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Haberlin, Steven R. "Supervision in Every Breath: Enacting Zen in an Elementary Education Teacher Program." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7801.
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The field of teacher education is in tumultuous times. Criticisms and questions about teacher preparation have led to calls for reform, including grounding teacher preparation programs in clinically rich experiences. Responsible for preparing these teachers, university- based supervisors are under added pressure to provide opportunities that connects theoretical knowledge with field experience. Complicating matters, views of supervision continue to evolve and remain divided, creating uncertainty over how to best approach the role. In light of these challenges, I argue in this study that current conceptions of supervision need to be reevaluated and expanded by entertaining new views, namely those from outside of traditional Western perspectives. For instance, scholars (Burns, Jacobs, & Yendol-Hoppey, 2018; Glanz, 1995; Tremmel, 1993) have referenced Eastern philosophies of Taoism and Zen Buddhism as ways to improve supervision practices. To more deeply explore this line of thinking, I studied the enactment of Zen Buddhist constructs within my role of supervising teacher candidates in a clinically rich teacher program. Using a spiritual self-study methodology, I collected data through journaling, field notes, surveying candidates, and candidate artifacts, such as lesson plans and observation reflections. I analyzed data through meditative writings and mindful coding practices. Eight findings, or “awakenings,” emerged from the analysis, including experiencing anxiety as a I became more mindful of my supervision practices, experiencing a flow state during supervision, feeling more connected with triad members, and noticing an enhancement of the observation cycle through deep listening and other mindfulness techniques. Implications from the study include Zen assisting in developing a state of mind that enables supervisors to flow more seamlessly between tasks and functions, manage the stresses of the function and role, and became more mindful of the needs of teacher candidates. I also present a reconceptualizing of supervision, reframing it as a present-moment experience that can transform.
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Marioni, Larissa da Silva. "A influência da qualidade do professor sobre a proficiência dos alunos: uma análise longitudinal." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/715.
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Uma importante questão que vem recebendo a atenção de estudos na literatura de economia da educação se refere a identificação dos insumos relevantes para o aprendizado escolar das crianças e a possibilidade de implementação de políticas públicas que sejam efetivas. Em particular, os resultados de desempenho educacional decorrentes da qualidade do professor não são consensuais. Uma questão que ainda precisa ser melhor investigada é se um professor de boa qualidade afeta positivamente o desempenho escolar do aluno no decorrer do tempo. Nesse sentido, o objetivo do presente estudo é identificar o impacto das contribuições dos professores para o aprendizado através da proficiência dos alunos de escolas públicas e privadas em municípios selecionados do Brasil. A partir dos microdados longitudinais do projeto GERES - Geração Escolar, que acompanhou o desempenho dos alunos da primeira etapa do Ensino Fundamental nos anos de 2005 a 2008 utilizou-se a Função de Produção Educacional (FPE) incluindo os efeitos fixos de alunos, professores e o match entre eles para detectar o efeito da qualidade observada do professor e buscar evitar o viés decorrente da omissão de variáveis sobre o resultado dos alunos. A relevância do formato longitudinal dos dados possibilita avaliar a evolução do aprendizado das crianças e utilizar hipóteses menos restritivas na estimação dos resultados. Esse tipo de especificação, até onde foi investigado, não foi utilizado na literatura empírica do efeito do professor na proficiência dos alunos. A partir dos resultados foi verificado que com o controle dos efeitos fixos, inclusive do match, questões como o professor possuir outro trabalho tem impacto negativo na proficiência de seus alunos. As variáveis como educação, experiência e renda são significativas para português e os resultados são coerentes. Já para matemática, essas mesmas variáveis não são significativas, indicando que as características não observadas, quando controladas são capazes de explicar as diferenças nas notas. Através dos coeficientes das dummies dos professores o aluno que muda do pior para o melhor professor em português pode sair do primeiro nível de aprendizagem e atingir o terceiro de acordo com a escala do GERES. O aluno que muda do pior para o melhor professor em matemática pode sair do primeiro nível de aprendizagem e ir para o quinto nível de acordo com a escala para esta proficiência.
An important issue that has received attention in studies of the economics of education literature refers to identifying relevant inputs to children’s educational performance and the possibility of implementing public policies that are effective. In particular, the results of educational performance coming from teacher quality are not consensual. One issue that still needs to be investigated is whether a good quality teacher positively affects the academic performance of students over time. In this sense, the aim of this study is to identify the impact of teachers’ contributions to learning through the proficiency of students in public and private schools in selected municipalities in Brazil. From the longitudinal micro project GERES – Geração Escolar, which accompanied the students' performance in the first stage of elementary school in the years 2005 to 2008, we used the educational production function (EPF) including fixed effects for students, teachers and the match between them to detect the effect of the observed teacher’s quality and seek to avoid the bias caused by the omission of variables on the students’ outcomes. The relevance of longitudinal data allows to evaluate the evolution of children's learning and use less restrictive assumptions on the estimation results. This type of specification, as far as we investigated, was not used in the empirical literature of the teacher’s effect in student proficiency. From the results it was found that controlling for fixed effects, including the match, issues such as the teacher has other work has a negative impact on the proficiency of their students. Variables such as education, experience and income are significant for reading and the results are consistent. For math, these same variables are not significant, indicating that the unobserved characteristics when controlled are able to explain the differences in the notes. Using the coefficients of the dummies of the teachers, students that changes from worst to best teacher in portuguese can achieve the third level of learning according to the scale of GERES. A student who changes from worst to best math teacher can leave the first level of learning and achieve the fifth level in accordance with the scale for this proficiency.
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Temiro, Babatunde. "How International Students Teach Each Other Outside the University." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425786.
