Dissertations / Theses on the topic 'Continuing education – Texas'

This study investigated Texas nurses' attitudes toward mandatory continuing education, and their perceptions of skill improvement, knowledge enrichment and improvement of health care to the public as a result of participation in twenty contact hours of continuing education programs as required by the Board of Nurse Examiners for the State of Texas. This sample of Texas nurses felt that the goals set forth by the Board of Nurse Examiners for the State of Texas had been met by participation in mandatory continuing education. However, given the small return rate, the attitudes of these nurses may not represent the attitudes of the majority of Texas nurses.

The problem with which this study is concerned is the analysis of the status of continuing education-community service programs within the public junior-community colleges of the state of Texas as these programs are viewed (1) from the areas of funding, faculty and facility allocations, (2) from the areas of the educational and professional preparation and responsibility of the leaders who are assigned to direct these programs, and (3) from the area of community involvement in program planning. Based on the problem a survey was developed; 142 administrators responded (61.2 per cent).

At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. The problem was that no formative data existed on students' financial literacy, and it was not known if knowledge of financial literacy for students who participated in a prior financial literacy class in high school differed from students who had not. The purpose of this study was to obtain formative data regarding students' needs for financial literacy education and to examine whether the knowledge of financial literacy for college students who participated in a prior financial literacy class in high school differed from students who had not. Guided by Knowles' andragogy theory, this descriptive comparative quantitative study explored students' overall financial literacy, including financial literacy subcomponents, and the relationship between students who had participated in a prior financial literacy class compared to students who had not. SurveyMonkey was used to administer the Jump$tart Coalition-® College Questionnaire to a convenience sample of 170 undergraduate students. Through descriptive data analysis (mean scores and composite scores) of the questionnaire responses, it was established that less than 70% of students were proficient in overall financial literacy. Independent samples t tests established no significant differences in financial literacy for students who participated in a prior financial literacy class compared to students who had not. The resulting project provides professional development for faculty to implement the Jump$tart Coalition-® curriculum promoting social change by developing financially competent adults, thereby contributing to fiscally sound economies.

The purpose of this study was to understand how a sense of belonging contributes to graduation persistence among nontraditional Hispanic college students. The collectivist culture among these adult learners often results in family and work obligations that curtail their pursuit of higher education. The voices of these students are mostly absent in the current literature and warrant the current research study. Sense of belonging and retention theory formed the conceptual framework for this phenomenological study. A purposeful sample of 16 nontraditional Hispanic students enrolled in a 2-year community college in Southwest Texas participated in interviews. Data analysis focused on themes from the participants' responses to a series of open-ended questions. Four themes emerged: financial difficulties, college schedules, flexibility in work-school schedule, and family obligations. From the perspectives of these students, their basic needs did not differ from the needs of the traditional college students enrolled in 2-year community college; however, they perceived their access to the college's resources and services seemed to be greater than that of traditional students. These findings suggest that, in order to support nontraditional Hispanic students, institutions must provide access to support services beyond the business-hour model.

Managers of public libraries have been presented with a new set of challenges in the day-to-day operations of public libraries. These include their ability to serve as change agents as they manage the use of continuing online distance learning (CODL) for staff. This online tool may provide staff opportunities for on-the-job learning, yet for managers and managerial staff little is known about how the tool impacts their role in light of the changes. This research investigates the perceptions of 103 Northeast Texas Library System managers and managerial staff about their role as a change agent in the use of CODL using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the outcome. Administrators from urban, suburban, and rural public libraries were surveyed using a General Training Climate Scale to explore three constructs: extent of the manager role, manager role, and use of CODL. Data analysis was performed using exploratory and confirmatory analysis to support the theoretical model. An altered model was tested and confirmed through model fit indices.

Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-06-01Bitstream added on 2014-06-13T19:11:36Z : No. of bitstreams: 1 paula_mkb_me_bauru.pdf: 956695 bytes, checksum: 8bc79be9ed68f6600f0e063d3b044b58 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>A presente pesquisa tem como objetivo verificar se o curso de formação Pró-Letramento Matemática contribuiu para a formação continuada dos professores das séries iniciais do ensino fundamental em Matemática, no que diz respeito ao trabalho com Grandezas e Medidas, com a inserção dos Temas Transversais/Político-Sociais. Participaram da pesquisa os professores tutures do programa Pró-Letramento Matemática São Paulo Retorno que iniciaram o curso de formação em fevereiro de 2008 e os professores cursistas do Pró-Letramento da cidade de Bauru, que realizaram o curso de formação no mesmo ano. A coleta dos dados para esta pesquisa se realizou através da aplicação de questionários ao início e término do curso de formação de tutores para o Pró-Letramento Matemática São Paulo Retorno bem como aplicação de questionários para os professores cursistas ao antes do estudo do fascículo de Grandezas e Medidas do material e realização de entrevistas ao final. Os resultados evidenciam uma melhora nos conceitos referentes a abordagem de Grandezas e Medidas com os alunos<br>This research aims to verify whether the training course Pró-Letramento Matemática contributed to the continuing education of teachers in early grades of basic education in mathematics, with regard to working with Quantities and Measures, with the insertion of the Transversal Themes / Social - Political in this research participated tutors teachers of the Pró-Letramento Matemática São Paulo Retorno who began training in february 2008 and participant teachers of the Pró-Letramento in Bauru, who conducted the training course in the same year. Data collection for this research was conducted through questionnaires at the beginning and end of the course of continuing education of tutors for the Pró-Letramento Matemática São Paulo Retorno and questionnaires for the participant teachers prior to the study of the issue of Quantities and Measures of material and achievement of interviews in the final. The results show an improvement in the concepts about Quantities and Measures with the students

Orientador: Mara Sueli Simão Moraes<br>Banca: Vinício de Macedo Santos<br>Banca: Nelson Antonio Pirola<br>Resumo: A presente pesquisa tem como objetivo verificar se o curso de formação Pró-Letramento Matemática contribuiu para a formação continuada dos professores das séries iniciais do ensino fundamental em Matemática, no que diz respeito ao trabalho com Grandezas e Medidas, com a inserção dos Temas Transversais/Político-Sociais. Participaram da pesquisa os professores tutures do programa Pró-Letramento Matemática São Paulo Retorno que iniciaram o curso de formação em fevereiro de 2008 e os professores cursistas do Pró-Letramento da cidade de Bauru, que realizaram o curso de formação no mesmo ano. A coleta dos dados para esta pesquisa se realizou através da aplicação de questionários ao início e término do curso de formação de tutores para o Pró-Letramento Matemática São Paulo Retorno bem como aplicação de questionários para os professores cursistas ao antes do estudo do fascículo de Grandezas e Medidas do material e realização de entrevistas ao final. Os resultados evidenciam uma melhora nos conceitos referentes a abordagem de Grandezas e Medidas com os alunos<br>Abstract: This research aims to verify whether the training course Pró-Letramento Matemática contributed to the continuing education of teachers in early grades of basic education in mathematics, with regard to working with Quantities and Measures, with the insertion of the Transversal Themes / Social - Political in this research participated tutors teachers of the Pró-Letramento Matemática São Paulo Retorno who began training in february 2008 and participant teachers of the Pró-Letramento in Bauru, who conducted the training course in the same year. Data collection for this research was conducted through questionnaires at the beginning and end of the course of continuing education of tutors for the Pró-Letramento Matemática São Paulo Retorno and questionnaires for the participant teachers prior to the study of the issue of Quantities and Measures of material and achievement of interviews in the final. The results show an improvement in the concepts about Quantities and Measures with the students<br>Mestre

