors associated with effectiveness were determined and defined primarily by the local schools. They crossed over domains from the cognitive to the affective, coalescing to form an effective learning environment.

This qualitative case study utilizing in-depth interviews examined academic advisers' perceptions of training and professional development resources at a Midwestern U.S. community college. In addition, the study examined the availability and accessibility of training and professional development resources at the community college. The study sought to gain a better understanding of influences that shaped academic advisers' perceptions. Four themes emerged from the interviews: Educational Experiences, Adviser Participation, New Advising Resources, and Funding. Findings of the study indicated that perceptions of training and professional development varied. However, there was a consensus among advisers that training and professional development opportunities existed on- and off-campus. However, there were divergent perspectives regarding availability, accessibility, and advisers' ability to participate. The findings also indicated that advisers' ability to participate and obtaining new advising resources were tied to funding. The findings of the study can be used by advising managers, administrators, and policymakers to improve advising practice, better serve a changing student population, and fulfill institutional goals and missions.

Thesis (Ed.D.)--Indiana University, School Administration in the School of Education, 2004.
Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1322. Adviser: Ronald Barnes. "Title from dissertation home page (viewed Nov. 15, 2006)."

Objective: The purpose of this study was to assess certified athletic trainers' knowledge acquisition, knowledge retention, and satisfaction, following a continuing professional education (CPE) program offered in either a traditional, lecture-oriented format or an interactive format addressing adult learning strategy preferences. Design: We used a pre-test, post-test experimental design with comparison groups utilizing stratified randomization. Setting: The CPE program was held in the University wellness center classrooms. Subjects: Forty-six certified athletic trainers participated. Measurements: After determination of learning strategy preferences, a 30 item multiple-choice exam was administered prior to, immediately after, and one-month following the CPE program to determine level of knowledge acquisition and retention. Participant self-reported level of satisfaction was assessed with a questionnaire immediately following the CPE program. Results: A significant main effect for treatment (F2,70 = 6.02, p < 0.004) was observed indicating that subjects in the lecture format CPE program acquired and retained more knowledge than subjects in the interactive format regardless of learning strategy preference. There was no significant loss in knowledge observed one-month following the CPE program regardless of learning strategy preference or treatment (lecture or interactive CPE format). No significant differences in level of satisfaction by treatment (lecture or interactive CPE format) or by learning strategy preference (navigators, problem-solvers, or navigators) were noted; however, 13 (28.3%) reported an excellent level of satisfaction (mean satisfaction score of 4.0) and 31 (67.4%) reported an above average level of satisfaction (mean satisfaction scores of 3.0 to 3.88). Conclusions: Our data indicate that lecture format CPE programs may be optimal for knowledge acquisition and retention, independent of learning strategy preference. Knowledge retention did not decrease regardless of learning strategy preference or CPE format and actually demonstrated a further increase using the lecture format. Although our data suggest that participant satisfaction is independent of learning strategy preference and CPE format, the homogeneity of responses made it difficult to detect any relationship with regard to learning style preference and satisfaction.

Despite Minnesota’s investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in systematic professional development, type of professional development, rate of strategy inclusion, and confidence in literacy strategy inclusion in lesson design. Convenience sampling was employed to secure secondary teachers (N = 65) in public schools in Minnesota. The Spearman Rho Coefficient calculation was used to analyze these 4 variables; relationships were determined at ( p < .05) and (p < .01) confidence levels. According to the results of the study, self-selected professional development is related to the frequency of literacy strategy use and confidence in literacy strategy use. Time in professional development is a critical issue in confidence of literacy strategy use. Recommendations for local districts include providing a menu of self-selected literacy professional development options. This study may impact social change through providing educators improved literacy instruction, resulting in more competent adult readers and informed decision-makers.