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As the number of international students studying in the United States continues to grow, there’s the need to know how they cope in a host country and the challenges they encounter both in the classroom and outside in order improve education and prepare students for the future. The purpose of this study is to know how international students relate with one another both inside and outside the school setting. The study findings were taken from observation and interview from both graduate and undergraduate classrooms.
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Quay, John J. "Students caring for each other." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/943.
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The major focus of this study is on the outdoor education subject as a learning context in which caring and community are educational achievements. The review of the literature is necessarily selective as the scope of the research touches upon the discipline areas of community, caring, moral development and education, friendship, outdoor education, experimental education and camping. The research is based upon a two step process within which both quantitative and qualitative methods are used. The first step in the process utilises phenomenological methods. The second step in the process uses the survey method.
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Keith, Karin. "Why Teach: Presentation to Future Teachers of America Club." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1004.
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Tengwall, Christina, and Ann Sandberg. "Inlärningsstilar : Learning styles - the unique way each student learns new information." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-243.
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Syftet med vår uppsats har varit att undersöka och belysa hur pedagoger definierar inlärningsstil och vilka olika undervisningsstilar de använder för att möta elevers olika behov. Vår undersökning är kvalitativ och grundar sig på 5 observationer i olika åldersgrupper samt 5 intervjuer med respektive pedagog i en lärstilsinriktad skola. Studien visar att de lärare som grundar sin pedagogik på forskning och känner trygghet i sin pedagogroll individanpassar undervisningen mer. De varierar sig och tar mer hänsyn till elevers taktila och kinestetiska preferenser samt de miljömässiga och sociologiska elementen än de pedagoger som utgår från mer traditionell undervisningsstil och visuella och auditiva preferenser. Lärstilspedagogiken underlättar att hitta metoder till varje elev, vilket ökar motivation, arbetsglädje och självkänsla. Möjligheten att arbeta fullt ut kan vara problematiskt då det krävs fördjupad kunskap och förståelse för barns olika inlärningsstilar men även alternativa material och metoder för att leva upp till denna pedagogik.
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Svensson, Martina. "Students perception of their own and each other’s profession." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24922.
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Interprofessional practice and teamwork are becoming more essential in health care. Increased collaboration gives the opportunity to enable patient centred health care with high quality of outcomes. If health professional students learn together they will be better prepared for interprofessional collaboration and teamwork, such initiative can be interprofessional education (IPE) at a clinical education ward (CEW). The aim of the study is to explore how students from medicine, nursing, physiotherapy and occupational therapy programs, perceive their own and each others` profession prior to a clinical placement at a CEW. This was a qualitative study using focus groups. 18 students participate in the study. Data were analyzed using thematic analysis and a thematic network was developed. A plethora of professional perceptions emerged as the highest order category. This was derived from four organizing themes; professional expectations, relationship to the patient, leadership and relationship across professions and from the respective basic themes: different areas of professional doing and explanation of professional images, being close, being distanced, being a coordinator and being a leader, collaboration and unclear boundaries. This perceptions are needed to discuss and reflect during the CEW and allowing the student, together rather than silos, to develop professional identities as well as the knowledge, skills and attitudes.
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Fuentes, Jessica. "Learning From Each Other: Narrative Explorations of Art Museum Self-guided Materials." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283845/.
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By engaging in collaborative arts-based and arts-informed narrative inquiry with my six-year-old daughter, we explored self-guided materials in art museums in the North Texas area. Though the field of art museum education is becoming increasingly participatory, most academic research related to self-guided materials has fallen short of exploring visitors' experiences with these materials. Furthermore, the perspectives of children have been long overlooked in academic and, at times, institutional research about family experiences in museums. Over the course of nine months, my daughter and I visited art museums and engaged with their self-guided materials, ranging from audio tours to interactive galleries. During this time we created collaborative works of art based on our experiences, which acted as both data collection and analysis in preparation for writing narratives. Our narrative explorations allowed us each to better understand our collective experiences. Though this research specifically targets self-guided materials in art museums, any educator interested in intergenerational or collaborative family learning may find both our methodologies and our conclusions to be helpful in better understanding how narratives are essential to this type of learning.
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Lidskog, Marie. "Learning with, from and about each other : interprofessional education on a training ward in municipal care for older persons." Doctoral thesis, Örebro universitet, Hälsoakademin, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2517.
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The overall aim of this thesis was to describe and evaluate interprofessional education on an interprofessional training ward in municipal care for older persons. Interprofessional education has for some years now been proposed as a means to meet the call for effective collaboration, co-ordination and quality in health and social care. On the interprofessional training ward considered in this thesis, stu-dents from nursing, occupational therapy and social work programmes worked together for three weeks to learn with, from and about each other. In the first study (I) students’ perceptions and attitudes concerning the training on the ward were studied. An attitude questionnaire and a retrospective goal-fulfilment questionnaire were distributed to all students. Non-parametric statistics were used for the quantitative analysis, and qualitative content analysis for the qualitative parts. The results showed that the students had positive attitudes to-wards the training ward and in most respects the learning goals set up for the course were considered to have been met. In Studies II and III the focus was on students’ knowledge and understanding of their own and the others’ professions. Sixteen students were interviewed before and after. In the analysis of the interviews a phenomenographic approach was used. The findings showed a variation from simplistic conceptions of the profes-sions in terms of tasks to more complex conceptions in terms of the profession’s knowledge, responsibility and values. Differences in the ways professions were described concerning their professional stance towards the patients were espe-cially accentuated. The comparison between before and after indicated that there were changes in the students’ views. In some areas, however, there remained dis-crepancies between students’ understanding of their own profession and the oth-ers’ understanding of this profession. To promote mutual agreement on each other’s role this needs to be given careful consideration. In the fourth study (IV) the focus was on the students’ participation in the community of practice on the ward, and the findings reveal an ambivalent picture of this participation (and thus of their learning). The students collaborated in the care of the patients. However, they sometimes experienced a gap between expec-tations and reality with regard to both the profession-specific and the interprofes-sional training on the ward: what they had to do was sometimes felt to be be-neath their qualifications and irrelevant to the programme of education they were pursuing. This applied to all three groups, but especially student social workers. Interprofessional training wards can promote interprofessional learning, but it is crucial that setting should be right: it needs to be realistic for all the students involved, offering relevant profession-specific and interprofessional tasks and situations where the students can develop skills in collaborative, patient-centred care.