Orientador: Ana Carolina Biscalquini Talamoni<br>Resumo: A Região Metropolitana da Baixada Santista apresenta uma grande biodiversidade de espécies animais e vegetais devido à presença de diferentes ambientes aquáticos: rios e riachos costeiros, manguezais, costão rochoso, praias e ambiente marinho. Contudo, os municípios são extremamente afetados pelas ações antrópicas, colocando em risco todos os ecossistemas e seu equilíbrio. Desta forma, parte-se do pressuposto de que as escolas devem abordar de maneira permanente e articulada questões socioambientais relacionadas à região onde estão inseridas, habilitando os alunos para a resolução de problemas envolvendo sua realidade. Para que os professores de todas as disciplinas consigam trabalhar estas questões é fundamental o aprimoramento de novas estratégias didáticas por meio da formação continuada. Assessores pedagógicos mostram-se importantes atores neste processo, uma vez que é parte de suas atribuições prover este tipo de formação, através de reuniões quinzenais junto aos professores da rede municipal. Para abordar essas questões que, por sua complexidade, mostram-se interdisciplinares, é fundamental que as escolas e professores adotem a interdisciplinaridade como uma ferramenta na promoção da alfabetização científica. Isto acarretará noções provenientes de diversas disciplinas, promovendo o que Fourez propõe como alfabetização científica e técnica (ACT), tendo como objetivo atingir atributos como a autonomia, domínio e comunicação, o que pode ser atingido através da metodologia ... (Resumo completo, clicar acesso eletrônico abaixo)<br>Mestre

