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This study analyzed two teacher and their corresponding student behavioral systems to determine whether discipline-specific ongoing education may play a role in gaining expertise in physical education. Field systems analysis (FSA) was used to analyze an all-encompassing categorical system, which was created by induction and then used to deductively analyze the two teachers and their corresponding students. Interview data were used as well, in conjunction with FSA, to understand more completely what role each teacher's ongoing education may have played in their behavioral systems. Both teachers received training from the same undergraduate physical education program and were of the same gender and had the same years of teaching experience. These two teachers taught the same content to the same number of students in one physical education lesson. The results exhibited differences in each teacher's behavioral system, as the teacher with ongoing education within-field exhibited a higher percentage of instructional elements that were more common, complex and predictable in their elemental chains. The teacher who received ongoing education out-of-field exhibited more managerial elements in their behavior system, while exhibiting less common, complex and predictable elemental chains. The students' data exhibited much of the same phenomenon, as the students who were taught by the within-field teacher exhibited more content learning elements that were more common, complex and predictable in their elemental chains. The students who were taught by the out-of-field teacher exhibited more non-content learning elements, while exhibiting less common, complex and predicable elemental chains. The interview data paralleled the behavioral systems for each teacher, as the within-field teacher revealed an ongoing education tailored to delivering physical education content to students, while the out-of-field teacher revealed how his ongoing education dealt with more managerial concerns. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated the validity of the research methodology which sought to compare methods of instruction through the application of univariate statistical procedures, to contribute to the development of the theoretical position which contended that students of different abilities, needs, preferences, and attitudes should be differentially instructed, and to yield information which may be used to counsel and guide students in their choices of instruction. Conventional and mastery methods of instruction were employed to instruct over 500 freshmen English composition students. It was found that there was no significant difference between the mastery learning and conventional modes of instruction; different "kinds" of students achieved different levels of "success" between the two modes of instruction; and the student was a significant variable in the instructional process, but not the major variable. (Author/RB)

Philosophy of technology (PoT) analyzes the nature of technology, its significance and consequences, and its mediation of human experiences of the world. Classical philosophers of technology describe mechanization as alienating: Technology causes humans to lose their connection with the natural world. Tehno-rationality replaces critical engagement and creativity. Failing to comprehend the essence/nature of Technology, and its consequences, portends disastrous social, political, and economic consequences. Such perspectives, however, neglect individual experiences of technologies. Filling that lacuna, contemporary philosophers of technology challenge the sweeping determinism of their intellectual forerunners and investigate how specific technologies mediate particular human experiences. Their descriptive prowess, however, lacks the normative engagement of classical PoT, and they emphasize micro effects of technologies to the detriment of macro implications. This dissertation describes an 'un-disciplined' philosophy of technology (UPoT) that unites the macro and micro perspectives by providing narratives of human-technology symbiosis and co-development. Un-disciplined philosophers of technology present posthuman and transhuman perspectives that emphasize the symbiotic relationships between humans and technology. Thus, they deny disciplined philosophy's first critical maneuver: define and demarcate. UPoT enables conversations and debate regarding the ontological and moral consequences of imagining humans and technologies as hybrid, co-dependent things. UPoT builds upon environmental and animal rights movements, and postphenomenology, to emphasize pluralist accounts that emphasize the dynamism of human-technology relations. UPoT argues we should imagine technologies as extensions/parts of living things: they do the shaping and are shaped in turn. I argue that such thinking reinforces the habit, already proposed by contemporary PoT, that emerging human-technology relations demand active interpretation and engagement because the relationships constantly change. Thus, we need to imagine a moral theory that best matches the hybrid/connected condition of the present century. Increasing automation in agriculture and surgery, for instance, exemplify technologies mediating human experiences of food and health, thus affecting how we understand and define these categories.

This study analyzed two teacher and their corresponding student behavioral systems to determine whether discipline-specific ongoing education may play a role in gaining expertise in physical education. Field systems analysis (FSA) was used to analyze an all-encompassing categorical system, which was created by induction and then used to deductively analyze the two teachers and their corresponding students. Interview data were used as well, in conjunction with FSA, to understand more completely what role each teacher's ongoing education may have played in their behavioral systems. Both teachers received training from the same undergraduate physical education program and were of the same gender and had the same years of teaching experience. These two teachers taught the same content to the same number of students in one physical education lesson. The results exhibited differences in each teacher's behavioral system, as the teacher with ongoing education within-field exhibited a higher percentage of instructional elements that were more common, complex and predictable in their elemental chains. The teacher who received ongoing education out-of-field exhibited more managerial elements in their behavior system, while exhibiting less common, complex and predictable elemental chains. The students' data exhibited much of the same phenomenon, as the students who were taught by the within-field teacher exhibited more content learning elements that were more common, complex and predictable in their elemental chains. The students who were taught by the out-of-field teacher exhibited more non-content learning elements, while exhibiting less common, complex and predicable elemental chains. The interview data paralleled the behavioral systems for each teacher, as the within-field teacher revealed an ongoing education tailored to delivering physical education content to students, while the out-of-field teacher revealed how his ongoing education dealt with more managerial concerns.