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Hanna, Mona, and Carrie Chiappetta. "Each and Every Student: The Stamford, Connecticut Model for Change in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80141.
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The major aims of this paper are to: present the background of the mathematics education problem in the Stamford Public School (SPS) district which is common is most U.S cities; explain the need for change in mathematics education; describe the process to systemically transform both the curriculum and instruction of
mathematics thereby ensuring that each and every students is prepared for the 21st century, for higher education, and for success in a global society; and provide ways to measure these changes. The K-12 mathematics education reform model presented can be replicated in other cities and for other academic areas.
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Gregory, Josephine M. "A grounded theory study of the education of hospital nurses : how education for interpersonal relating influences the way nurses relate to each other in the college and on the ward." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/844361/.
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This study was initiated as a result of a concern that the philosophy and practice of facilitative interpersonal relating espoused in pre-registration nurse education was not transferring with ease into educational interactive teaching and learning processes nor to the practice of nursing, particularly between nurses themselves. Working from one of the premises of humanistic education which is that people will integrate professional and personal learning so that they can be 'enabling' for others in professional practice, and combining this with the definition of nursing which nurses themselves gave in this study, which centred on the quality of their interpersonal relationships with patients, this research focused on:a) what constituted interpersonal relationships for the nurses studied, b) how the education of nurses addressed interpersonal relationships in teaching and nursing practice, c) how the development of interpersonal relationships as therapeutic enabling behaviour was practised among nurses themselves in educational and hospital ward practice. A Grounded Theory approach (after Glaser and Strauss 1967) was used to discover what were the sociopsychological processes guiding how nurses related to each other. A total of 176 nurses were sampled in this research. There was an initial purposive sample of 31 nurses from student nurses to tutors in the School of Nursing and trained nurses on some of the wards of a general hospital engaged in the study. This was followed by theoretical sampling with those same nurses and with other nurses outside the research site. The main method used was unstructured intensive interviews, many informal interviews, group discussions with some non-participant observations and use of curriculum documents. The main findings were that nurses felt emotionally and behaviourally ill equipped to form enabling (socio-psychological) relationships with each other, and for the most part unwilling to be 'enabling' to each other. In nurse education socio-psychological training was given, little priority over the 'clinical' curriculum and most tutors felt unable to teach the interpersonal curriculum experientially. Students recognised the need to develop interpersonal "enabling" skills; however, most did not demonstrate an investment in learning 'how to be enabling' in experiential education. The possible reasons for the lack of ability or lack of investment in developing "enabling" interpersonal relating were identified as core processes of personal vulnerability and fear of intimacy. These fears were shielded by the basic sociopsychological process of With-holding Self as a Strategy for Selfmanagement in which nurses seemed to be engaged. This was 'a holding back' from intimacy; that is being honest, spontaneous and creative as defined by Berne (1972) (Appendix H) Aligned with the 'With-holding' and in some cases a manifestation of 'with-holding' was the other basic sociopsychological process identified, which was: the 'Professional shield' as a self-protective sociopsychological mechanism protecting against personal rejection, (real or imagined) and its auxiliary category: 'Conformity to try to belong to the ward team' as a strategy to counteract the perceived overuse of hierarchical power and control mainly within the ward team. Fear of rejection and fear of intimacy were core categories which gave rise to the defensive strategies which nurses used in their interpersonal relationships with each other. As a result of these findings, some more definite questions could be asked which would form the bases of further research. One question addressing the sociopsychological relationships among nurses could be: What is the investment for nurses (as a profession) in maintaining unsatisfactory interpersonal relations which maintain a state of dis-empowerment? There is a recommendation for nurse educators generally to work within an educational psychological learning contracting for interpersonal skills training, and that such training be called psychosocial education to give it more prominence and status in the curriculum.
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Perkins, Jodine. ""Inside of each story was a piece of my story"| Applied folklore addressing stigma around perinatal mood and anxiety disorders." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256568.
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Situated within scholarship on applied folklore, this dissertation discusses and evaluates the 2013–2015 Pacific Post Partum Support Society’s (PPPSS) “Strengthening Community-based Resources for Families Experiencing Perinatal Depression and Anxiety and Their Health Care Providers” project. In this project, working with PPPSS staff, contractors, and volunteers, I used mixed methods to create educational resources and new services for clients and professional helpers. The overall project was designed to reduce the stigma of perinatal mood and anxiety disorders (PMADs) and to encourage struggling new parents to reach out for help sooner, when treatment is likely to be less expensive and more effective. Making use of post-project follow-up interviews with project participants and staff, this dissertation documents, reflects on, and evaluates this project in order to serve as a case study to guide the development and implementation of similar applied folklore projects.
By analyzing the narratives of project participants, this dissertation also examines the multifaceted, pervasive, and profound impact of stigma on new parents’ perinatal experiences, especially those experiencing a PMAD. This dissertation also discusses the process of sharing personal experience narratives in a supportive environment that formed the key inspiration for this applied project, as well some of the potential impacts on parents who share these narratives, including providing a way to understand their own experiences.