Submitted by Talita Mazzini Lopes null (talita_lopes6@yahoo.com.br) on 2018-03-29T18:20:19Z No. of bitstreams: 1 defesa_pré e pós textual_exemplar final 1.doc: 18641408 bytes, checksum: f7f5cb916c74357a709dcbfbdd823ab1 (MD5)<br>Rejected by Milena Maria Rodrigues null (milena@fclar.unesp.br), reason: Bom dia Talita, Para aprovação no Repositório Institucional da UNESP, serão necessárias algumas correções na sua Tese. Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - O arquivo deve ser enviado em PDF, sem senha e proteção; Em caso de maiores dúvidas, entrar em contato com as bibliotecárias da Seção de Referência (Camila ou Elaine). Agradecemos a compreensão. on 2018-03-29T18:52:57Z (GMT)<br>Submitted by Talita Mazzini Lopes null (talita_lopes6@yahoo.com.br) on 2018-03-29T22:45:33Z No. of bitstreams: 1 defesa_pré e pós textual_exemplar final_pdf.pdf: 2034709 bytes, checksum: 4ef7a92d6382f07456d32d29a535f681 (MD5)<br>Approved for entry into archive by Milena Maria Rodrigues null (milena@fclar.unesp.br) on 2018-04-02T11:49:47Z (GMT) No. of bitstreams: 1 lopes_tm_dr_arafcl.pdf: 2034709 bytes, checksum: 4ef7a92d6382f07456d32d29a535f681 (MD5)<br>Made available in DSpace on 2018-04-02T11:49:47Z (GMT). No. of bitstreams: 1 lopes_tm_dr_arafcl.pdf: 2034709 bytes, checksum: 4ef7a92d6382f07456d32d29a535f681 (MD5) Previous issue date: 2018-01-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>A crise socioambiental vivenciada atualmente, fruto da sociedade industrial do consumo, é um tema urgente que precisa ser debatido pela sociedade e pela escola. Embora ações denominadas de Educação Ambiental (EA) já se apresentem como uma realidade para os professores, sua inserção no ensino formal não ocorre de acordo com as recomendações oficiais existentes. Tal fato demonstra a existências de barreiras para a inserção efetiva de práticas de EA contextualizadas, interdisciplinares e transformadoras, nas escolas. A falta de formação específica dos professores para trabalharem com a temática ambiental é apontada por algumas pesquisas como um desses obstáculos. Neste sentido, a presente pesquisa teve como objetivo desenvolver, aplicar e avaliar as contribuições de uma proposta de formação continuada de professores, baseada na pedagogia dialógica freireana, para as práticas de EA desenvolvidas em escolas públicas. Esta proposta contou com uma parte teórica (leitura e discussão de textos sobre EA crítica, interdisciplinaridade e metodologia do tema gerador) e uma parte prática (elaboração de Planos de Aula e desenvolvimento de atividades interdisciplinares de EA, baseadas em um tema gerador) Para alcançar os objetivos propostos foi realizada a pesquisa-participante, que lançou mão dos seguintes instrumentos de coleta de dados: questionários, aplicados aos docentes participantes da pesquisa; análise documental dos Planos de Aula, elaborados e desenvolvidos pelos professores; observações das ações de formação continuada (parte teórica), que foram filmadas e, posteriormente transcritas. Os resultados, analisados por meio da Análise Textual Discursiva e organizados através de três categorias, revelaram que a pedagogia dialógica freireana se fez presente ao longo de toda a parte teórica desta proposta de formação, por meio de debates e reflexões acerca de questões importantes, tais como: estratégias de ensino para a inserção da EA no ambiente escolar; as barreiras para a inserção da EA nas escolas; a função social da escola e o currículo; o currículo e a autonomia docente (categoria “EA e currículo”); a EA e o ensino de ecologia; o significado de educação e as finalidades do processo educativo; os objetivos dos trabalhos em EA (categoria “As visões de EA e do processo educativo”); problemas socioambientais da comunidade escolar; a metodologia do tema gerador; a biografia de Paulo Freire (categoria “Problemas ambientais globais / locais e os Temas geradores”). Já a análise dos Planos de Aula permitiu verificar que a maioria das práticas de EA desenvolvidas contemplaram as diferentes etapas da metodologia do Tema gerador. Ademais, apesar de algumas práticas não terem considerado as três dimensões da EA crítica (dimensão dos conhecimentos. dimensão dos valores e dimensão política), as estratégias de ensino utilizadas pelos docentes propiciaram o diálogo e a problematização constante com os educandos. Conclui-se, portanto, que a despeito de algumas dificuldades apontadas pelos docentes participantes da pesquisa ao trabalharem a EA por meio dos temas geradores, como a organização do tempo, atrelado ao currículo extenso que deve ser cumprido, a pedagogia dialógica e a metodologia do tema gerador, utilizadas nesta proposta de formação, contribuíram para a inserção de práticas de EA, nas escolas públicas, que se aproximam da vertente crítica.<br>The socio-environmental crisis currently experienced, as a result of the industrial consumer society, is an urgent issue that needs to be debated by society and by school. Although actions called Environmental Education (EE) are already presented as a reality for teachers, their inclusion in formal education does not occur according to the existing official recommendations. This fact demonstrates the existence of barriers to the effective insertion of contextual, interdisciplinary and transformative EE practices in schools. The lack of specific training of teachers to work on the environmental theme is pointed out by some researchs as one of these obstacles. In this sense, the present research aimed to develop, implement and evaluate the contributions of a proposal for continuing teacher training based on Freire's dialogical pedagogy, for the practices of EE developed in public schools. This proposal included a theoretical part (reading and discussion of texts on critical EE, interdisciplinarity and generator theme´s methodology) and a practical part (elaboration of Classroom Plans and development of EE interdisciplinary activities, based on a generator theme). To achieve the proposed objectives the participant-research was done, who used the following data collection instruments: questionnaires, applied to the teachers participating in the research; documentary analysis of the Classroom Plans, elaborated and developed by the teachers; observations of the practical part of this continuous teacher training proposal, which were filmed and later transcribed. The results, analyzed through Discursive Textual Analysis and organized through three categories, revealed that Freire's dialogical pedagogy was present throughout all the theoretical part of this teacher training proposal, through debates and reflections on important issues such as: teaching strategies for the insertion of EE into the school environment; the barriers to the effective insertion of EE into schools; the social function of the school and the curriculum; curriculum and teacher autonomy (category "EE and curriculum"); EE and ecology education; the meaning of education and the purposes of the educational process; the objectives of the EE practices (category "The visions of EE and of educational process"); socio-environmental problems of the school community; the methodology of the generator theme; the biography of Paulo Freire (category "Global / local environmental problems and the generator themes"). Besides that the analysis of the Classroom Plans allowed to verify that the majority of the EE practices developed contemplated the different stages of the generator theme´s methodology. In addition, although some practices did not consider the three dimensions of critical EE (knowledge dimension, dimension of values and political dimension), the teaching strategies used by teachers provided a constant dialogue and problem-solving with their students. Therefore, it is concluded, that in spite of some difficulties pointed out by the participating teachers in the research when working the EE through the generator themes, like time´s organization, linked to the extensive curriculum that must be fulfilled, the dialogical pedagogy and the methodology of the generator theme, used in this teacher training proposal, contributed to the insertion of EE practices in public schools, which approach the critical aspect.