The purpose of the study was to reveal the mechanisms by which a university supervisor leads five student-teachers to reflective professionalism in dialogue journals used during the final field experience of a two year graduate teacher preparation program for teachers of children who are Deaf and Hard-of Hearing. The participants in the study were four female and one male student-teacher in their final semester of preparation, and one female university supervisor. The data comprised of dialogue journals exchanged between the student-teachers and their supervisor during the nine-week field experience. The intention of the dialogue journal assignment was to develop a relationship which would facilitate educational dialogue and promote reflection. The supervisor intended that the student-teachers use the dialogue journals to examine problems of practice and professionalism and to integrate theory and practice. The results showed that the concerns of the student-teachers clustered into four themes, completion of requirements, competence in practice, caring in field experience relationships, and practical and ethical conflict resolution. In addition, the supervisor met her objectives of forming educational relationships and providing a model of teacher-like thinking and problem solving through use of a variety of strategies, both direct and indirect, within a collegial milieu. The essential effect of the supervisory strategy-use was to differentiate student-teacher perceptions of their experiences such that problem-solving was facilitated. In addition reflection was promoted. Three types of reflection were identified. Reflection-in-action resembled Donald Schon's category of that name. Reflection-on-belief produced ethical development, and reflection-on-context produced critique of the contexts of teaching. When overwhelmed, student-teachers ruminated rather than reflected. The supervisor responded by scaffolding a reflective pathway to empowered problem-solving. It seemed that the student-teachers were inducted through these means to the profession of teaching. The conclusions are that dialogue journals provide unparalleled opportunities for thoughtful reflective conversation, providing as they do, built in wait-time. In addition they provide teacher educators with opportunities to be directly involved in the education of children through problem-solving with the student-teachers, thus maintaining their credentials as authentically experienced teachers.

The needs of academically advanced/high-ability students may not be met in today's schools. When educational needs are not met, students may not reach full potential, may lose intrinsic motivation for learning, and may develop poor work and study habits. The rural school district involved in this study lacks a formal gifted and talented program. The purpose of this qualitative, phenomenological research study was to explore the lived experiences of 15 K-8 teachers in the identified school district via individual interviews. The National Association for Gifted Children's knowledge and skill standards in gifted and talented education served as the conceptual framework for this study. The research questions explored teacher training for working with academically advanced students and the skills and knowledge teachers feel they require on this topic. Possible supports and barriers to the implementation of these skills and knowledge were also addressed. Data were analyzed using Moustakas's approach to Husserl's transcendental phenomenology. Three conclusions from the findings indicated that teachers have received very little to no preservice and inservice training on the topic; district teaming situations are a training strength; and regular, on-going training on the topic of academically advanced students is necessary. Recommendations include incorporating a scope and sequence to the curriculum for academically advanced students, implementing state/federal mandates for these students, and integrating this study's conceptual framework into teacher preservice programs and staff development. In addition to contributing to potential positive social change in the school district, the results may inform training practices in other districts, preservice programs, and state policy formation, all of which can impact learning and well-being of academically advanced/high-ability students.

Thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, South Africa, 2012.
The present study investigates the level of mathematics content knowledge acquired by pre-service teachers at the point of exit in their training programmes. The study was conducted on mathematics pre-service teachers. The purpose of study is to determine the level of mathematics attained by the pre-service. It is surmised the level of mathematics knowledge can influence learners’ performance in mathematics. The teachers’ lack of adequate mathematics content knowledge to teach mathematics proficiently is allegedly the source of poor attainments in mathematics education. On the basis of this perception, the extent to which pre-service teachers are ready to teach must be established. It was therefore compelling to conduct the present study to find answers to the following questions: What is the level of mathematics content knowledge the pre-service teachers possess at the point of exit of their training programmes?. How does the level of mathematics content knowledge possessed by pre-service teachers influence their teaching practices? This assertion forms the basis of the aims of study. To achieve the aims of the study, a standardised Mathematics Proficiency Test was administered to a sample of final year prospective teachers from two universities in South Africa. Practice teaching assessment and the comparison of high school and teachers education syllabi was also done to achieve the aims of the study. The results revealed that very few pre-service teachers command adequate knowledge of mathematics as they exit their training programmes. The pre-service teachers’ knowledge in three sections of mathematics namely, algebra, trigonometry and geometry is the same. The study also revealed that there is no relationship between the achievements in mathematics content and achievements in teaching practice. Furthermore the study revealed that the teacher training programmes cover most of the themes that are covered by high school syllabus. The discussion of findings coupled with their implications is highlighted. The avenues for future research are indicated.
University of Zululand