This dissertation encourages additional applied folklore work to support struggling new parents and offers suggestions for how health care providers, community support workers, and friends and family members can better support new parents in the hopes of promoting positive outcomes for families.
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Kumagai, Kazuaki. "How accent and identity influence each other| An investigation of L2 English speakers' perceptions of their own accents and their perceived social identities." Thesis, Indiana University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537169.
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This qualitative study aims to attain a practical understanding of L2 English speakers' perceptions and understanding of their own English accents and to explore the relationship between their perceptions of accents and their perceived social identities.
Data were collected through interviews with 14 participants. The individual analysis on each participant was reported as a form of narrative. The group analysis across all the participants' narratives demonstrated the complexity of their perceptions and understanding of accents, and the complex and context-dependent nature of the relationship between accents and perceived social identities. Five themes that respond to the research questions emerged from the results and findings. From the discussion of the themes, a heuristic model of identity construction was developed. The model is grounded in three cases of the participants as an explanatory tool for identity construction.
The study provides pedagogical implications for language teachers, and provides some suggestions for future research.
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Du, Plessis Raoul. "An analysis of the educational needs of end user and information systems personnel as perceived by each other." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/15973.
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Bibliography: pages [83]-89.One of the basic needs of both information systems practitioners and academics is in determining what skills and knowledge staff need in order to be able to perform adequately in their jobs (Nelson : 1991). This study was concerned with the information technology and information systems learning needs of two distinct classes of personnel; end users and information systems personnel. More specifically, it examines the perceptions that each group has of the other's particular deficiencies. It also compares the importance that each group accords to skill or knowledge in particular items for their counterparts, and how these expectations match their counterparts' own perceptions of item importance. The study was thus concerned with cross-perceptions; the perceptions that each group has of the other. This study examined these perceptions by means of the analytical survey method. The research instrument used was an adapted version of an instrument previously validated and used by Nelson (1991). The research instrument was completed by 168 employees within ten different organizations. The findings suggest that within six different areas of knowledge and skill both end user and IS personnel perceived their counterparts to be most deficient in the area of general IS knowledge; particularly in knowledge of the fit between IS and the organization, the potential uses of IS/IT within the organization, and in the use of IS for competitive advantage. In addition, both groups of personnel perceived their counterparts to be particularly deficient ii') their ability to communicate effectively. The deficiency in general IS knowledge was aggravated by the finding that both groups expect their counterparts to carry more of the responsibility for knowledge in general IS matters than their counterparts appear willing to assume. The implication of this mismatch of expectations is that it must first be resolved by clarifying the respective roles and responsibilities of both end user and IS personnel before the deficiencies themselves can be dealt with.
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Ebbens, Alan Robert. ""Whose job is it anyway?" : a phenomenological exploration of the roles that parents and teachers ascribe to themselves and each other in the overall education of children." Thesis, University of Bristol, 2011. http://hdl.handle.net/1983/92b57cd9-8f27-424e-97cb-afbc64a3e0ed.
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This study explores the roles that parents and teachers ascribe to themselves and each other regarding the education and all-round development of children. Previous research has focused predominantly on the factors behind parents' decisions to become involved in their child's education. This study seeks to illuminate and compare the thoughts and beliefs which underlie the role constructions of both parents and teachers and may impact directly upon the extent and nature of their working relationship. Findings derived from an interpretative phenomenological analysis of in-depth semi-structured interviews suggest that both groups are hugely dedicated and committed to their roles and to improving outcomes for children. They also suggest a number of areas where the perceptions of parents and teachers diverge, leading to different emphases on the expectations each has of the other. These differences include perceptions of self-efficacy, parental voice, the vulnerability of children, the most effective balance between support and challenge for children, and the extent of the parents' role in academic education. The implications of the findings are considered in terms of the working relationship between parents and teachers, outcomes for children and the practice of professional Educational Psychology.
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Lickteig, Amanda D. "“I think I use them, but I’m not sure what each one is called”: integration of multiple literacies in secondary social studies and science classes." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20336.
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Doctor of PhilosophyCurriculum and Instruction
F. Todd Goodson
In the past, literacy was viewed solely as the basic, functional skills of reading and writing. However, with the New London Group’s (1996) proposal of multiliteracies and the more recent push for a plurality of literacies (NCTE, 2011), teachers have been urged to expand their definitions of literacy. This qualitative study explores how secondary-level social studies and science teachers perceive literacies and identifies their instructional literacies practices. Data were collected through a pre- and post-questionnaire, three focus group sessions, classroom observations, field notes, and artifacts. This study solicited nearly one hundred secondary social studies and science teachers from three Midwestern school districts. Eight educators (four social studies and four science) participated in the study that took place in the spring of 2015. Furthermore, a generous grant from a local chapter of Phi Delta Kappa partially funded this research. After applying initial and holistic codes to the data, nine themes emerged: conventional, progressive, hesitant/emerging, collaborate, calibrate, perform, practice, interdisciplinary, and intradisciplinary. The nine themes were further classified by how they appeared in the data: dispositional themes, behavioral themes, and bridge themes. Throughout the data analysis, contemporary genre theory guided the study (Devitt, 2004). Descriptive codes, derived from contemporary genre theory, further revealed that the situational, social, historical, and individual aspects of genre influence teachers’ pedagogical practices related to multiple literacies across disciplines. Therefore, the ways in which teachers perceived multiple literacies and implemented them into classroom instruction are multifaceted and vary depending on grade level, content area, and teaching location. However, teachers’ dispositions regarding literacy move beyond a traditional mindset of functional reading and writing as they engage in professional learning opportunities and collaborate within and across disciplines and grade levels. This study provides secondary educators insight into the prominence of multiple literacies present across content areas while also revealing the teaching methods and instructional strategies that foster multiple literacies.