Esta pesquisa tem como objetivo empreender algumas reflexões concernentes às práticas de leitura de textos literários no ensino fundamental, no âmbito de um programa de enriquecimento curricular da SEE -SP, a HORA DA LEITURA. Visamos compreender o por que o professor de Língua Portuguesa sente dificuldade em realizar uma prática de leitura de textos literários sob uma perspectiva mais lúdica e prazerosa. A justificativa para esse trabalho repousa na constatação de que as práticas de leitura delineadas em sala de aula têm sido apontadas como co-responsáveis pelos déficits diagnosticados nos exames de avaliações oficiais, como o SAEB e o PISA, e pelo afastamento da criança da literatura. A escola, instituição privilegiada para o desenvolvimento do gosto pela leitura literária, acaba, paradoxalmente, inviabilizando uma formação leitora compatível com as competências que é preciso desenvolver para fruir satisfatoriamente o texto literário, por meio de práticas descontextualizadas, não-estimulantes, que não buscam a fruição textual. Como fundamentação, discutimos a especificidade do texto literário e a importância da literatura na formação integral do homem e no desenvolvimento de um comportamento leitor (Cândido, 1972, 1995; Coelho, 2000; Eco, 2003). Em função disto, destacamos, também, no âmbito escolar, a necessidade de se abordar o texto literário sob uma perspectiva diferenciada, segundo a qual a ludicidade e o prazer se façam presentes (Geraldi, 2006; Semeghini- Siqueira, 1994, 2006), e o papel do professor-mediador na elaboração de práticas significativas de leitura (Lajolo, 1993; Zilberman, 2003). Da mesma forma, ressaltamos a relevância da constituição adequada de espaços de leitura, como a biblioteca escolar, para um trabalho significativo com a leitura. Para tanto, empreendemos estudos baseados em Macedo (2005), Silva (1993) e Soares (2001). Participaram desta pesquisa 34 professores da HORA DA LEITURA que faziam parte de uma mesma Diretoria de Ensino, e aos quais foram aplicados questionários. Entre esses professores, foi escolhida uma professora, em cuja sala realizamos uma pesquisa de cunho etnográfico, observando de forma sistemática como eram realizadas as práticas de leitura de textos literários na sala de aula e na biblioteca escolar. Os resultados obtidos indicam que a dificuldade do professor de Língua Portuguesa, em implementar uma prática diferenciada advém de uma série de fatores intrínsecos e extrínsecos à escola, a saber: o educador está habituado a cultivar crenças já arraigadas em nossa sociedade, segundo as quais as crianças não gostam de ler, especialmente os clássicos; limitado por uma formação inicial e contínua deficiente, e, também, por uma vivência insuficiente com a leitura, o professor tem demonstrado, em sua prática pedagógica, as implicações metodológicas das suas concepções, por meio da escolha das obras trabalhadas, do ambiente criado para leitura e da abordagem realizada, que não possibilitam à criança criar uma intimidade maior com os livros e a leitura. Além disso, consideramos que um entrave encontrado no interior das escolas é já endêmico em nosso país: a falta de recursos físicos e humanos, principalmente nos espaços propícios para a leitura, como a biblioteca escolar, dificulta, sobremaneira, um trabalho de cunho lúdico-artístico com o texto literário. Ademais, observamos que o professor enfrenta uma resistência velada dos alunos ao abordar a obra literária, já que os educandos do século XXI, face às grandes transformações sociais, tecnológicas e culturais, têm construído uma nova relação com a leitura e a literatura. Detectamos, ainda, no que se refere à formação continuada dos professores, os complexos caminhos percorridos entre a idealização dos projetos criados pelas políticas públicas e sua efetivação em sala de aula. Em decorrência disto, destacamos a descontinuidade dos cursos de formação continuada e os entraves vivenciados pelos professores em suas escolas, como a falta de espaço e tempo para uma reflexão sobre suas práticas.<br>The purpose of this research is to undertake some reflections concerning the reading practice of literary texts in the Brazilian Elementary and Middle School (\"Ensino Fundamental\") within the scope of a curriculum enrichment program of the São Paulo State Secretary of Education (SEE-SP), called \"HORA DA LEITURA\" (TIME FOR READING). Our aim is to understand why the Portuguese Language teacher feels it very difficult to conduct a reading practice of literary texts under a more ludic and pleasant perspective. The justification for this work lies on the discovery that the reading practices performed in classroom have been appointed as co-responsible for deficiencies diagnosed in official assessment tests, such as the National System for Assessment of Basic Education (SAEB) and the Program for International Student Assessment (PISA), and for the child\'s retreat from literature. The school, a privileged institution for developing the taste for literary reading, eventually and paradoxically makes it unviable to acquire reading education compatible with the competencies it is necessary to develop in order to enjoy the literary text satisfactorily, by using out-of-context and non-exciting practices that do not look for the text fruition. To establish our grounds, we discuss the specificity of the literary text and the importance of literature in the complete education of man and in the development of a reading behavior (Cândido, 1972, 1995; Coelho, 2000; Eco, 2003). In connection therewith, we also point out, within the scope of school, the need of addressing the literary text under a differentiated perspective, in which playfulness and pleasure are present (Geraldi, 2006; Semeghini-Siqueira, 1994, 2006), and the teacher-mediator\'s role in preparing significant reading practices (Lajolo, 1993; Zilberman, 2003). In the same way, we point out the relevance of properly organizing reading spaces, such as the school library, for a significant work with reading . For such purpose, we have undertaken studies based on Macedo (2005), Silva (1993) and Soares (2001). This research had the participation of 34 teachers of the TIME FOR READING program who were part of the same Teaching Board, and to whom questionnaires were administered. Among these teachers, a woman teacher was chosen in whose classroom we performed a research of ethnographic nature, observing on systematic basis how the reading practices of literary texts were conducted in classroom and in the school library. The results achieved indicate that the difficulty of the Portuguese Language teacher to implement a differentiated practice results from a series of factors intrinsic and extrinsic to school, to wit: the educator is used to cultivating beliefs already deeply rooted in our society, according to which children do not like reading, particularly the classics and, limited by a deficient initial and continuous education and also by insufficient reading experience, this educator has been showing, in his pedagogical practice, the methodological implications of such concepts, through the works selected for study, the environment created for reading and the approach made, which do not enable the child to create a greater intimacy with the books and the reading. In addition, we consider that an obstacle found inside the schools and already endemic in our country, which is the lack of physical and human resources, primarily in spaces adequate for reading, such as the school library, makes it overly difficult to perform a work of ludic-artistic nature with the literary text. Additionally, we have noticed that the teacher faces a veiled resistance from children when addressing literary work, since students of the 21st Century, in view of the great social, technological and cultural transformations, have been building a new relationship with reading and literature. We have further detected, as regards the teachers\' continuing education, the complex paths taken between the idealization of projects created by public policies and the consummation thereof in classroom. As a result, we highlight the discontinuity of continuous education courses and the obstacles experienced by teachers in their schools, such as the lack of room and time for a reflection on their practices.