Classroom discipline is often a primary concern of teachers. Little is known, however, about the extent of teachers' knowledge, training, and skills with behavior management issues. This study was conducted to examine teachers' training with specific behavioral strategies, their personal level of proficiency in resolving these problems, and to determine if teachers consider the function of aberrant behaviors when deciding upon treatment interventions. A survey was developed to address these issues. The survey was distributed to teachers in four south-central Kentucky counties and two western Kentucky counties. Of the 350 surveys distributed, 209 were returned for a 59.7% return rate. There were 177 regular education teachers and 32 special education teachers included in the sample. Results of this study indicated a relatively high percentage of students exhibited problematic behaviors to the point that an intervention was necessary to resolve the problem. The highest percentage of teachers received training in behavior management strategies through a workshop/in-service. The majority of teachers reported they received training in a variety of behavioral methods, with the training perceived as only moderately helpful. When asked to rate their skills in resolving specific behavior problems, teachers reported their skills to be at a moderate level. The majority of special education teachers had heard of the term functional assessment although less than half received any training in this procedure. Most of the regular education teachers indicated no knowledge of functional assessment. Most teachers did not consider the function of the problematic behaviors when deciding upon treatment interventions. The results revealed a strong need for improved training in classroom management strategies. Future research is needed to determine more effective strategies to train teachers in classroom management.

Most states require that schools engage in school improvement programs to meet accountability mandates which necessitates that teachers develop the skills necessary to accomplish school improvement efforts. The problem is that classroom practitioners lack the skills necessary to achieve effective school improvement. Limited research exists with respect to professional development activities and teacher perceptions toward professional learning experiences. Teacher perceptions of their professional development experiences affect classroom instruction and student learning. The SMART Goal Framework (SGF) has been developed as a school improvement model designed to provide teachers with the skills necessary to build leadership capacity through focus, reflection, and collaboration. This qualitative, single site case study examined teacher perceptions with the SGF to understand how the skills learned affected teacher behavior and student learning, built collegiality with peers and school leaders, and built leadership capacity within the school. Individual interviews, written responses, and a focus group interview were conducted with 10 teachers who were trained and implemented the SGF over a 5-year period in a rural East Texas school district. Using case study analysis, data were triangulated and three themes emerged relative to the skills learned from the SGF training: intentional instruction, collegiality and collaboration, and leadership and leadership capacity. Results of the study indicated that: 1) teachers were empowered to make instructional decisions which increased teacher efficacy and student learning; 2) collegial relationships allowed teachers and administrators to work collaboratively to solve instructional problems; and 3) teachers could articulate the traits of leadership capacity, but they were unable to articulate a conceptual understanding of leadership capacity. Teachers identified campus leadership as the key to successful SGF implementation. Teachers perceived three barriers that hindered campus implementation: failure to train non-core content teachers, new employee training, and campus leadership. Recommendations included: 1) developing an induction program for new employees; 2) developing a training plan for non-core content teachers; and 3) discussing the findings with district administration regarding leadership capacity. Recommendations for future research included: 1) conducting a study on the effect of the resistance of school leaders to engage in professional development activities to further school improvement efforts; 2) conducting additional studies on practitioners' perceptions and attitudes of professional learning experiences to add to the existing limited research in this area; and 3) conducting additional studies on practitioners' perceptions of professional learning experiences with other initiatives in the current district.