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Bushong, Michael J. "Mandated public school curriculum as legislated in each of the fifty states as of July 1, 1988." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720308.
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The primary purpose of the study was to determine the public school curricula, kindergarten through grade twelve, as mandated by the legislature in each of fifty states as of July 1, 1988. A secondary purpose of the study was to determine trends that may be evident through a comparison of the findings of the study with the findings of two earlier studies, the Marconnit study (1966/67) and the Berry study (1977/78). Like the two earlier studies, statutes pertaining to mandated curriculum for each of the fifty states were utilized as the source of the findings.To accomplish the stated purposes, nine questions were posed to serve as the basis of research for the study. The nine questions addressed the following topics: (1) subjects of required instruction, (2) grade levels of instruction, (3) time allotted to instruction, (4) performance objectives associated with a subject, (5) presentation of detailed subject content, (6) geographic, population, or state admittance patterns associated with the subjects, (7) subject related requirements which are unique to individual states, (8) states which have granted complete control of the curriculum to another state entity, and (9) trends which were evident from a comparison of the study findings with the findings of Marconnit (1966/67) and Berry (1977/78).Three hundred ninety-seven subjects were identified in the study. Marconnit (1966/67) identified ninety-nine subjects and Berry (1977/78) identified one hundred ninety-nine subjects. An increase in the number of states specifying grade levels, time allotments, performance objectives, and subject content was also noted. Unlike the two earlier studies, four subjects, government, health, safety education, and fire prevention, were observed to be associated with particular geographic regions. Two hundred thirty-seven subjects were identified as being unique to individual states. Only one state, Montana, was identified as having granted control of the curriculum to another state entity. In comparing the findings of the three studies, the number of subjects contained within six of seven subject categories increased. The six subject categories were: government; economics and geography; basic skills and language; mathematics and science; health, physical education, and safety; and miscellaneous subjects. Only the subject category related to the arts remained relatively constant.Department of Educational Administration and Supervision
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Mohabier, Icydor Aldale. "Empowering senior females by utilizing each female person's voice to create desired lifestyle options." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11302006-214055/.
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Thesis (M.A.)--Georgia State University, 2006.Title from title screen. Layli Phillips, committee chair; Elizabeth Beck, Heying Zhan, committee members. Electronic text (91 p.) : digital, PDF file. Description based on contents viewed July 20, 2007. Includes bibliographical references (p. 53-61).
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Rydell, Erik. "The Virtual Donation Challenge : How might we increase the understanding of each other's wishes on organ donation?" Thesis, Umeå universitet, Institutionen Designhögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-56395.
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Fifty percent of the Swedish population is not aware of their relatives’ wishes on organ donation. It happens that some family members use their veto when they are asked to confirm their dead family member’s wish on organ donation and thereby preventing a potential transplant. If more people would be aware of this issue and tell each other what their standpoint is, we could help the health care to identify more organ donors and thus help more people to a better life. The project lead to an educational and physical exercise based application for tablets aimed for sixteen years old pupils where they by walking around in the physical space, learn about the organs and get physical exercise at the same time. The app is meant for schools since the school has the responsible to educate the pupils about different types of physical exercise and lifestyle. Moreover, tablets are becoming increasingly common in the schools. I was influenced by an application called Zombies Run that focuses on creating a story by collecting virtual supplies while being running outside. Some statements from the research influenced me. A lady stated that she used to take her daughter out to walk the dog as much as possible because her daughter was at risk of becoming overweight. A Donor Coordinating Doctor stated a thoughtful sentence during a workshop “Would you be willing to receive an organ if you needed a transplant? Donate your organs after death so it is possible” The Virtual Donation Challenge is an application aimed at sixteen year old pupils for educational purposes. The school is responsible for giving the students education about lifestyles, different types of exercises and CPR education, I found it most appropriate to link the application to the Physical Education subject or even Natural Science subject. The application is a quiz and the questions are linked to local GPS coordinates which the users have to visit in order to answer the questions about organ donation and how the interdisciplinary processes in the body work.
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Wentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
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Magister Educationis - MEdSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
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MARQUES, IGOR EMANUEL DE SOUZA. "A DIVERSIDADE RELIGIOSA NO ESPAÇO ESCOLAR ADVENTISTA DO ABCD PAULISTA." Universidade Metodista de Sao Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1563.
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Against the backdrop of the denominational status of network Adventist education present in a remarkable way in the school space and the intense religious diversity students, this research analyzes the relationship of possible tensions between the denominational school status and religious diversity present. It takes into account the process of modernity causing significant change in education, in religion and in the form of the two institutes relate to each other. It took into account the socio-economic and religious profile of the students and how is the reception of religious education in Adventist school space, including students who declare themselves Adventists. The area chosen for this research was the Adventist schools located in the ABCD Paulista context, which offer high school. These school units are located in the cities of Diadema, Santo Andre and Sao Caetano do Sul, cities located in the same micro region, but with different socioeconomic realities.