The retirement of community college administrators has led to the creation of leadership development institutes. Yet, few studies exist to understand their comprehensive design, practices, and effectiveness. The purpose of this study was to develop an understanding of, and a framework for, creating and evaluating effective leadership development institutes. The framework was applied to the El Paso Community College’s Leadership Development Academy (EPCC-LDA) to examine how its program aligned with the framework; assess the EPCC-LDA’s success in meeting its own specified goals of creating more skilled leaders; and understand better how EPCC-LDA decisions, practices, program components and forms of evaluation have led to successful outcomes. The research design followed a descriptive, case study format utilizing both qualitative and quantitative data. This study had several major findings. First, El Paso Community College demonstrated how an effective leadership development institute can be created by focusing its design and implementation on processes, core values, and human interaction. Second, the study’s analytic framework was validated through a triangulation of data: research recommendations; EPCC-LDA coordinating committee interviews; and program participant evaluations. Third, El Paso Community College was accomplishing and surpassing its mission of improving employee leadership skills. This study concluded with recommendations for the refinement of its analytic framework, for EPCC-LDA programmatic considerations, and for future studies. By instituting responsive and focused programming that continually meets the needs of the institution, the participants, and leadership in general, leadership development institutes can serve as one effective resource for increasing the flow into the community college leadership pipeline, increasing the skills of those within the pipeline, and improving the pipeline’s outflow of diverse leaders.<br>text