Tendo como pano de fundo a confessionalidade da rede adventista de educação presente de maneira marcante no espaço escolar e a intensa diversidade religiosa discente, esta pesquisa analisa a relação de possíveis tensões entre a confessionalidade escolar e a diversidade religiosa presente neste espaço. Leva em consideração o processo de modernidade causadora de importantes transformações na educação, na religião e na forma dos dois institutos se relacionarem. Levou-se em consideração o perfil socioeconômico e religioso dos alunos e possíveis tensões na recepção do religioso no espaço escolar adventista por parte dos discentes, inclusive por aqueles que se declaram adventistas. O espaço escolhido para esta pesquisa foi o de colégios adventistas localizadas no contexto do ABCD Paulista, que ofertam o Ensino Médio. Estas unidades escolares estão situadas nas cidades de Diadema, Santo André e São Caetano do Sul, cidades localizadas na mesma microrregião, mas com distintas realidades socioeconômicas.
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Hamilton, Mauricette Ann. "We grow in the shade of each other a study of connectedness, empowerment and learning in the Middle years of schooling /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp95.29052006/index.html.
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Thesis (EdD)--Australian Catholic University, 2005.Submitted in total fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 220-230. Also available in an electronic format via the internet.
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"Holding Space for Each Other’s Stories: A Phenomenological Study of an Adolescent Story Slam." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49026.
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abstract: This research features a phenomenological investigation of the interactions between adolescent storytellers and audience members during a live storytelling event. The researcher partnered with an English teacher in an urban Southwest high school and a spoken word poet from a youth nonprofit to produce a storytelling workshop and corresponding story slam event for high school students. Fourteen participants, including seven student storytellers and seven student audience members, participated in extensive follow-up interviews where they described the experience of their respective roles during the event. Utilizing a phenomenological design (Moustakas, 1994; Vagle, 2014) and drawing from reception theory (Bennett, 1997; Hall, 1980) as a framework, the researcher used participant descriptions to compose a textural-structural synthesis collectively describing the phenomenon of interaction, connection, and transaction between storytellers and audience members during the live event.
The textural-structural synthesis of participants’ descriptions comprises four major essences of the transactional phenomenon. These include 1) the relational symbiosis of storytellers and audience members, 2) the nature of the story slam as a planned and produced event, 3) the storytellers’ inclusions of specific, personal details which resonated with specific, personal details in audience members’ lives, and 4) the storytellers’ intentional style and content choices which corresponded with reactions from audience members.
These findings provide a platform for fostering conditions for interaction, connection, and transaction in curricular and extra-curricular secondary contexts. For a classroom teacher, they may be helpful in creating principles for optimizing interactions between teachers and students in instruction and between students in collaboration. In extra-curricular contexts, these findings provide a platform for consideration of how to hold space for creative performance once spaces for creative expression have been made for youth.Dissertation/Thesis
Doctoral Dissertation English 2018
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Lung, Hu Jung, and 胡榮隆. "The study of process of guiding ERP - the relationship between educational training and each department." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/24109163791183276967.
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碩士國立臺北大學
企業管理學系
90
To upgrade and improve the service standard / increase production by technology is almost used by every company worldwide. Research-development and educational training are much more related to technology. It is an important issue for business to have ERP introduced to be competitively. We are mainly discuss the relationships between educational training and every department of a company when the ERP is being introduced for references. The configuration of theory is discussed and filed in accordance with literature. To prove the applicability of the above- mentioned theory, we are discussed case by case and provide the related proposition for each case. The conclusions are as follows: 1.The company which are succeed in guide ERP into had put high- light on the educational training than those failed to do this. That is to say, an educational training must be accompanied by ERP to get the achievement for a mould company. 2.The purpose of different department to guide ERP differs from section to section and the also the different benefit they have got. However, it is the method and content that counts for the guide of new system. 3.It is lecture, discussion and practice, which are the most important among the methods for educational training. Especially the practice method that is the most important because its adjustable according to the demand of new system. To get the benefit brought by the ERP, not only the person in charge but also the employees should oporate practically. 4.In the inspect of content and depth of educational training, enterprise that have processed the business process engineering will be much easier to guide the ERP successfully, which is all because of the thoroughly adjust to the business. Finally, specific suggestions are provided according to the conclusion to this research and for reference in execution in the near future.
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JANG, SHYH-CHANG, and 張世昌. "A Survey on Current Status of Environmental Education Promoted by Environmental Protection Bureau in Each County and City in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/71230692937954961882.
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碩士國立臺中教育大學
環境教育研究所
96
Environmental Protection Bureau is the leading role and key-role of promoting environmental education propagation in each county and city. This study aimed to find out current status and effectiveness of environmental protection propagation promoted by Environmental Protection Bureau in each county and city, to explore the problems for promotion of environmental education propagation by Environmental Protection Bureau and to propose effective mode of environmental education propagation promoted by Environmental Protection Bureau. This study was mainly made up of two parts, including: experts’ interviewing study and questionnaire investigation. Expert interviews were carried out on 13 experts, including chief of Educational Propagation Section of Environmental Protection Bureau, objectives of environmental education propagation, chiefs of related section of Environmental Protection Administration and Education Bureau responsible for environmental education and experts in environmental education. The questionnaire investigation was constituted by two parts, including: educational propagation staff of Environmental Protection Bureau and objectives of environmental education propagation, to mutual check the results among three objectives mentioned above. Two copies of educational propagation staff questionnaire were sent to each Environmental Protection Bureau. 50 questionnaires were sent out and 46 valid ones returned. Valid recovery rate was 92.0%, with Cronbach’s α being 0.950. Objectives of environmental education propagation of Environmental Protection Bureau included schools, communities, NGOs and enterprises. Stratified random sampling or cluster sampling was conducted and 767 questionnaires were sent out and 458 valid ones returned. Valid recovery rate was 59.7% (142 valid ones from schools, with valid recovery rate of 64.5%; 114 valid ones from communities, with valid recovery rate of 64.5%; 97 valid ones from NGOs, with valid recovery rate of 47.5%; 105 valid ones from enterprises, with valid recovery rate of 52.5%), with Cronbach’s α being 0.967. High validity of the questionnaire was shown by the results mentioned above. Important results of the study were shown as follows. Overall achievements and performance of environmental education propagation promoted by Environmental Protection Bureau were between ‘common’ and ‘good’. For the five functions of environmental education, effectiveness of ‘knowledge’ and ‘awareness’ was better, effectiveness of ‘attitude’ was common and effectiveness of ‘skill’ and ‘behavior’ was bad. The manpower for environmental education propagation of Environmental Protection Bureau of each county and city was deficient in responsible. Other concurrent affairs influenced effectiveness of educational propagation. Manpower must be made up and professional knowledge and skill training shall be reinforced. Environmental education propagation of Environmental Protection Bureau was comprised by both integration of the whole organization and supports from other sections. Funds of environmental education propagation were deficient and Environmental Protection Bureau must made efforts to acquire funds budgeting and appointed funds from our and other organizations or raise money through subvention. Major problems for environmental education propagation promoted by Environmental Protection Bureau included complicated business, manpower sufficiency, bad communication, vague subsidizing mechanism for community and schools, complicated cancellation and verification regulations, frequent changes of environmental policies, over-attention to law and knowledge propagation, sufficiency in ethics of environmental education propagation, disconnection with curricula in school, not being able to combine with local activities of community, no consideration of the goal of “environmental education” while propagating important tasks, sufficiency in cooperation with other organizations, environmental protection concepts not being taken in public policy and engineering and ineffective application of mass media. Effective modes of environmental education propagation promoted by Environmental Protection Bureau were shown as follows. Special division and staff should be designated by Environmental Protection Bureau. Administrative plan and goal should be drawn up and reviewed for improvement regularly. Organizer of educational propagation and other divisions of Environmental Protection Bureau should cooperate and coordinate with each other. Platform of environmental education propagation shall be established and manpower from non-governmental enterprises and environmental organizations shall be combined. Professionals from each research organization and non-governmental organization should be invited; lecturer team for educational propagation should be established to help with environmental education propagation. Environmental volunteer system must be strengthened and levels of verification and reward mechanism should be established. Reinforced environmental education propagation and improved execution mode. Innovative activities for environmental education propagation should be figured out to attract the public, focused on improving for behaviors and skills of environmental protection of the public and let them practice in daily life. Reinforced trash reduction and recycling, environmental sanitation contest, propagation for plastic bag restriction policy, environmental protection ambassador and environmental theme activities (street clearing, beach cleaning), advertisement during broadcasting program and propagating program are seven items of improving effectiveness of environmental educational propagation of Environmental Protection Bureau.
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HUANG, CHIH TSENG, and 黃志增. "A Professional with Two Different Sense－The Professional Education and Development of each International Handball Referee from Taiwan and their Career Pressure." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/57374384311000604719.
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碩士國立臺北教育大學
體育學系碩士班
96
This study is qualitative research which was completed by interview, data collection and analysis. By executing “one on one” interview to three international handball referees from Taiwan who all had al least 15 career years, this study deeply understood, discussed and analyzed the professional education and development of each international handball referee from Taiwan and their career pressure. The result indicated that each international handball referee from Taiwan trained and enhanced his professional development through real experience and self-examination, which normally faced some challenge topics, including “the professional skills examination”, “the self-experience arrangement”, and “the professional obstacles”. Normally, while a referee faced on the testing of professional skills and the arrangement of self-experience, it came with the professional obstacles simultaneously. However, in the circulation of continuous self-examination and facing the topics of professional development, the successful professional development was acquired by “individual self-adjustment and strain-release”. Moreover, in the process of professional development, some challenges had to against, including “the influence of role”, “the conflict of role” and “the over-loading of role”, Devoting more and more time to professional development came with heavy duty of role pressure. Therefore, each referee had to develop his own individual attitude and character of enthusiasm, consistence and persistence, and establish his own individual ability and values of moral character, thus, the professional development of handball referee was successfully acquired.
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HUA, YU CHIA, and 尤嘉華. "The New Course of Study and The Educational Activities that have room to grow for each child to learn in Japan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/69996539513428910632.
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碩士淡江大學
日本研究所
92
Abstract: Education is the great prospect of a nation. It is necessary to make a revolution of education to meet the standard of the imminent 21st century. In Japan, from elementary to senior high school, each course time is designed by the ministry of education, science and culture. In the regulated course time, the teaching content accord with the teaching principle. Since 1970s, Japan has practiced the “permissive education” which less content of course was designed for less span of time. The concept of permissive education originated from the reflection of the previous dogmatic style of education, and this permissive education was to remove the exam pressures and inspire students of spontaneous learning. The new learning principle under the name of permissive education started at April 2002. The emphasis of new learning principles is to practice the five-day workweek institute, lessening the content of the course and established “time of over all learning” the purpose of witch was to change the teaching way of dogmatic education, made room for the students learn to think independently. However, facing a significant time of changing education mode like this, Japan ministry of education, science and culture still does not give a clear respond. Therefore, this purpose of this thesis is to analyze the new learning principle launched in 2002 and propose some suggestion and prospect for permissive education.
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Randall, Patricia L. "Identification, description, and perceptions of personal and professional attributes for student teachers in school health education and rankings of knowledge, skill, and disposition elements within each attribute a pilot study /." 2002. http://www.oregonpdf.org.
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Chou, Chih-Ting, and 周志亭. "Study the correlation between the self-perceptions and academic performance in each major subject area taught under nine-year compulsory education system of junior high school students- in the case of Kaohsiung city." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/13885479041583099878.
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碩士國立中山大學
教育研究所
93
This study examines the correlation between the self-perceptions of junior high school students in Kaohsiung city and their academic performance in each major subject area taught under Kaohsiung city’s nine-year compulsory education system. Key research objectives include: Examine the influences of personal variables on junior high school student self-perception and academic performance within the 9-year compulsory education system; and determine correlations between the self-perception and academic performance; and offer practical suggestions can better assist junior high school students to cultivate self-perceptions that are both active and positive. The authors used the “Self-Attitudes Questionnaire”, revised by Mr. Wei-fan Kuo, as a primary data-gathering tool. The subjects of this research were junior high school students (grades 7 through 9). After categorizing schools as “large”, “medium” or “small” (based on student population), the authors chose target schools by randomly selecting three (3) from each category. Finally, a computer was used to select at random one class from each of the nine selected schools. Data collected for this study included completed self-attitude questionnaires and students’ semester grade reports. The authors employed one-way ANOVA, Pearson product-moment correlation, gradual multiple regression, and T-Test analysis methodologies to test hypotheses. Research Findings: At present, the overall rating for self-perception among junior high school students studying in Kaohsiung Municipality is higher than the national average. The sex of respondents was found to affect self-perception significantly in all categories and at each level of academic performance. Differing social / economic backgrounds of families had a significant impact on self-perception in all categories and at each level of academic performance, and Study results indicate that level of self-perception is a regressive predictor of academic performance. Based on the above findings, the authors offer the following practical suggestions: I.The academic curriculum should foster the development of a positive and active sense of self-perception in students; II.Effectively managing the factors that influence students’ self-perception can effectively assist in the prevention / rectification of self-perception problems. III.Students coming from families in lower social or economic strata should be afforded special attention and support. IV.Educators should note and attend to the differing needs of individual students in the classroom.
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Phillips, Rochelle L. "The effect of No Child Left Behind legislation and the various standards of the National Council of Teachers of Mathematics on the development of middle school mathematics standards in each of the fifty states of the United States /." 2005. http://www.consuls.org/record=b2773683.
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Thesis (M.S.) -- Central Connecticut State University, 2005.Thesis advisor: Philip P. Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 42-45). Also available via the World Wide Web.
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Magalhães, Jorge André Ferreira. "O contributo da EMRC para o perfil do aluno do século XXI." Master's thesis, 2019. http://hdl.handle.net/10400.14/27451.
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Este relatório final visa apontar os principais contributos da disciplina de Educação Moral e Religiosa Católica para o Perfil do Aluno do Século XXI. As competências específicas daquela disciplina são imprescindíveis para a base humanista da educação que o perfil preconiza.
Com o intuito de contextualizar o Perfil do Aluno, faz-se, logo no primeiro capítulo, a sua apresentação. Parte-se da contextualização histórica e social do documento, faz-se, depois, referência aos principais conceitos que estão na sua base para chegar, então, aos três pilares que suportam o esquema concetual: princípios, áreas de competência e valores. Por fim, abordam-se as implicações práticas do Perfil nos diferentes âmbitos da Educação.
Enuncia-se, já no segundo capítulo, o contributo da EMRC para o desenvolvimento integral do aluno. Aponta-se aqui para aquele que será o contributo mais específico desta disciplina para o Perfil do Aluno: o desenvolvimento da dimensão religiosa da pessoa humana que, por sua vez, capacita o aluno para interagir com o meio envolvente através de um projeto de vida assente no valor da dignidade humana. As competências trabalhadas na EMRC conferem valor educativo à disciplina e fazem com que seja legitima a sua presença na Escola. Contudo, como veremos, há vários desafios com os quais a disciplina terá que se bater para não ficar refém da sua confessionalidade religiosa institucionalizada.
No terceiro capítulo, esboça-se a visão cristã do Homem e do seu desenvolvimento integral. Trata-se de buscar os fundamentos da antropologia cristã para justificar a constituição espiritual/religiosa da pessoa e, consequentemente, sublinhar a importância de uma disciplina que a aborde em contexto escolar.
Por último, analisa-se a Unidade Letiva 3 - O projeto de Vida. A exposição das planificações e relatórios de aula deixará a claro que as aprendizagens essenciais trabalhadas desenvolvem a dimensão religiosa da pessoa e contribuem, desta forma, para o Perfil de base humanista.This final report demands and shows the main contributions of the discipline of Moral and Religious Catholic Education (EMRC) to the Profile of the Student of the 21st Century. The specific competences of this discipline are essential for the humanist education base advocated by this profile. In order to contextualize the Student Profile, its presentation is made in the first chapter. It departs from the historical and social contextualization of the document, referring to the main concepts that are in its base in order to reach the three pillars that support the conceptual scheme: principles, areas of competence and values. Finally, the practical implications of the Profile in the different areas of Education are addressed. It is stated, in the second chapter, the contribution of EMRC to the integral development of the student. It is pointed out here the most specific contribution of this discipline to the Student Profile: the development of the religious dimension of the human person that, in turn, empowers the students to interact with their surroundings through a life project based upon the value of the human dignity. The skills worked in EMRC confer an educational value to the discipline and legitimate its attendance in the School curriculum. However, as we shall see, there are a number of challenges within that will defy this discipline in order not to be held hostage by its religious and institutionalized confession.In the third chapter, the Christian vision of Mankind and their integral development is sketched out. It intends to seek the foundations of Christian anthropology to justify the spiritual/ religious constitution of the person and, consequently, to underline the importance of a discipline that addresses it in a school context. Finally, we analyze the Unit 3 - The Life Project. The exposition of the lesson plans and reports will make it clear that its essential learnings develop the religious dimension of the person and thus contribute to the humanistic basic Profile.